Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　Based on the social context of an aging society and surveys conducted since 2020, the need for comprehensive perspectives and approaches that consider patients'psychosocial background and a cross-organ perspective has been identified. As a result, a new quality and ability, namely comprehensive attitudes toward patients, has been established as part of the core curriculum for medical education in FY2022. Specific learning objectives include "holistic perspectives and approaches," "community perspectives and approaches," "life perspectives and approaches," and "social perspectives and approaches". An educational design that draws on multiple learning theories to enable reflection on one's own way of being has been proposed to integrate abstract and concrete, conceptual and experiential, and self and others perspectives. It is expected that this medical education will lead to improvement in the well-being of individuals, families, and communities.</p>

DOI： 10.11307/mededjapan.54.2_142

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　In the 2022 revision of the Model Core Curriculum, a new "Educational Strategies and Assessment" section was added as a further development in outcome-based education. By adding a chapter on strategies and evaluation, which is an important element of the curriculum, and linking it to qualities and abilities, we have devised a way for learners and instructors to make use of the Core Curriculum more easily. In addition, 11 example of strategy and assessment cases are included as Good Practice to encourage practical application. However, since these are only examples, we hope this chapter will be further developed as universities create strategies and evaluations that make the most of their unique characteristics.</p>

DOI： 10.11307/mededjapan.54.2_177

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Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.54.2_133

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　The 2022 revision of the Model Core Curriculum for Medical Education by the Japan Society for Medical Education was based on several data sets including academic papers and survey results. It is recommended that the formation of a team consisting of diverse attributes, sufficient discussion using a web conference system, smooth communication between the government and academic societies, and dialogue with organizations related to medical education be continued in the next revision. On the other hand, collaboration and communication with academic societies in specialized fields is an issue for the future.　Although the revised Model Core Curriculum for Medical Education is the product of the collective wisdom of experts in medical education in Japan in the early 2020s, it is by no means a legal mandate imposed by the state, nor does it force faculty members of each university to follow it blindly. We hope that those involved in medical education will use this Model Core Curriculum, which was prepared with an eye to society 20 years from now, as a reference guide, and at the same time, we hope that those involved in education in the field will implement the updated guidelines while sometimes questioning them.</p>

DOI： 10.11307/mededjapan.54.2_199

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　We developed an educational program on cultural competence for psychiatric professionals. Regarding social justice education that critically questions dominant ideologies, we held weekly 30-minute discussion groups with multidisciplinary professionals. Rather than focusing on a particular culture group, we aimed to realize through critical self-reflection, as advocated by Kumagai and Lypson, that “there is a part of the other that I cannot know,” and named this group the “Discussion Group on Otherness.” Using essays on medical culture written by researchers in the medical humanities as our main teaching material, we discussed what is (or should be) the relevant problem. This article discusses the issues that have emerged so far, the responses to these issues, and future developments.</p>

DOI： 10.11307/mededjapan.53.5_447

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.53.4_393

CiNii Research

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.53.3_270

CiNii Research

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.53.3_268

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.53.2_184

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　Teaching professionalism is one of the most important themes in medical education, but difficulties remain regarding teaching and assessment. From the perspective of professionalism assessment discussions have focused on observable “behaviors” and redefining them as unprofessional behaviors has been growing since around 2000, especially in North America. This paper summarizes the concepts related to classification, assessment, and remediation of unprofessional behavior, including Japanese trends. It also aims to enlighten the public on concepts related to unprofessional behavior and to promote research that is relevant to the Japanese context. Through appropriate management of unprofessional behavior, we hope to foster medical students and doctors who can better withstand the demands of society.</p>

DOI： 10.11307/mededjapan.53.2_163

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.53.1_104

CiNii Research

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.53.1_110

CiNii Research

Publisher：Challenges and Opportunities in Health Professions Education: Perspectives in the Context of Cultural Diversity  

Scopus

Language：Japanese   Publisher：日本文化人類学会  

DOI： 10.14890/jjcanth.86.3_511

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　Foundation Program in Medical Education organized by Kyoto University since 2015, previously funded by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), is a program that combines face-to-face and distance learning to develop medical education training systematically. The students (or clinical teachers), who study about 120 hours a year, form a strong learning community, which is the envy of the supervisors, with their 12 peers. In addition, the program is characterized by its emphasis on educational philosophy and cultural anthropology.</p>

DOI： 10.11307/mededjapan.52.6_515

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.6_574

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Language：English   Publisher：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

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.5_443

CiNii Research

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.4_337

CiNii Research

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.4_342

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Publisher：医歯薬出版  

DOI： 10.32118/ayu27807734

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　The faculty development for clinical supervisor teaching residents (FD) was held for two nights on site in Japan. However, corona pandemic made it difficult to conduct the FD on site, thus we conducted it completely online. To avoid participants’ burden of long hours of synchronous online learning, we adopted a flipped classroom in which assignments in asynchronous online learning was used in discussion in synchronous learning. Assignments were issued sequentially five weeks prior to the synchronous session, and the synchronous session was held from 5:00 p.m. on Friday, November 13, 2020 to Saturday, November 14, 2020 for 45 participants. All participants completed the course by submitting all the assignments. The online flipped classroom utilizing assignments has a potential to significantly reduce the time constraints on busy clinicians.</p>

DOI： 10.11307/mededjapan.52.3_263

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　With the accreditation of medical education by JACME, the discussion on behavioral and social sciences in medical education has become more active. In addition to the conceptualization of behavioral science, social science, medical jurisprudence, and medical ethics in this special issue, this article describes the status of behavioral and social sciences in medical education in the U.S. and the U.K., as well as the relationship between social medicine and social science. In addition, I will explain why behavioral and social sciences are based on disciplines such as psychology, anthropology, and sociology, and ask for opinions, objections, and counterarguments.</p>

DOI： 10.11307/mededjapan.52.2_145

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.2_161

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.1_58

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　The novel coronavirus infection (COVID-19) has significantly impacted medical education and the need to respond to rapidly changing and uncertain situation. In addition, with the decision to hold this year’s annual meeting, it was deemed necessary to have a forum for information sharing and discussion. Therefore, a special committee was formed to organize a cyber-symposium on medical education, and four symposia were held every two weeks, starting May 2020, under the themes of ‘Future Clinical Clerkship’, ‘Examinations’, ‘Post-graduate Education’ and ‘Medical Education with Corona’. This paper reports these symposia and provides an overview and future considerations.</p>

DOI： 10.11307/mededjapan.52.1_47

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.51.6_700

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

<p>We conducted a case conference to solve problems in teaching practices and for clinician teachers to discuss various issues occurring in the field. The conference was based on the presentation of individual educational practice cases from faculty development workshops approved by the Ministry of Health, Labor and Welfare. We prepared two months before the event and dealt with four cases on the day of the event. During the discussion, we tried to link educational problems with a theory or a conceptual framework in medical education so that participants, including case presenters, would have a better understanding of clinical training settings. In addition, communication across disciplines was facilitated through discussions. This attempt has the potential to contribute to the development of a community of practice related to cross-disciplinary education. The key to success for this case conference was the "interpreter" role. The person in that role considers the background and context of practice and links practice with theory appropriately. In addition, faculty development for educators who can play the role will also be an issue in the future.</p>

DOI： 10.11307/mededjapan.51.5_591

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Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.5_615

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.51.4_466

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>Background: We investigated how undergraduate medical curriculum handles the question “what is medicine” , which Yonezo Nakagawa raised in a field of study called “Igaku-gairon” .　Method: We analyzed the content, the amount, the methods, the assessment, and the teachers using syllabi that are accessible on the Internet as resources.　Results: In 69 schools, the total number of hours of instruction in “philosophy of medicine and medical ethics” , “sociology of medicine and medical anthropology” and “history of medicine” was 1066 h 20min, 213 h 5min, and 192 h 5min, respectively, representing 72%, 14%, and 13% of the total instruction.　Analysis: We found that their were classes which address the question “what is medicine” without using the word “Igaku-gairon” can be sporadically found in medical curriculum.</p>

DOI： 10.11307/mededjapan.51.4_379

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Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.2_168

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Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.51.2_166

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Language：Japanese   Publisher：Japan Society for Medical Education  

<p>　Why do we write medical education research papers and present them at academic conferences? Why do you read medical education research papers and listen to presentations at academic conferences? Medical education is often practiced in a closed space such as a lecture room, where there is a clear power dynamic such as <teacher / supervisor> and <medical student / resident>. In this paper, we will focus on power structure and develop an argument about the significance of educational case reports in medical education research from the epistemological standpoint of critical theory structure.</p>

DOI： 10.11307/mededjapan.50.6_559

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Publisher：Asia Pacific Scholar  

DOI： 10.29060/TAPS.2019-4-3/EV4N3

Scopus

Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1186/s12909-019-1479-0

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Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.43.221

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Language：Japanese  

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

1) The committee for the graduate education of medical educationists, Japan Society for Medical Education, investigated needs for the education system of medical educationists.<br>2) A questionnaire was sent to 1831 leaders in healthcare education and the society members, and 644 replied (recovery rate 35.2%). Fifty % of the respondents agreed the necessity of medical educationists. Certificate level was most popular, however, master and PhD degrees were also considered to be necessary. <br>3) These results support the establishment of educational system for medical educationists in Japan.

DOI： 10.11307/mededjapan.40.237

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

A shortage of physicians in rural areas has become a serious problem of the new residency training program in Japan. To address this problem, we propose a model for attracting physicians to rural areas by improving residency training programs and by evaluating a curriculum introduced to Kainan Hospital, a community hospital. In this second paper, we describe the middle-term curriculum evaluation and present our model.<br>1) Interviews of program directors revealed 8 items necessary to improve residency training programs.<br>2) After the residents finish their training, they remain at the same hospital, and the number of the number of physicians at the hospital increases, if the fellowship programs are well-organized.<br>3) Because universities are interested in hospitals at which many residents and fellows work, attracting attending physicians to these hospitals is easier.<br>4) Although attracting enough physicians by improving residency training programs requires 3 to 5 years, achieving this goal by increasing the larger number of medical students would take even longer.<br>

DOI： 10.11307/mededjapan.40.27

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

A shortage of physicians in rural areas has become a serious problem of the new residency training program in Japan. To address this problem, we propose a model for attracting physicians to rural areas by improving residency training programs and by evaluating a curriculum introduced at Kainan Hospital, a community hospital. In this first paper, we describe the short-term evaluation of the curriculum.<br>1) We introduced clinical teams in which residents were able to actively participate in clinical practice as team members by being supervised by senior physicians. We also introduced teaching rounds and case conferences for residents.<br>2) Focus-group interviews of residents showed that "giving educational opportunities to residents" and "an explicit policy of the hospital to improve the residency training program" are examples of ways to improve residency programs.<br>3) The number of residents working at Kainan Hospital increased. The residency training program was somewhat improved.<br>4) An effective and easily generalized way to provide residents with more learning opportunities is to involve clinicians in teaching residents in hospitals.

DOI： 10.11307/mededjapan.40.19

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

1) Japan Society for Medical Education launched a committee for the graduate education of medical educationists in Japan. The committee proposed a direction toward establishing the system, by way of discussion among the members, needs assessment, information gathering of overseas master courses, and discussion at the open meeting.<br>2) To promote medical education in Japan, we should establish 2 systems concurrently: (1) a graduate education for medical educationists who have a broad base of theories and can lead future medical education, and (2) a broader certificate system for medical teachers who have good practical teaching skills.

DOI： 10.11307/mededjapan.40.235

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Language：Japanese  

CiNii Research

Publisher：株式会社医学書院  

DOI： 10.11477/mf.1414100147

CiNii Research

Publisher：株式会社医学書院  

DOI： 10.11477/mf.1414100308

CiNii Research

Language：Japanese  

CiNii Research

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

Abstract

Background

Teaching helps the teacher’s own learning as a professional—as the saying goes, ‘to teach is to learn twice’. Near-peer teaching in clinical practice has been shown to contribute to the development of both teaching skills and necessary competencies for doctors. Research on how near-peer teachers learn through their teaching roles has mainly focused on classroom learning. However, understanding how the phenomenon of ‘teaching is learning twice’ occurs in clinical settings and its influencing factors is important for the development of a quality workplace learning environment. Therefore, this study investigated how residents learn through teaching in clinical practice and the factors influencing this process.

Methods

This study’s methodology is based on the constructivist grounded theory from a social constructivist perspective. Several teaching hospitals in Japan were included, and the study participants were post-graduate year 2 residents (PGY2s) from these hospitals. The interviews were recorded, transcribed into text, and analysed by the first author.

Results

From January 2016 to July 2022, 13 interviews were conducted with 11 PGY2s from nine educational hospitals. The PGY2s played diverse educational roles in clinical settings and learned competencies as physicians in almost all areas through such roles. We found that knowledge transfer and serving as role models stimulated PGY2s’ intrinsic motivation, encouraged reflection on their own experiences, and promoted self-regulated learning. Further, educating about procedural skills and clinical reasoning prompted reflection on their own procedural skills and thought processes. Supporting post-graduate year 1 residents’ reflections led to the refinement of PGY2s’ knowledge and thought processes through the verbal expression of their learning experiences. Such processes required the formation of a community of practice. Thus, education promoted learning through reflection and clarified the expert images of themselves that PGY2s envisaged.

