Korean Med Educ Rev.  2022 Jun;24(2):141-155. 10.17496/kmer.2022.24.2.141.

The Current Status and Needs Analysis of Interprofessional Education in Korean Medical Colleges

  • 1Department of Medical Education, Gachon University College of Medicine, Incheon, Korea
  • 2Office of Medical Education, Ajou University School of Medicine, Suwon, Korea
  • 3Department of Internal Medicine, Inje University College of Medicine, Busan, Korea
  • 4Department of Physiology, CHA University School of Medicine, Pocheon, Korea
  • 5Department of Medical Education, Seoul National University College of Medicine, Seoul, Korea
  • 6Department of Medical Humanities, CHA University School of Medicine, Pocheon, Korea
  • 7Department of Medical Education, Yonsei University Wonju College of Medicine, Wonju, Korea
  • 8Department of Emergency Medicine, Wonju Severance Christian Hospital, Wonju, Korea


The purpose of this study was to investigate the current status of interprofessional education (IPE) and the efforts required to promote, popularize, and implement it in Korea. The IPE status of 40 medical colleges was investigated using a survey with questions regarding the details of IPE, the future plans and necessary support required, and the reasons for not implementing IPE. Thirty-two medical colleges responded, of which 10 are implementing or have implemented IPE. Most of these colleges started IPE in 2018, and the duration of IPE was less than 9 hours. All medical colleges held classes with nursing students. As for the type of IPE, there were independent courses for IPE, one-time special lectures, or partial sessions in one course. Lectures, discussions and presentations, role playing, and high-fidelity simulations were mainly used as educational methods. The support and interest of the dean was the most important facilitating factor. No medical colleges were currently preparing to implement IPE, four colleges had planned IPE but failed to implement it, and 16 had no plans for IPE at all. All medical colleges cited scheduling or cooperation with other majors as the most significant barrier. All the colleges listed their requirements for educational materials, cases, guidelines, and teaching and learning methods for IPE from external institutions. To activate IPE, it is necessary to create an appropriate atmosphere and conditions for developing IPE competencies and a model suitable for the domestic situation. External medical education support organizations should distribute IPE development guidelines and educational materials, form a network between medical colleges with IPE experience, and make efforts to promote the importance of IPE.


Interprofessional education; Interprofessional relations; Medical education; Medical students
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