The study aims to examine the 20-year developmental trajectory of medical education at Ewha Womans University College of Medicine (2004–2025). It analyzes educational support documents, self-evaluation reports, and Curriculum Committee meeting minutes to illuminate both the direction and significance of Ewha’s medical education reforms. Key milestones include the formal establishment of the Medical Education Office in 2004 and the subsequent founding of the Department of Medical Education in 2005. Major innovations over this period encompass the expansion of objective structured clinical examinations and the introduction of problem-based learning modules. Additional advancements include the establishment of the Ewha Medical Simulation Center and Learning Resource Center, as well as the reversion to an undergraduate medical college format in 2015. The college has also prioritized faculty development workshops and medical education seminars, implemented the Ewha Social Active Communication program, and introduced team-based learning. Noteworthy initiatives include the enhancement of student research capacity and the launch of a dedicated medical education newsletter. In 2022, the Medical Education Office was reorganized as the Ewha Center for Medical Education, marking a new era of integrated leadership and expanded educational initiatives. Ewha has consistently achieved high accreditation statuses, reflecting ongoing excellence in curriculum development, assessment, and faculty development. This progress demonstrates the dedication and collaboration of both faculty and staff, resulting in a robust educational framework. The institution’s continuous growth serves not only as a testament to past achievements but also as a foundation for future advancements in Ewha’s medical education, with the ultimate aim of cultivating women leaders in Korean healthcare.

Objectives: This study explored the experiences of medical students enrolled in an elective course titled "Healthcare Innovation and Women's Ventures II" at Ewha Womans University College of Medicine. The research questions were as follows: First, what motivated medical students to participate in the experiential entrepreneurship course? Second, what experiences did the students have during the course? Third, what changes did the students undergo as a result of the course?

Methods: Focus group interviews were conducted with six medical students who participated in the experiential entrepreneurship course from February 13 to 23, 2024.

Results: The analysis identified three domains, seven categories, and 17 subcategories. In terms of motivations for enrolling in the experiential entrepreneurship course, two categories were identified: "existing interest" and "new exploration." With respect to the experiences gained from the course, three categories emerged: "cognitive experiences," "emotional experiences," and "behavioral experiences." Finally, two categories were identified concerning the changes participants experienced through the course: "changes related to entrepreneurship" and "changes related to career paths."

Conclusion: Students were motivated to enroll in this course by both their existing interests and their desire to explore new areas. Following the course, they underwent cognitive, emotional, and behavioral changes. Their perceptions of entrepreneurship and career paths were significantly altered. This study is important because it explores the impact of entrepreneurship education in medical schools from the students' perspective.

Citations

• Unresolved policy on the new placement of 2,000 entrants at Korean medical schools and this issue of Ewha Medical Journal
  Sun Huh
  The Ewha Medical Journal.2024;[Epub]     CrossRef