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Review article
Faculty development: the need to ensure educational excellence and health care quality
Hyekyung Shin, Min-Jeong Kim
Kosin Med J. 2023;38(1):4-11.   Published online March 27, 2023
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  • 1 Citations
Abstract PDFPubReader   ePub   
The definition of faculty development has been refined and expanded over the past few decades, and various definitions have been used in higher education. Initially, faculty development was defined as activities that help teachers improve teaching skills, design better curricula, and improve the organizational environment for education. Since then, as the focus of faculty development has shifted from individual professors to institutional needs, faculty development is now defined as the personal and professional development of professors, clinicians, researchers, and managers to meet institutional goals, visions, and missions in social terms and moral responsibility to the community. Faculty development in medical education is universally needed to recognize and cope with widespread changes in education, including the traditional role of professors, advances in pedagogical theory, changes in learning styles, innovative curriculum models, and evaluation philosophy. However, critics have pointed out that most universities could not actively implement faculty development or accept professors’ various demands. In this paper, various reports related to faculty development are reviewed to summarize how faculty development has progressed and present future directions for accepting various opinions to improve educational excellence and the quality of health care.


Citations to this article as recorded by  
  • Needs and gaps of faculty development for medical schools
    Ji Hyun Im, Wha Sun Kang, Seung Hee Lee, Dae Chul Jeong, Dae Hyun Kim, Man-Sup Lim, Miran Kim, Ji-Hyun Seo, Dong Hyeon Lee
    Korean Journal of Medical Education.2024; 36(2): 189.     CrossRef
Original article
Medical students' perception and satisfaction with group discussion and presentation in medical ohilosophy course
Min-Jeong Kim, Si-Sung Park
Kosin Med J. 2016;31(1):41-55.   Published online February 4, 2016
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Abstract Objectives

The purpose of this study was to evaluate the self-achievement, perception and satisfaction of group discussion and presentation in medical philosophy class.


A questionnaire was developed based on topical subject of main textbook of medical philosophy and course evaluation reported by students. The questionnaire composed of self-learning achievement for the seven subjects, perception of necessity and profitability of contents and education method of medical philosophy and satisfaction with components of education method and overall class.


The data were collected from 250 medical students who complete the course of medical philosophy. Regardless of grade and gender, students reported high self-achievement, perception and overall satisfaction of medical philosophy course, but there were difference in satisfaction of components of each education methods. Students recognized positively as discussion and presentation in philosophy class, but had low awareness of the benefits of private small-group activities. The more students regarded it is beneficial for the contents and methods of philosophy classes, the overall satisfaction with the medical philosophy course was high. And the more students regarded it is necessary to educate and beneficial for the contents and methods of philosophy classes, the satisfaction with the education methods of medical philosophy course was high.


To improve the achievement level and satisfaction with the philosophy course, it is necessary to induce active interest in small group activities, and provide detailed and various discussion materials in class.

KMJ : Kosin Medical Journal