Current Status and Development Strategies of Education Units in Korean Medicine Institutions: A Cross-Sectional Survey Study

Background Medical Education Units (MEUs) provide centralized management of curriculum development, faculty training, assessment, and quality assurance. In Korean Medicine schools, MEUs have been established per accreditation standards to support curriculum planning, quality improvement, and innovative pedagogy. However, challenges persist in governance, personnel, funding, and balancing research and service functions, with stakeholder perceptions varying by background and role, highlighting the need for systematic empirical investigation. Methods An exploratory cross-sectional survey was conducted among faculty from 12 Korean medicine institutions. Participants rated education unit roles, prioritized tasks across necessity, urgency, and importance, and evaluated operational barriers and support needs. Data were analyzed using descriptive statistics, Plackett–Luce ranking models, and group comparisons ( t tests, ANOVA, Mann–Whitney U , and Kruskal–Wallis). Results Eighty-two faculty from 12 Korean medicine institutions participated. Curriculum management and quality improvement were rated as top priorities, while student assessment consistently ranked lowest. Significant between-field differences emerged in curriculum management, faculty development, and program evaluation perceptions. Personnel shortages, lack of interest, and limited awareness were identified as major operational barriers. Support needs prioritized personnel and budget, whereas feasibility favored budget and policy support, highlighting a mismatch between most-needed resources and those most attainable for education unit operations. Conclusions Korean medicine education units play a central role in curriculum management and quality improvement, yet operational effectiveness is constrained by personnel shortages and resource misalignment. Targeted support for staffing and strategic resource allocation is essential to enhance their functional capacity and fulfill accreditation-driven educational objectives. Trial Registration Not applicable (not a human interventional study).