Conclusions

The study found that residents acquire various physician competencies through multiple processes by teaching as near-peer teachers in clinical settings, that a community of practice must be formed for near-peer teaching to occur in a clinical setting, and that teaching brings learning to those who teach by promoting reflection and helping them envision the professionals they aim to be.

DOI： 10.1186/s12909-024-05814-3

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Other Link： https://link.springer.com/article/10.1186/s12909-024-05814-3/fulltext.html

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

Abstract

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

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Other Link： https://link.springer.com/article/10.1007/s10459-024-10337-z/fulltext.html

Language：Japanese   Publisher：(公社)地域医療振興協会  

＜POINT＞(1)文化人類学は現場に自分の生身の体を置くフィールドワーク,参与観察,文脈を踏まえた視点,自己相対化と自己変容を特徴とした学問である(2)文化人類学は,文脈にまつわる探究および医療者集団の価値体系と習慣に対する感受性と言語化を通じて臨床実践を変えうる(3)文化人類学の特徴を地域医療教育に加味することで,ただ現場に行くだけでは届かない深み・厚みが生まれうる(著者抄録)

Language：Japanese   Publisher：(一社)日本医学教育学会  

専門職間で起こる思いのすれ違いを「モヤっと」と名づけ,それを医療/教育現場での連携に活かすため,2014年から研究会を立ち上げた.多施設の多職種で月1回1時間のオンライン研究会を行い,モヤっとした経験について内省を行った.本稿では研究会について振り返る中で,会の発足と歩み,会の中で起きている学習プロセスや根拠となっている理論について述べる.さらに研究会での実践とその変化について共有しつつ,多職種連携(教育)での内省には,専門領域内でする一次内省と,領域の外から自らの専門を見つめる二次内省の両輪が必要であることを示す.(著者抄録)

Language：Japanese   Publisher：Japan Society for Medical Education  

Globally, there are currently three major competency models for healthcare professions education: CanMEDS 2015 in Canada, Accreditation Council for Graduate Medical Education Six-Competency model in the United States, and Tomorrow's Doctors in the United Kingdom. An investigation by the Revision Committee for the Japanese National Model Core Curriculum revealed that these competency models had been utilized in seven countries. In each country investigated for revision, medical schools were allowed to implement these major competency models flexibly. Although each university has a high degree of freedom in curriculum design and educational delivery, each country is regulated by a quality assurance system that requires accreditation by the World Federation for Medical Education (WFME) and other organizations. The 2022 Revision of the Japanese National Model Core Curriculum has also been translated into English and released to the global audience in the field.

DOI： 10.11307/mededjapan.54.2_194

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Language：Japanese   Publisher：Japan Society for Medical Education  

In the 2022 Model Core Curriculum for Medical Education in Japan, "Chapter 3, Educational strategies and assessment" section II. "Learner Assessment," consists of three parts : II-1. Approaches to learner assessment, II-2. Assessment methods, and II-3. Questions about learner assessment. Based on the idea that "the way assessment is done varies from institution to institution," the answer to the "Question" is deliberately not included. We hope that readers will refer to this chapter when planning learning assessments in curriculum development while considering the curriculum's background and context.

DOI： 10.11307/mededjapan.54.2_182

CiNii Research

Language：Japanese   Publisher：(一社)日本医学教育学会  

少子高齢化社会の背景と令和2年度からの調査を踏まえ,患者の抱える問題を臓器横断的に捉えた上で,心理社会的背景も踏まえた総合的な視点とアプローチの必要性が示され,医学教育モデル・コア・カリキュラム(令和4年改訂版)に総合的に患者・生活者をみる姿勢が資質・能力に新設された.下位目標として「全人的な視点とアプローチ」「地域の視点とアプローチ」「人生の視点とアプローチ」「社会の視点とアプローチ」が位置づけられた.抽象と具体,概念と経験,自己と他者等の視点を統合し,自己の在り方を省察できるような複数の学習理論を踏まえた教育方法が提案された.このような医学教育を通じて,患者・生活者のウェルビーイングが向上することを期待する.(著者抄録)

Language：Japanese   Publisher：(一社)日本医学教育学会  

少子高齢化社会の背景と令和2年度からの調査を踏まえ,患者の抱える問題を臓器横断的に捉えた上で,心理社会的背景も踏まえた総合的な視点とアプローチの必要性が示され,医学教育モデル・コア・カリキュラム(令和4年改訂版)に総合的に患者・生活者をみる姿勢が資質・能力に新設された.下位目標として「全人的な視点とアプローチ」「地域の視点とアプローチ」「人生の視点とアプローチ」「社会の視点とアプローチ」が位置づけられた.抽象と具体,概念と経験,自己と他者等の視点を統合し,自己の在り方を省察できるような複数の学習理論を踏まえた教育方法が提案された.このような医学教育を通じて,患者・生活者のウェルビーイングが向上することを期待する.(著者抄録)

Other Link： https://search.jamas.or.jp/default/link?pub_year=2023&ichushi_jid=J00050&link_issn=&doc_id=20230516210002&doc_link_id=10.11307%2Fmededjapan.54.2_142&url=https%3A%2F%2Fdoi.org%2F10.11307%2Fmededjapan.54.2_142&type=J-STAGE&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00007_2.gif

Language：English   Publishing type：Research paper (scientific journal)  

The ability of doctors to empathise with patients is a crucial concern in establishing humanistic medicine. Therefore, the cultivation of this ability has been discussed extensively in medical education. One theory suggests that the experience of patienthood can increase empathy among doctors. This theory is supported by previous research that published doctors' illness narratives. However, the concept of empathy has been ambiguously defined in academic fields, including medicine; therefore, analysing how doctors experience 'empathy' in their interactions with patients is difficult. Our research question is how doctors who became patients describe the relationship between their illness experiences and the interactions with patients after their illness. To this end, this paper initially tracks the debates on 'empathy' in medicine and other disciplines, to develop a lens for analysing doctors' illness narratives. Next, we conduct a narrative analysis of illness stories from 18 Japanese medical doctors who became patients. Our analysis supports the traditional idea that an illness can enable a doctor to become more empathetic. However, this is overly simplistic; how doctors experience and subsequently process their illness is more complex. Moreover, this notion can disregard doctors' suffering in these circumstances, and fail to represent the often-lengthy process of mastering 'empathy' based on their experiences. Therefore, our analysis deconstructed the concept of 'empathy', showing that it can appear in various ways. Further research is required to elucidate how empathy is cultivated during the process of transformation of doctors' illnesses, focusing on their communities and practices.

DOI： 10.1007/s10459-022-10143-5

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Publishing type：Research paper (scientific journal)   Publisher：Yong Loo Lin School of Medicine  

DOI： 10.29060/TAPS.2022-7-3/PV2727

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media {LLC}  

DOI： 10.1186/s12909-022-03352-4

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Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

Abstract

Background

In faculty development, understanding each participant’s cultural context is important. However, there is scarce evidence on how to improve cultural understanding in faculty development. Cultural anthropology is a discipline that focuses on developing cultural self-awareness by understanding different cultures. Professionals from this field can be crucial to the goal of cultivating cultural awareness among medical educators. The aims of this study are to 1) develop and modify cultural anthropology sessions in faculty development and 2) evaluate the effectiveness of these sessions, including their long-term impacts.

Methods

The cultural anthropology sessions were organized as part of a longitudinal faculty development program—Foundation Course for Medical Education—at Kyoto University in Japan. The study included 47 medical educators participating in faculty development and three lecturers: two cultural anthropologists and a medical educator. We developed the cultural anthropology sessions and implemented them in the longitudinal faculty development program. In these sessions, cultural anthropologists used inquiry-guided reflection. An action research methodology was employed and repeated in four cycles from 2015 to 2018. Qualitative and quantitative data were collected during the action research cycles. The qualitative data were thematically analyzed.

Results

The cultural anthropologists’ inquiries fostered learning during the sessions, and three themes—cultural relativism, attention to context, and reframing—were synthesized. As a long-term impact of the sessions, the learners reported becoming more aware of the cultural contexts in their daily educational and clinical activities.

Conclusions

The cultural anthropology sessions in the faculty development program were shown to have enhanced the participants’ awareness of cultural contexts. The concept and format of these sessions may be used more widely in faculty development programs.

DOI： 10.1186/s12909-022-03260-7

Web of Science

Scopus

PubMed

Other Link： https://link.springer.com/article/10.1186/s12909-022-03260-7/fulltext.html

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

<sec><title>Purpose</title>The global mobility of medical student and trainee populations has drawn researchers' attention to consider internationalization in medical education. Recently, researchers have focused on cultural diversity, predominately drawing on Hofstede's cross-cultural analysis of cultural dimensions from general population data to explain their findings. However, to date no research has been specifically undertaken to examine cultural dimensions within a medical student or trainee population. This is problematic as within-country differences between gender and professional groups have been identified within these dimensions. We address this gap by drawing on the theoretical concept of national context effects: specifically Hofstede's six-dimensional perspective. In doing so we examine medical students' and trainees' country profiles across dimensions, country-by-gender clustering, and differences between our data and Hofstede's general population data.

</sec><sec><title>Methods</title>We undertook a cross-cultural online questionnaire study (eight languages) containing Hofstede's 2013 Values Survey. Our questionnaire was live between 1st March to 19th Aug 2018, and December 2018 to mitigate country holiday periods. We recruited undergraduate medical students and trainees with at least 6-months' clinical training using school-specific methods including emails, announcements, and snowballing.

</sec><sec><title>Results</title>We received 2,529 responses. Sixteen countries were retained for analyses (<italic>n</italic> = 2,307, 91%): Australia, Chile, China, Hong Kong, India, Indonesia, Ireland, Israel, Japan, Malaysia, New Zealand, Pakistan, South Africa, South Korea, Sri-Lanka, Taiwan. Power distance and masculinity are homogenous across countries. Uncertainty avoidance shows the greatest diversity. We identified four country clusters. Masculinity and uncertainty are uncorrelated with Hofstede's general population data.

</sec><sec><title>Conclusions</title>Our medical student and trainee data provides medical education researchers with more appropriate cultural dimension profiles than those from general population data. Country cluster profiles stimulate useful hypotheses for further research, especially as patterning between clusters cuts across traditional Eastern-Western divides with national culture being stronger than gendered influences. The Uncertainty dimension with its complex pattern across clusters is a particularly fruitful avenue for further investigation.

</sec>

DOI： 10.3389/fmed.2021.746288

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Scopus

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

<title>Abstract</title><sec>
<title>Introduction</title>
Health professions educators risk misunderstandings where terms and concepts are not clearly defined, hampering the field’s progress. This risk is especially pronounced with ambiguity in describing roles. This study explores the variety of terms used by researchers and educators to describe “faculty”, with the aim to facilitate definitional clarity, and create a shared terminology and approach to describing this term.


</sec><sec>
<title>Methods</title>
The authors analyzed journal article abstracts to identify the specific words and phrases used to describe individuals or groups of people referred to as faculty. To identify abstracts, PubMed articles indexed with the Medical Subject Heading “faculty” published between 2007 and 2017 were retrieved. Authors iteratively extracted data and used content analysis to identify patterns and themes.


</sec><sec>
<title>Results</title>
A total of 5,436 citations were retrieved, of which 3,354 were deemed eligible. Based on a sample of 594 abstracts (17.7%), we found 279 unique terms. The most commonly used terms accounted for approximately one-third of the sample and included faculty or faculty member/s (<italic>n</italic> = 252; 26.4%); teacher/s (<italic>n</italic> = 59; 6.2%) and medical educator/s (<italic>n</italic> = 26; 2.7%) were also well represented. Content analysis highlighted that the different descriptors authors used referred to four role types: healthcare (e.g., doctor, physician), education (e.g., educator, teacher), academia (e.g., professor), and/or relationship to the learner (e.g., mentor).


</sec><sec>
<title>Discussion</title>
Faculty are described using a wide variety of terms, which can be linked to four role descriptions. The authors propose a template for researchers and educators who want to refer to faculty in their papers. This is important to advance the field and increase readers’ assessment of transferability.


</sec>

DOI： 10.1007/s40037-021-00683-8

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Scopus

PubMed

Other Link： https://link.springer.com/article/10.1007/s40037-021-00683-8/fulltext.html

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

<title>Abstract</title>Clinical reasoning is the thought process that guides practice. Although a plethora of clinical reasoning studies in healthcare professionals exists, the majority appear to originate from Western cultures. A scoping review was undertaken to examine clinical reasoning related research across Asian cultures. PubMed, SciVerse Scopus, Web of Science and Airiti Library databases were searched. Inclusion criteria included full-text articles published in Asian countries (2007 to 2019). Search terms included clinical reasoning, thinking process, differential diagnosis, decision making, problem-based learning, critical thinking, healthcare profession, institution, medical students and nursing students. After applying exclusion criteria, n = 240 were included in the review. The number of publications increased in 2012 (from 5%, n = 13 in 2011 to 9%, n = 22) with a steady increase onwards to 12% (n = 29) in 2016. South Korea published the most articles (19%, n = 46) followed by Iran (17%, n = 41). Nurse Education Today published 11% of the articles (n = 26), followed by BMC Medical Education (5%, n = 13). Nursing and Medical students account for the largest population groups studied. Analysis of the articles resulted in seven themes: Evaluation of existing courses (30%, n = 73) being the most frequently identified theme. Only seven comparative articles showed cultural implications, but none provided direct evidence of the impact of culture on clinical reasoning. We illuminate the potential necessity of further research in clinical reasoning, specifically with a focus on how clinical reasoning is affected by national culture. A better understanding of current clinical reasoning research in Asian cultures may assist curricula developers in establishing a culturally appropriate learning environment.

