In Korea, most of college of medicine have runned integrated curriculum of system-centered or organ-centered subjects until now. But after graduation, medical students practically face on the patients who have symptoms, real problems. At that time, to resolve real problems of the patients, medical students need clinical reasoning and problem solving ability. After gradua-tion, through integrated curriculum of system-centered or organ-centered subjects, most medical students didn’t have a suit-able clinical competency to solve the real problems such as headache, epigastric pain, depression. So we need a new curricu-lum such as a clinical presentation curriculum to evoke more clinical reasoning and problem solving ability. The Korean Association of Medical Colleges (KAMC) selected 105 clinical presentations of the patients and published the learning out-comes of basic medical educations to have a clinical competency as primary physicians after graduation of medical school. So we have to learn the history taking, physical examination, possible diagnoses, appropriate investigation, natural history, prognosis and complications of the diagnosed conditions and prevention, treatment and management complications of treat-ment of 105 clinical presentations. Now, I will investigate the Objectives for the Qualifying Examination of Medical Council of CANADA and review the existing medical literature to provide practical insight into the clinical presentation curriculum introduced by University of Calgary. And I will suggest a model of a new curriculum as a clinical presentation curriculum of our university.

서 론
 본 론
  1. 캐나다 의과대학 임상표현중심의 학습목표
  2. 캐나다 Calgary 의과대학의 임상표현 교육과정
  3. 우리나라 임상표현 중심의 학습목표
  4. 일개 학교 임상표현 교육과정 모델제시
 결 론
 참고문헌

• 안영준(조선대학교 의과대학 의학교육학교실) | Young Joon Ahn (Department of Medical Education, College of Medicine, Chosun University) Corresponding author
• 최효선(조선대학교 의과대학 의학교육학교실) | Hyo Seon Choi (Department of Medical Education, College of Medicine, Chosun University)