Department of Preventive Medicine, College of Medicine, The Catholic University of Korea, Seoul, Korea
Editor: Sun Huh, Hallym University, Korea
© 2020, Korea Health Personnel Licensing Examination Institute
This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article 5 (Licenses for Medical Doctors, Dentists or Oriental Medical Doctors) (1) A person who intends to become a medical doctor, dentist, or oriental medical doctor shall meet any of the following qualifications and be licensed by the Minister of Health and Welfare after passing the relevant national examination prescribed in Article 9. (Amended by Act No. 9932, January 18, 2010; Act No. 11252, February 1, 2012)
1. A bachelor’s degree holder who has graduated from a university or college, with a major in medical science, dentistry, or oriental medical science, which has obtained accreditation from an accredited institution referred to in Article 11-2 of the Higher Education Act (hereinafter referred to as “evaluation and certification body”; and the accreditation there from shall be referred to as “accreditation from the evaluation and certification body”)
2. A master’s or a doctor’s degree holder who has graduated from a professional graduate school, such as a medical school, dental school, or oriental medical school which has obtained accreditation from the evaluation and certification body
First, an assessment of the structure and process of medical education is needed. The fastest way to achieve this goal will be to establish an accreditation system, which will enable the standardization of the quality of medical schools. Furthermore, such a system will ensure that medical school graduates will be equipped with a certain level of knowledge, skills, and attitudes. Second, outcome assessment of graduates is also needed to provide feedback for medical education.
Aspects of the social situation have led to calls to increase the number of physicians and facilities according to the rapid increase in demands for medical services since the 1970s. However, medical colleges also have many difficulties in properly conducting medical education. In this situation, it is unreasonable to continue establishing new medical schools. It is necessary to re-evaluate the education of existing medical schools to improve the quality of medical education. Based on the results of the evaluation, long-term medical human resources supply and demand issues, including new medical schools, can be discussed.
Authors’ contributions
MKH did all work.
Conflict of interest
The author declares that there is no conflict of interest.
Funding
None.
Data availability
None.
From World Federation for Medical Education. WFME Recognition Programme [Internet]. Ferney-Voltaire (France): World Federation for Medical Education; 2020 [cited 2020 Oct 3]. Available from: https://wfme.org/accreditation/recognition-programme/ [2].
Agency | Country | Recognized until |
---|---|---|
Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP) | Countries of the Caribbean Community, Caribbean Community, Dominican Republic | May 2022 |
The Association for Evaluation and Accreditation of Medical Education Programs (TEPDAD) | Turkey, State of Palestine, Oman, Qatar, Kuwait, Lebanon | July 2023 |
Committee on Accreditation of Canadian Medical Schools (in cooperation with LCME) | Canada | April 2024 |
Liaison Committee on Medical Education (LCME) | United States of America | April 2024 |
Korean Institute of Medical Education and Evaluation (KIMEE) | Republic of Korea | September 2026 |
Accreditation Commission on Colleges of Medicine (ACCM) | Selected Caribbean countries: Anguilla, Aruba, Cayman Islands, Curacao, Dominica, Saint Kitts and Nevis, Sint Maarten, St. Vincent & the Grenadines University of Jordan Faculty of Medicine-Jordan | December 2026 |
Japan Accreditation Council for Medical Education (JACME) | Japan | March 2027 |
Australian Medical Council (AMC) | Australia and New Zealand | January 2028 |
Independent Agency for Accreditation and Rating (IAAR) | Kazakhstan, Kyrgyz Republic, Republic of Moldova, Russian Federation, Tajikistan | January 2028 |
Sudan Medical Council (SMC) | Sudan | June 2028 |
National Center for Educational Quality Enhancement (NCEQE) | Georgia | October 2028 |
Institute for Medical Education Accreditation (IMEAc) | Thailand | October 2028 |
Indonesian Accreditation Agency for Higher Education in Health (Lembaga Akreditasi Mandiri Perguruan Tinggi Kesehatan [IAAHEH/LAM-PTKes]) | Indonesia | October 2028 |
Accreditation Organisation of the Netherlands and Flanders (Nederlands-Vlaamse Accreditatieorganisatie [NVAO]) | Netherlands and Flanders | November 2028 |
Mexican Board for Accreditation of Medical Education (Consejo Mexicano para la Acreditación de la Educación Médica [COMAEM]) | Mexico and Costa Rica | April 2029 |
National Authority for Quality Assurance and Accreditation of Education (NAQAAE) | Egypt | April 2029 |
System of Accreditation of Medical Schools/Sistema de Acreditação de Escolas Médicas (SAEME) | Brazil | April 2029 |
Taiwan Medical Accreditation Council (TMAC) | Taiwan | April 2029 |
Secretariat of the Council for Undergraduate Medical Education (SCUME) | Iran | June 2029 |
Commission for Academic Accreditation (CAA) | United Arab Emirates | June 2029 |
Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CYQAA) | Cyprus | February 2030 |
Working Committee for the Accreditation of Medical Education, Ministry of Education (WCAME) | China | June 2030 |
Medical Council of Ireland (MCI) | Ireland Royal College of Surgeons in Ireland, Medical University of Bahrain-Bahrain | June 2030 |
From World Federation for Medical Education. WFME Recognition Programme [Internet]. Ferney-Voltaire (France): World Federation for Medical Education; 2020 [cited 2020 Oct 3]. Available from: