記述言語：英語   出版者・発行元：Medical Teacher  

DOI： 10.1080/0142159X.2024.2415498

Web of Science

Scopus

PubMed

担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Advances in Health Sciences Education  

The present understanding of professional identity formation is problematic since it underrepresents minority physicians and potentially excludes their professional identity formation experiences. Rural physicians are expected to have similar underrepresented aspects as minority physicians because of their specific sociocultural contexts and consequent private–professional intersection, which lead to ethical complexities. Therefore, to bridge this research gap, we interviewed 12 early- to mid-career Japanese physicians working in rural areas and explored their experiences. Through a narrative analysis guided by Figured Worlds theory, we analysed the data by focusing on the vocabulary, expressions, and metaphors participants used to describe their experiences. A central theme emerged concerning how the rural physicians configurated their personal versus professional participation in their local communities. Further, their identity narratives varied regarding how they constructed their identities, rural communities, and relationships as well as their identity formation ideals and strategies to achieve them. Informed by ‘Big Questions’ concerning worldview framework, we delineated four identity narratives as prototypes to describe how they participated in their communities. These identity narratives provide a preliminary understanding of how diverse identity formation is for rural physicians. In addition, our findings exposed the current professional identity formation framework as potentially biased towards single forms of participation in monolithic communities, overlooking complicated forms of participation in multiple communities. We argue that applying frameworks and concepts to capture these multiple forms of participation as well as revisiting the ‘discourse of integration’ are necessary steps to overcome the limitation of the current understanding of professional identity formation.

DOI： 10.1007/s10459-024-10337-z

Open Access

Web of Science

Scopus

PubMed

記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Nagoya Journal of Medical Science  

Qualitative research, used to analyse non-numerical data including interview texts, is crucial in understanding medical education processes. However, it is often complex and time-consuming, leading to an interest in technology for streamlining the analysis. This study investigated the applicability of ChatGPT, a large language model, in thematic analysis for medical qualitative research. Previous research has used ChatGPT to explore the deductive process as a qualitative study. This study evaluated thematic analysis including the inductive process by ChatGPT with reference to human qualitative analysis. A convergent design mixed-methods study was used. Using a thematic analysis approach, ChatGPT (model: GPT-4) analysed some interview data from a previously published medical research article. The assessors evaluated the qualitative analysis of ChatGPT using human qualitative analysis as a benchmark. Three assessors compared the human-conducted and ChatGPT-driven qualitative analyses. ChatGPT scored higher in most aspects but showed variable transferability and mixed depth scores. In the integrated analysis including qualitative data, six themes were identified: superficial similarity of results with human analysis, good first impression, explicit association with data and process, contamination by directions in prompts, deficiency of thick descriptions based on context and research questions, and lack of theoretical derivation. ChatGPT excels at extracting key data points and summarising information; however, it is prone to prompt contamination, which necessitates careful scrutiny. To achieve deeper analysis, it is essential to supplement the research context with human input and explore the theoretical framework.

DOI： 10.18999/nagjms.86.4.620

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PubMed

担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）  

DOI： 10.1111/medu.15328

Web of Science

PubMed

記述言語：日本語   出版者・発行元：日本医学教育学会  

<p>　卒前医学教育における臨床実習に人類学を取り入れることが, 医学生にとってどのような経験になるのかは十分に検討されていない. 大学教員, 実習先の教員, 医学生を含む著者らは協働で人類学のフィールドワークを取り入れた臨床実習を行い, 実習の過程・学習成果・事後の振り返りから各々が何を経験したのかを検討した. 検討からは, 人類学を取り入れた臨床実習が, 教育の前提とされる学生と教員の役割および相互の関係性の変化を触媒して, 現在の医学教育の主流であるアウトカム基盤型教育では見落とされがちな「現場の偶発性から創り出す教育」を促す契機となりうることが示された.</p>

DOI： 10.11307/mededjapan.55.1_13

CiNii Research

記述言語：日本語   出版者・発行元：(一社)日本医学教育学会  

その他リンク： https://search.jamas.or.jp/default/link?pub_year=2024&ichushi_jid=J00050&link_issn=&doc_id=20240319070002&doc_link_id=%2Fed9jmded%2F2024%2F005501%2F003%2F0013-0019%26dl%3D0&url=https%3A%2F%2Fwww.medicalonline.jp%2Fjamas.php%3FGoodsID%3D%2Fed9jmded%2F2024%2F005501%2F003%2F0013-0019%26dl%3D0&type=MedicalOnline&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00004_2.gif

記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：BMC Medical Education  

Background: Gender studies in the medical profession have revealed gender biases associated with being a doctor, a profession often regarded as more suitable for men. The path to gender equality inevitably involves deconstructing this masculinized assumption. Despite the decades-long expectation that ikumen–men who actively participate in childcare in Japan–would contribute to a change toward gender equality, Japanese society is still male dominated, and women suffer from a large gender gap. With the aim of exploring implicit gendered assumptions concerning being a caregiver and a doctor, the authors focused on the experience of individuals juggling the binary roles of a professional and a caregiver. Methods: The authors conducted subjectivist inductive research, recruited ten Japanese physician fathers through purposive sampling, and collected data through one-to-one semi-structured interviews between October 2017 and December 2018. The authors recorded and transcribed the narrative data, and extracted themes and representative narratives. Results: The study identified three themes about the reproduction and potential change of the gender gap: maintaining gendered assumptions of the medical profession without experiencing conflict, maintaining gendered assumptions of the medical profession while experiencing conflict, and deconstructing gendered assumptions of the medical profession through conflict. The authors found that these negotiations interplayed with the gendered division of labor between male doctors and their wives as well as the patriarchal family structure. Conclusions: The study revealed how gendered assumptions of the medical profession, as well as gender stereotypes and gendered division of household labor, were reproduced in the course of male doctors’ negotiations when they became fathers. For male doctors to question their unconscious gender bias, the authors emphasize the importance of men gaining knowledge about gender stereotypes, and propose that educators create such opportunities. Moreover, the authors assert that increasing doctors’ awareness of how masculinized assumptions implicitly interact with ideas of being a doctor—an aspect rarely discussed among medical professionals—is crucial for deconstructing the gendered normativity in the medical field.

DOI： 10.1186/s12909-023-04855-4

Open Access

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Scopus

PubMed

記述言語：日本語   出版者・発行元：公益社団法人 地域医療振興協会  

DOI： 10.60261/chiikiigaku.37.9_65

CiNii Research

記述言語：日本語   出版者・発行元：(一社)日本プライマリ・ケア連合学会  

掲載種別：研究論文（学術雑誌）  

DOI： 10.12688/f1000research.126366.2

記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Education for Primary Care  

DOI： 10.1080/14739879.2022.2056525

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PubMed

担当区分：筆頭著者,　責任著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：BMC Medical Education  

Background: Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration between social and behavioral sciences experts and clinical faculty. However, teaching models for achieving this integration have not been adequately established, nor has the collaboration process been described. This study aims to propose a collaborative clinical case conference model to integrate social and behavioral sciences and clinical experience. Additionally, we describe how social and behavioral science experts and clinical faculty collaborate during the development of the teaching method. Methods: A team of medical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model was planned for a 3-h session, similar to a Clinicopathological Conference (CPC) structure. We evaluated each session based on field notes taken by medical anthropologists and post-session questionnaires that surveyed participants’ reactions and points of improvement. Based on the evaluation, a reflective meeting was held to discuss revisions for the next trial. We incorporated the development process into undergraduate medical curricula in clinical years and in a postgraduate and continuous professional development session for residents and certified family physicians in Japan. We repeated the plan-act-observe-reflection process more than 15 times between 2015 and 2018. Results: The development of the collaborative clinical case conference model is summarized in three phases: Quasi-CPC, Interactive, and Co-constructive with unique structures and underlying paradigms. The model successfully contributed to promoting the participants’ recognition of the clinical significance of social and behavioral sciences. The case preparation entailed unique and significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculty and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education. Conclusions: The application of appropriate conference models and awareness of their underlying paradigms according to educational situations promotes the integration of social and behavioral sciences with clinical medicine education. Faculty development regarding social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.

DOI： 10.1186/s12909-021-03009-8

Open Access

Web of Science

Scopus

PubMed

記述言語：英語   出版者・発行元：Journal of General and Family Medicine  

Background: Within the vague system of primary care and COVID-19 infection control in Japan, we explored how primary care (PC) physicians exhibited adaptive performance in their institutions and communities to cope with the COVID-19 pandemic from January to May 2020. Methods: Narrative analysis conducted by a team of medical professionals and anthropologists. We purposefully selected 10 PC physicians in community-based hospitals and clinics and conducted a total of 17 individual and group interviews. The verbatim transcript data were analyzed using the conceptual framework of adaptive performance. Results: We identified three “phases” of the time period (January–May 2020). In Phase 1, PC physicians initially perceived the disease as a problem unrelated to them. In Phase 2, the Diamond Princess outbreak triggered adaptive performance of the physicians, who began to deal with medical issues related to COVID-19 by using social networking services and applying the collected information to their organization and/or communities. Following this, in Phase 3, the PC physicians’ adaptive performance in their own communities and institutions emerged in the face of the pandemic. Reflecting their sensitivity to local context, the PC physicians were seen to exhibit adaptive performance through dealing with context-dependent problems and relationships. Conclusions: PC physicians exhibited adaptive performance in the course of coping with the realities of COVID-19 in shifting phases and in differing localities in the early stages of the pandemic. The trajectories of adaptive performance in later stages of the pandemic remain to be seen.

DOI： 10.1002/jgf2.452

Open Access

Web of Science

Scopus

PubMed

記述言語：日本語   出版者・発行元：日本文化人類学会  

DOI： 10.14890/jjcanth.85.3_566

CiNii Research

記述言語：日本語   出版者・発行元：一般社団法人 日本心身医学会  

<p>医療人類学者と医療者とが共同で治癒困難な心身症患者の経験を読み解く. 症例は機能性便排出障害を診断された70代男性. 便意と頻尿を気にして自宅で臥床して過ごし, 診察時には症状が改善しないことへの不満を訴え続ける. 本稿では, 患者の生活史および患者が心理社会アプローチをどう受容しているかという問題に焦点を当て, 症例が置かれた文脈を読み解いていく. またその過程で, 医療人類学の中心的な手法であるエスノグラフィーを心身医学の分野で活用するための要点についても触れる.</p>

DOI： 10.15064/jjpm.60.7_584

CiNii Research

開催年月日： 2023年5月

記述言語：日本語   会議種別：口頭発表（招待・特別）  

開催地：名古屋   国名：日本国  

開催年月日： 2023年8月

記述言語：英語   会議種別：口頭発表（基調）  

開催年月日： 2023年7月

記述言語：日本語   会議種別：シンポジウム・ワークショップ パネル（指名）  

開催地：長崎   国名：日本国  

開催年月日： 2023年7月

記述言語：日本語   会議種別：シンポジウム・ワークショップ パネル（指名）  

開催年月日： 2023年7月

記述言語：日本語   会議種別：口頭発表（一般）  

開催年月日： 2023年7月

記述言語：日本語  

開催年月日： 2023年7月

記述言語：日本語   会議種別：シンポジウム・ワークショップ パネル（公募）  

開催年月日： 2023年5月

記述言語：日本語   会議種別：ポスター発表  

開催年月日： 2023年5月

記述言語：日本語   会議種別：ポスター発表  

開催年月日： 2022年7月

記述言語：日本語  

開催年月日： 2022年6月

記述言語：日本語  

開催年月日： 2022年6月

記述言語：日本語  

開催年月日： 2021年5月

記述言語：日本語  

開催年月日： 2021年5月

記述言語：日本語  

開催年月日： 2020年7月

記述言語：日本語