Yu Lee Park1, Ching Wen Huang1, Yui Sasaki1, Youme Ko1, Sunju Park2, Seong-Gyu Ko3. 1. Department of Preventive Medicine, Graduate School, Kyung Hee University, 26 Kyungheedae-ro, Hoegi-dong, Dongdaemun-gu, Seoul, Republic of Korea; Institute of Safety and Effectiveness Evaluation for Korean Medicine, Kyung Hee University, Seoul, Republic of Korea. 2. Department of Preventive Medicine, College of Korean Medicine, Daejeon University, 62 Daehak-ro, Daejeon, Republic of Korea. 3. Department of Preventive Medicine, Graduate School, Kyung Hee University, 26 Kyungheedae-ro, Hoegi-dong, Dongdaemun-gu, Seoul, Republic of Korea; Institute of Safety and Effectiveness Evaluation for Korean Medicine, Kyung Hee University, Seoul, Republic of Korea. Electronic address: epiko@khu.ac.kr.
Abstract
CONTEXT: China, Japan, Korea, and Taiwan have developed modernized education systems in traditional medicine. OBJECTIVE: This study aims to provide an overview of the education systems in these countries and compare them. METHODS: Data were collected through the websites of government agencies, universities, and relevant organizations. RESULTS: These countries have systemically developed basic medical education (BME), postgraduate medical education (PGME), and continuing medical education (CME) in traditional medicine. BME is provided at colleges of traditional medicine at the undergraduate level and graduate levels. The length of education at the undergraduate level is five, six, and seven years in China, Korea, and Taiwan, respectively; the length at the graduate level is four years in Korea and five years in Taiwan. A seven- or eight-year program combining undergraduate and graduate courses is unique to China. In Japan, unlike in other countries, there are two distinct education systems-one is comprised of courses on traditional medicine included in the curriculum for Western medical doctors, and the other is a three- or four-year undergraduate program for practitioners including acupuncturists and moxibustionists. PGME in Korea consists of one-year internship and three-year residency programs which are optional; however, in China and Taiwan, internship is required for the national licensing examination and further training is in the process of standardization. The required credits for maintenance of CME are eight per year in Korea, 25 per year in China, and 180 over six years in Taiwan. CONCLUSIONS: The design of the educational systems in these countries can provide useful information for the development of education in traditional medicine around the world.
CONTEXT: China, Japan, Korea, and Taiwan have developed modernized education systems in traditional medicine. OBJECTIVE: This study aims to provide an overview of the education systems in these countries and compare them. METHODS: Data were collected through the websites of government agencies, universities, and relevant organizations. RESULTS: These countries have systemically developed basic medical education (BME), postgraduate medical education (PGME), and continuing medical education (CME) in traditional medicine. BME is provided at colleges of traditional medicine at the undergraduate level and graduate levels. The length of education at the undergraduate level is five, six, and seven years in China, Korea, and Taiwan, respectively; the length at the graduate level is four years in Korea and five years in Taiwan. A seven- or eight-year program combining undergraduate and graduate courses is unique to China. In Japan, unlike in other countries, there are two distinct education systems-one is comprised of courses on traditional medicine included in the curriculum for Western medical doctors, and the other is a three- or four-year undergraduate program for practitioners including acupuncturists and moxibustionists. PGME in Korea consists of one-year internship and three-year residency programs which are optional; however, in China and Taiwan, internship is required for the national licensing examination and further training is in the process of standardization. The required credits for maintenance of CME are eight per year in Korea, 25 per year in China, and 180 over six years in Taiwan. CONCLUSIONS: The design of the educational systems in these countries can provide useful information for the development of education in traditional medicine around the world.