DOI： 10.1007/s10459-021-10060-z

Scopus

PubMed

Other Link： https://link.springer.com/article/10.1007/s10459-021-10060-z/fulltext.html

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.52.5_450

CiNii Research

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Springer Science and Business Media LLC  

<title>Abstract</title><sec>
<title>Background</title>
Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no international consensus on lists of diagnostic considerations across different medical disciplines regarding the common signs and symptoms that should be learned as part of the undergraduate medical curriculum. In Japan, the national model core curriculum for undergraduate medical education was revised in 2016, and lists of potential diagnoses for 37 common signs, symptoms, and pathophysiology were introduced into the curriculum. This study aimed to validate the list of items based on expert consensus.


</sec><sec>
<title>Methods</title>
The authors used a modified Delphi method to develop consensus among a panel of 23 expert physician-teachers in clinical reasoning from across Japan. The panel evaluated the items on a 5-point Likert scale, based on whether a disease should be hypothesized by final-year medical students considering given signs, symptoms, or pathophysiology. They also added other diseases that should be hypothesized. A positive consensus was defined as both a 75% rate of panel agreement and a mean of 4 or higher with a standard deviation of less than 1 on the 5-point scale. The study was conducted between September 2017 and March 2018.


</sec><sec>
<title>Results</title>
This modified Delphi study identified 275 basic and 67 essential other than basic items corresponding to the potential diagnoses for 37 common signs, symptoms, and pathophysiology that Japanese medical students should master before graduation.


</sec><sec>
<title>Conclusions</title>
The lists developed in the study can be useful for teaching and learning how to generate initial hypotheses by encouraging students’ contrastive learning. Although they were focused on the Japanese educational context, the lists and process of validation are generalizable to other countries for building national consensus on the content of medical education curricula.


</sec>

DOI： 10.1186/s12909-021-02652-5

Web of Science

Scopus

PubMed

Other Link： https://link.springer.com/article/10.1186/s12909-021-02652-5/fulltext.html

Publisher：Research Square Platform LLC  

<title>Abstract</title>
<bold>Background: </bold>Effective social and behavioral sciences teaching in medical education requires integration with clinical experience, as well as collaboration with social and behavioral sciences experts and clinical faculties. 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 faculties collaborate during the development of the teaching method.<bold>Methods:</bold> A team of clinical teachers and medical anthropologists planned for the development of a case conference based on action research methodology. The initial model planned for a 3-hour session, similar to the Clinicopathological Conference structure. We evaluated each session based on fieldnotes taken by medical anthropologists, and post-session questionnaires that surveyed participants’ reactions and points of improvements. 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.<bold>Results:</bold> 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 a unique, significant learning of how social and behavioral sciences inform clinical practice. The model development process promoted the mutual understanding between clinical faculties and anthropologists, which might function as faculty development for teachers involved in social and behavioral sciences teaching in medical education. <bold>Conclusions:</bold> The application of fitting conference models and awareness of their underlying paradigm according to educational situations could promote the integration of social and behavioral sciences with clinical medicine education. Faculty development in social and behavioral sciences in medical education should focus on collaboration with scholars with different paradigmatic orientations.

DOI： 10.21203/rs.3.rs-138564/v1

Other Link： https://www.researchsquare.com/article/rs-138564/v1.html

Language：English   Publishing type：Research paper (scientific journal)  

AIM: We aimed to evaluate regional disparities in the proportion of the three main laparoscopic surgeries for benign gynecological diseases among 47 prefectures in Japan and their correlation with the number of laparoscopy-qualified gynecologists per population. METHODS: In this retrospective ecological study, we collected the data of patients from 47 prefectures in 2017 using "The National Database of Health Insurance Claims and Specific Health Checkups of Japan" Open Data from the Ministry of Health, Labor and Welfare in Japan. The primary outcome of the study was the proportion of laparoscopic surgeries conducted for benign gynecologic diseases (hysterectomy, myomectomy and surgery for the benign ovarian diseases). The main exposure was the number of laparoscopy-qualified gynecologists per 100 000 females. RESULTS: The average proportion of laparoscopic hysterectomies, myomectomies and surgeries for the benign ovarian disease were 38% (standard deviation (SD) 16, range 12-74), 48% (SD 18, range 9-81) and 60% (SD 11, range 36-79), respectively. Multiple regression analysis showed a significant correlation between the number of laparoscopy-qualified gynecologists per 100 000 females and the proportion of the three main laparoscopic surgeries. CONCLUSION: There are obvious regional disparities in the proportion of the three main laparoscopic procedures for benign gynecological diseases among 47 prefectures. The number of laparoscopy-qualified gynecologists correlated significantly with these regional disparities. The academic society should monitor these regional disparities and make an effort to reduce these regional disparities by increasing laparoscopy-qualified gynecologists in areas where the widespread use of laparoscopic techniques is lagging.

DOI： 10.1111/jog.14528

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Scopus

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Association for Medical Education in Europe (AMEE)  

DOI： 10.15694/mep.2021.000064.1

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：BMJ  

<sec><title>Objectives</title>Training strategies regarding entrustable professional activities (EPAs) vary from country to country; one such strategy is for residents. However, there are no reports of EPAs developed for residents who rotate to the nephrology departments. We aimed to construct such EPAs, which could be generalised to other institutions.

</sec><sec><title>Design</title>Purposive design and a modified Delphi method to build consensus.

</sec><sec><title>Setting</title>The department of nephrology in a university hospital in Aichi Prefecture, Japan.

</sec><sec><title>Participants</title>Based on the attainment goals used in our department, an initial list was developed within the research group. The expert panel included 25 nephrologists from our affiliate hospital. Responses were based on a 5-point method and agreement was reached if both (A) and (B) were met: (A) mean≥4 with a SD &lt;1; (B) more than 75% of respondents rated the item 4 or more. With agreement, the item was left for the next round. This round was repeated.

