Redesigning the Integrated 6-Year Medical Curriculum at Eulji University School of Medicine Based on Walker’s Naturalistic Model

This study systematically examined the theoretical foundations and practical strategies embedded in the process of reconstructing the integrated 6-year curriculum at Eulji University College of Medicine. To overcome the limitations of the traditional two-phase structure (pre-medical and medical), and to reflect the philosophies of outcome-based and learner-centered education, Walker’s naturalistic model of curriculum development was applied as the analytical framework. Following the three stages of platform, deliberation, and design, the curriculum was redesigned based on a structured analysis of the institutional mission and graduate outcomes, spiral and integrated curriculum structure, outcome-based assessment systems, adaptive elective tracks, and remediation strategies. Each phase was grounded in the deliberations and agreements of the Eulji Education Plan TFT (Task Force Team). The resulting curriculum includes the institutionalization of elective courses, microdegree pathways based on student research, block-based instructional scheduling, and a cyclical system of assessment, feedback, and self-directed learning. Additionally, a strategy for refining a data-driven quality management system was proposed to support curriculum implementation. The findings provide practical insights for other medical schools considering the adoption of an integrated 6-year model.