Purpose Medicine requires uniquely high levels of motivation, ethics, and altruistic values and behavior. This study was conducted to redefine character education in medical education and to identify and evaluate the core elements of physicians’ character. Methods A 3-round Delphi survey was conducted among professors of medical education, physicians, experts from nursing schools, and a head nurse in Korea. A consultant group (CG) was formed to prepare the Delphi survey, discuss the research results, and set directions for future initiatives. The 3 rounds of the Delphi survey were conducted between September 2018 and February 2019. Results From the first-round Delphi survey, which inquired about the 10 key character elements required for medical students, a total of 420 elements were collected. The top 10 categories were selected and classified. After the second and third rounds of the Delphi consensus process and a series of CG meetings, the following 8 core categorical elements were identified: service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, and patience and leadership. The average score of medical graduates for the core elements ranged from 2.45 to 3.46 (standard deviation, 0.23–0.60) on a 5-point Likert scale. Conclusion Eight core categorical elements of the character of medical students were identified. The results of this study can be used as a reference for establishing the goals and desired outcomes of character education at the level of undergraduate or graduate medical education.

中文翻译：

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韩国医学生品格教育核心要素的识别与评价

目的医学需要独特的高水平动机、道德和利他主义价值观和行为。本研究旨在重新定义医学教育中的品格教育，识别和评价医师品格的核心要素。方法对韩国医学教育教授、医师、护理学院专家和护士长进行3轮德尔菲调查。成立了一个顾问小组（CG）来准备德尔福调查，讨论研究结果，并为未来的举措设定方向。2018 年 9 月至 2019 年 2 月期间进行了 3 轮德尔福调查。结果 第一轮德尔福调查询问了医学生所需的 10 个关键性格要素，共收集了 420 个要素。选出前10个类别进行分类。经过第二轮和第三轮德尔福共识流程和一系列CG会议，确定了以下8个核心分类要素：服务与牺牲、同理心与沟通、关怀与尊重、诚实与谦逊、责任与召唤、协作与大度，创造力和积极性，耐心和领导力。医学毕业生的核心要素平均得分为 2.45 至 3.46（标准差，0.23-0.60），采用李克特 5 点量表。结论 确定了医科学生性格的八个核心范畴要素。本研究的结果可作为在本科或研究生医学教育层面确立品格教育目标和期望结果的参考。