</sec><sec><title>Results</title>An initial list of 11 items was developed; after three Delphi rounds and revisions, eight items remained that were then established as the final EPAs. These items can serve as a list of goals to be reached by residents who rotate to the department of nephrology. The results indicated that most of the experts believed residents should be able to perform tasks deemed necessary or urgent for all physicians, such as those that deal with hyperkalaemia and heart failure.

</sec><sec><title>Conclusions</title>The concept of EPAs enabled us to develop goals and evaluation criteria for residents’ training in nephrology. This study can serve as a springboard for future discussions and contribute to the development of resident education in nephrology.

</sec>

DOI： 10.1136/bmjopen-2020-047923

Web of Science

Scopus

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Informa UK Limited  

DOI： 10.2147/AMEP.S333958

Web of Science

Scopus

PubMed

Authorship：Last author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Research Square  

<title>Abstract</title>
<bold>Background</bold>: Contrastive learning is known to be effective in teaching medical students how to generate diagnostic hypotheses in clinical reasoning. However, there is no consensus on comprehensive lists of differential diagnoses across different medical disciplines regarding the common symptoms that should be learned as part of the undergraduate medical curriculum. In Japan, the national model core curriculum for undergraduate medical education was revised in 2016, and lists of differential diagnoses for 37 common symptoms were introduced into the curriculum. This study aimed to validate the list of items based on expert consensus for use as a reference worldwide.<bold>Methods</bold>: The authors used a modified Delphi method to develop consensus among a panel of 23 expert physician-teachers in clinical reasoning from across Japan. The panel evaluated the items on a 5-point Likert scale, based on whether a disease should be hypothesized by final-year medical students considering a given symptom. They also added other diseases that should be hypothesized. A positive consensus was defined as both a 75% rate of panel agreement and a mean of 4 or higher with a standard deviation of less than 1 on the 5-point scale. The study was conducted between September 2017 and March 2018. <bold>Results</bold>: This modified Delphi study identified 275 essential and 67 supplemental items corresponding to the differential diagnoses for 37 common symptoms that Japanese medical students should master before graduation. <bold>Conclusions</bold>: The lists developed in the study can be useful for teaching and learning how to generate initial hypotheses by encouraging students’ contrastive learning. Although the lists may be specific to the Japanese context, the lists and process of validation are generalizable to other countries for building national consensus on the content of medical education curricula.

DOI： 10.21203/rs.3.rs-127514/v1

Other Link： https://www.researchsquare.com/article/rs-127514/v1.html

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Blackwell Publishing  

Aim: This study aimed to investigate the trends in overall hysterectomy and other alternative therapies for benign uterine diseases per population aged 40–54 years in Japan. Methods: We conducted a national representative cohort study in Japan. We obtained data from ‘The National Database of Health Insurance Claims and Specific Health Checkups of Japan’ Open Data. The primary outcome was the number of overall hysterectomies for benign gynecologic diseases per population aged 40–54 years, from 2014 to 2017 in Japan. The secondary outcome was the number of alternative surgical and drug therapies to hysterectomy per population. We also analyzed the correlation between the number of laparoscopy-qualified gynecologists and the number of overall hysterectomies per population among 47 prefectures in 2017. Results: The number of overall hysterectomies for benign gynecological diseases per 100 000 females aged 40–54 years gradually increased from 320 in 2014 to 344 in 2017 (7.5% increase overall). Moreover, there was a significant increase in the use of levonorgestrel intrauterine systems. We could not explain the reason for this increase in the rate of overall hysterectomies by summarizing the increase or decrease of alternative therapies to hysterectomy. Multiple regression analysis showed a significant correlation between the number of laparoscopy-qualified gynecologists and the number of overall hysterectomies among 47 prefectures. Conclusion: Despite the spread of alternative therapies to hysterectomy, there was an increasing trend for overall hysterectomies in Japan. The reason was not clear but may be related to the spread of laparoscopic hysterectomy.

DOI： 10.1111/jog.14517

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PubMed

Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1080/0142159X.2020.1729971

Web of Science

Scopus

PubMed

Language：English   Publishing type：Research paper (scientific journal)  

Selecting the right applicants is an important part of medical student admission. While one universally accepted selection criterion is academic capacity, there are other criteria such as communication skills and local criteria (e.g., socio-cultural values) that are no less important. This article reviews the policies and methods of selection to medical schools in seven countries with varying socio-economic conditions and healthcare systems. Senior academics involved in medical education in Indonesia, Japan, Malaysia, the Philippines, Singapore, Sri Lanka, and Taiwan completed a pre-agreed pro-forma per each country to describe the country's admission policies and methods. The details were then compared and contrasted. This review identifies tension between many of the policies and methods used in medical school admissions, such as between the need to assess non-cognitive abilities and widen access, and between the need for more medical professionals and the requirement to set high entry standards. Finding the right balance requires careful consideration of all variables, including the country's human resource needs; socio-economic status; graduates' expected competencies; and the school's vision, mission, and availability of resources.

DOI： 10.3946/kjme.2020.169

Scopus

PubMed

Language：Japanese   Publisher：(一社)日本腎臓学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)  

PURPOSE: In recent years, faculty development (FD) research is more noticeable within an inter-professional context and in allied health education. However, there is a paucity of published literature on FD medical education programs in Asia. With the formation of the Asia Pacific Medical Education Network (APME-Net) in 2015, a scoping review of an environmental scan of FD medical education programs in main institutions in South East Asia and Australia in 2018 was conducted. METHODS: A survey was developed to collect data on FD in medical education after several rounds of discussion with APME-Net members. The representatives from nine countries in Asia and Australia were invited to partner in this research project. They sent the questionnaire to the Dean of all different medical schools after ethical clearance. The data collected was analyzed using descriptive statistics. RESULTS: Only institutions in four countries responded to the questionnaire. The medical/health professions education center/department/unit has been established in most educational institutions in these countries. These centers/departments/units mostly carry out FD programs to improve the teaching and learning skills of trained participants, particularly clinical teachers via workshops and seminars. Staffing issues and participant buy-in are the current key priorities of the center/department/unit in terms of FD. Lastly, research related FD program has not been well-supported in these countries, hence, the lack of publication in this area. CONCLUSION: Collaboration between countries to address key areas of interest and develop more standardized and productive FD medical education is required especially in research.

