How to improve the continuing professional development in Korea

Received: January 4, 2016 • Revised: February 12, 2016 • Accepted: February 12, 2016 Corresponding Author: Myung Jin Lee (http://orcid.org/0000-0001-9076-7771) 1384 Nambusunhwan-ro, Geumcheon-gu, Seoul 08547, Korea Tel: +82.10.5259.5795 Fax: +82.2.865.5527 email: [email protected] Korean J Med Educ 2016 Jun; 28(2): 153-156. http://dx.doi.org/10.3946/kjme.2016.27 eISSN: 2005-7288 C The Korean Society of Medical Education. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http:// creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Continuing professional development (CPD) is a broader concept of an educational program than continuing medical education (CME), which is currently considered as supplementary or training education. Whereas CME, only focuses on medical knowledge and skills, CPD goes step further to provide the opportunities for doctors to continuously acquire competence in professionalism and techniques required to perform medical practice. CPD is designed for all doctors, especially medical school professors, employed doctors, self-occupied physicians, and other medical related field workers with medical licenses. The requirements or conditions for successful reformation from CME to CPD in Korea were primary concern for Korean Medical Association (KMA). Most importantly, the instructors of CPD must be fully aware of its concept. With such given, education guideline, facilities management, certification, and other management should follow the CPD formation. The three major components for successful CPD adaptation