Impact and future improvements of workplace-based learning in traditional Korean medicine clinical clerkship: Perspectives of graduates

Abstract

Abstract Background Workplace-based learning (WPBL) has emerged as an essential practice in healthcare education. However, WPBL is rarely implemented in traditional Korean Medicine (TKM) due to the passive attitude of teachers and possible violation of medical laws that limit the participation of trainees in medical treatment. In this study, we implemented WPBL in the clinical clerkship of acupuncture and moxibustion medicine at a single College of Korean Medicine and discuss future improvements. Methods During the clerkship, each senior student was assigned an inpatient at the university hospital. WPBL was conducted as follows: patient presentation by the supervisor, interaction with the patient at the bedside, preparation of medical records, oral case presentation, and discussion with feedback. The student performed a physical examination and review of systems as a clinical task. In addition, six doctors of Korean Medicine (DKM) who are currently practicing after three years of WPBL were interviewed to investigate the real-world effects and unmet needs of WPBL in their workplaces. Results Two major themes identified from the interview were: “the experience of novice DKMs with TKM practice” and “Status Quo TKM education.” The five subcategories were: “Clinical competency priorities vary according to the TKM workplace,” “Difficulties faced by DKMs immediately after graduation,” “WPBL experience,” “Necessary but difficult to implement real patient learning,” and “Unmet needs for clinical clerkship in TKM.” Conclusion The present study suggests that WPBL may contribute to achieving various competencies of DKM. Since most DKMs are employed in clinics after graduation without receiving training in hospitals, WPBL plays an essential role in TKM education, and real patient learning in TKM primary clinics should be increased. However, the voluntary participation of patients, which requires the active participation of teachers, is necessary for the implementation of WPBL.