DOI： 10.3946/kjme.2020.160

Scopus

PubMed

Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1016/j.explore.2019.10.007

PubMed

Language：English   Publishing type：Research paper (scientific journal)  

DOI： 10.1016.j.explore.2019.10.007

Web of Science

Language：English   Publishing type：Research paper (scientific journal)  

Globally, CPD systems vary widely. In Japan, the Japanese Medical Association (JMA) is responsible for identifying content and developing education for its speciality practice physicians. The JMA was concerned about persistent low levels of participation in its CME activities and wanted to better understand the root causes. The analysis would provide an opportunity to restructure its programme informed by the needs of its practising clinicians. The JMA engaged a global education provider to conduct an independent analysis of its CME programme. Using a mixed-methods approach, the education provider conducted an on-line survey (N = 338) and held two in-person focus groups (N = 24) to better understand the perspectives of physicians in speciality practice. The on-line survey was sent to over 7,000 practising physicians throughout Japan. Respondents reflected a variety of medical and surgical specialities and length in clinical practice. They described factors that influenced or were barriers to participation in JMA-sponsored education. Respondents also suggested changes to the current model of CME in Japan and expressed an ongoing commitment to life-long learning and achieving the goals set forth in Japan's vision for health care in 2035: Leading the World Through Health. Globally, medical associations are challenged with developing education that meets the needs of a diverse physician workforce. Improved understanding of the perspectives of its physician members and implementation of collaborations with speciality societies may be one strategy to improve quality and address healthcare population needs. Lessons learned from this analysis may help other medical associations with similar challenges.

DOI： 10.1080/21614083.2020.1729304

PubMed

Publishing type：Research paper (scientific journal)   Publisher：Yong Loo Lin School of Medicine  

DOI： 10.29060/taps.2019-4-3/pv2089

Scopus

Publishing type：Research paper (scientific journal)   Publisher：Yong Loo Lin School of Medicine  

DOI： 10.29060/taps.2019-4-3/oa2063

Scopus

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Yong Loo Lin School of Medicine  

DOI： 10.29060/taps.2019-4-2/oa2079

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.50.1_001

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Other Link： https://search.jamas.or.jp/index.php?module=Default&action=Link&pub_year=2018&ichushi_jid=J00050&link_issn=&doc_id=20180913100001&doc_link_id=%2Fed9jmded%2F2018%2F004904%2F002%2F0283-0287%26dl%3D0&url=http%3A%2F%2Fwww.medicalonline.jp%2Fjamas.php%3FGoodsID%3D%2Fed9jmded%2F2018%2F004904%2F002%2F0283-0287%26dl%3D0&type=MedicalOnline&icon=https%3A%2F%2Fjk04.jamas.or.jp%2Ficon%2F00004_2.gif

Language：English   Publishing type：Research paper (scientific journal)  

Effective interaction in interprofessional collaboration requires skills in interprofessional facilitation. The need for interprofessional learning and practice in Japan is highlighted by Japan's status as one of the most rapidly aging societies because good care for elderly people with complex needs requires effective collaboration between different professional groups. The development of interprofessional facilitation skills (including management of the additional complexities) among learners or professionals enhances interprofessional learning and consensus building and empowers them to make appropriate commitments when faced with difficult challenges. The 18-item interprofessional facilitation scale (IPFS) can be used to enhance interprofessional facilitation skills. Here, we aimed to develop a Japanese adapted version of the IPFS and to validate it for use with Japanese healthcare professionals. Consistent with guidelines for cross-cultural adaptation, three translators translated the original IPFS from English into Japanese, and an expert and all authors confirmed its face and content validity. The translated items were amended during backtranslation and expert reviews. Exploratory factor analysis was performed with 167 healthcare professionals to explore the underlying structure of the items. This analysis revealed two factors with good internal consistency (Cronbach's alpha > 0.8), which were labelled as: (1) encouraging interprofessional interaction and (2) respect for each professional. The original factor 'Encouraging interprofessional interaction' was divided into two factors in the study. One reason for this division might be related to the behaviour of Japanese health professionals, that is, most Japanese might understand that 'facilitation' encourages relationships as contextual belonging that are distinct from relationships based on respect for others. This mindset is likely based on the notion of 'relationalism', which is fundamental in Japanese culture. Further investigation of this Japanese version of the IPFS will strengthen factor construction and improve scrutiny of the relationships between factors.

DOI： 10.1080/13561820.2017.1398720

PubMed

Language：English   Publishing type：Research paper (scientific journal)  

Interest in global health in medical education is increasing in Western countries, whereas data from non-Western countries is scarce. Here, we conducted a nationwide study of international clinical electives at Japanese medical schools from 2011 to 2013. We constructed a 28-item cross-sectional survey in Japanese to investigate the rate and characteristics of both Japanese students going abroad and international students coming on exchange to Japan. The surveys were sent to the administrative offices of all 80 Japanese medical schools in each of the three years, through the Japan Medical Education Foundation. All 80 medical schools responded to the questionnaire (response rate, 100%). An average of 70 of the 80 medical universities provided exchange programs across the three years to allow students to travel abroad as part of the school curriculum and obtain academic credit. The schools provided support in the form of in- and outside-class preparatory programs, tuition fee exemptions and housing. The most popular destinations for Japanese students going abroad were Europe and North America, which may reflect the desire of Japanese students to acquire medical knowledge or experience through exposure to the English language. In contrast, the most common countries of origin of international exchange students coming to Japan were Asian countries such as South Korea, Thailand and Taiwan, with pediatrics being the most popular elective. Foreign exchange programs are becoming increasingly incorporated into the Japanese medical education curriculum and can help to strengthen international partnerships and collaborations.

DOI： 10.18999/nagjms.80.1.79

PubMed

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)   Publisher：LIPPINCOTT WILLIAMS & WILKINS  

DOI： 10.1097/ACM.0000000000001063

Web of Science

PubMed

Language：English   Publishing type：Research paper (scientific journal)  

Language：English   Publishing type：Research paper (scientific journal)  

INTRODUCTION: Following the introduction of work-hour restrictions, residents' workload has become an important theme in postgraduate training. The efficacy of restrictions on workload, however, remains controversial, as most research has only examined objective workload. The purpose of this study was to explore the less clearly understood component of subjective workload and, in particular, the factors that influenced residents' subjective workload. METHOD: This study was conducted in Japan at three community teaching hospitals. We recruited a convenience sample of 31 junior residents in seven focus groups at the three sites. Audio-recorded and transcribed data were read iteratively and analyzed thematically, identifying, analyzing and reporting themes within the data and developing an interpretive synthesis of the topic. RESULTS: Seven factors influenced residents' subjective workload: (1) interaction within the professional community, (2) feedback from patients, (3) being in control, (4) professional development, (5) private life, (6) interest and (7) protected free time. DISCUSSION AND CONCLUSION: Our findings indicate that residents who have good interaction with colleagues and patients, are competent enough to control their work, experience personal development through working, have greater interest in their work, and have fulfilling private lives will have the least subjective workload.

DOI： 10.1007/s40037-015-0198-4

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Blackwell Publishing Ltd  

BACKGROUND: Medical student involvement in curriculum development is important; however, little is known about why medical students become engaged in this activity. The aim of this study was to understand what motivates medical students at one university to participate in the process of curriculum development and gain a wider perspective on student engagement in medical education. METHODS: Grounded theory methodology was the foundation of this study. We conducted semi-structured interviews with seven medical students from the University of Tokyo who developed and participated in a group whose aim was to actively contribute towards improving their medical education. The data from the interviews were analysed by thematic synthesis, with triangulation. RESULTS: Three themes emerged as potential explanations for motivating student behaviour: (1) extracurricular interaction with faculty members; (2) engaging with highly motivated peers; and (3) student values for serving the public. CONCLUSIONS: Students working to improve educational processes at their medical schools had the opportunity to communicate more with faculty members, enjoyed opportunities for networking with other highly motivated peers and enhanced aspects of their developing professionalism.

DOI： 10.1111/tct.12240

Scopus

PubMed

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.46.5_436

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：日本シミュレーション医療教育学会  

Language：English   Publishing type：Research paper (scientific journal)   Publisher：LIPPINCOTT WILLIAMS & WILKINS  

Medical professionalism has become a core topic in medical education. As it has been considered mostly from a Western perspective, there is a need to examine how the same or similar concepts are reflected in a wider range of cultural contexts. To gain insights into medical professionalism concepts in Japanese culture, the authors compare the tenets of a frequently referenced Western guide to professionalism (the physician charter proposed by the American Board of Internal Medicine Foundation, American College of Physicians Foundation, and the European Federation of Internal Medicine) with the concepts of Bushido, a Japanese code of personal conduct originating from the ancient samurai warriors. The authors also present survey evidence about how a group of present-day Japanese doctors view the values of Bushido.Cultural scholars have demonstrated Bushido's continuing influence on Japanese people today. The authors explain the seven main virtues of Bushido (e.g., rectitude), describe the similarities and differences between Bushido and the physician charter, and speculate on factors that may account for the differences, including the influence of religion, how much the group versus the individual is emphasized in a culture, and what emphasis is given to virtue-based versus duty-based ethics.The authors suggest that for those who are teaching and practicing in Japan today, Bushido's virtues are applicable when considering medical professionalism and merit further study. They urge that there be a richer discussion, from the viewpoints of different cultures, on the meaning of professionalism in today's health care practice.

DOI： 10.1097/ACM.0000000000000176

Web of Science

PubMed

Language：Japanese   Publisher：Japan Society for Medical Education  

1. We participated in the 6th Jakarta Meeting on Medical Education held in Indonesia in 2013.<br>2. In Indonesia, medical education has been attracting more and more medical faculties. We are supposed to disseminate more academic outputs in the future.

DOI： 10.11307/mededjapan.45.1_43

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Society for Medical Education  

Background: Globalization urges us to discuss rationale and policy towards establishing a medical education accrediting body in Japan. Experience of General Medical Council （GMC） suggests us some useful lessons.<br>Method: Based on our visits and investigation into in GMC, we inquire how Quality Assurance （QA） was introduced in UK with what incentives and how QA has brought reforms in the medical schools in UK.<br>Result: Since 2003, GMC has changed its policy for QA from 'inspection' to 'dialogue'. Dialogical QA asks a medical school to think critically of their education and consider vigorous actions for further improvements.<br>Discussion: Implications from the experience of GMC are: 1.QA process in GMC makes medical schools take robust steps towards changes, 2. Sharing the rational and policy for QA created the solid base for its effective implementation, 3. There are possible difficulties in establishing structure to do an enormous amount of coordinating work, which is necessary for constructing 'dialogue with medical schools'.

DOI： 10.11307/mededjapan.44.63

CiNii Books

CiNii Research

Other Link： http://search.jamas.or.jp/link/ui/2013256048

Language：Japanese   Publisher：(一社)日本内科学会  

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.44.368

Language：English   Publishing type：Research paper (scientific journal)  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)   Publisher：INFORMA HEALTHCARE  

BACKGROUND: Japanese physician training programs are currently not subject to rigorous national standardization. Despite residency restructuring in 2004, little is known about the current work allocation of residents in Japan. AIMS: We quantified the amount of time that Japanese junior residents spend in service versus education in the context of caseload, fatigue, and low-value administrative work. METHODS: In this prospective, time-and-motion study, the activity of 1st- and 2nd-year residents at three Japanese community hospitals was observed at 5-min intervals over 1 week, and categorized as patient care, academic, non-patient care, and personal. Self-reported sleep data and caseload information were simultaneously collected. Data were subanalyzed by gender, training level, hospital, and shift. RESULTS: A total of 64 participating residents spent substantially more time in patient care activities than education (59.5% vs. 6.8%), and little time on low-value, non-patient work (5.1%). Residents reported a median 5 h of sleep before shifts and excessive sleepiness (median Epworth score, 12). Large variations in caseload were reported (median 10 patients, range 0-60). CONCLUSIONS: New physicians in Japan deliver a large volume of high-value patient care, while receiving little structured education and enduring substantial sleep deprivation. In programs without work-hour restrictions, caseload limits may improve safety and quality.

DOI： 10.3109/0142159X.2012.652489

Web of Science

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：INFORMA HEALTHCARE  

BACKGROUND AND OBJECTIVES: International electives can provide experiences for medical students to learn about health systems and foster critical self-reflection. So far, little is known about the status of Japanese students' engagement in international electives. We sought to provide information about the internationalization of Japanese medical education by clarifying the current situations of international electives. METHOD: We undertook a cross-sectional national 17-item questionnaire survey of program officers in all medical schools in Japan in February 2010. RESULTS: Sixty-five (81.3%) of 80 Japanese medical schools responded to the questionnaire. 462 Japanese medical students (3% of all students in their clinical years) travelled to North America (45.5%), Asia (25.0%), or Western Europe (24.4%) to study abroad. The number of students who participated in international electives was significantly increased when academic credit was available (median 6 vs. 1, p < 0.001) and institutional affiliations were present (median 7 vs. 2 students, p < 0.001). Most students were evaluated by means of written assignment on return. DISCUSSION AND CONCLUSION: About 3% of Japanese medical students participate in international clinical exchanges. Academic credit and institutional affiliations appear to promote greater utilization of international exchange opportunities.

DOI： 10.3109/0142159X.2012.638014

Web of Science

PubMed

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)   Publisher：INFORMA HEALTHCARE  

INTRODUCTION: The physical examination is an essential clinical competence for all physicians. Most medical schools have students who learn the physical examination maneuvers using a head-to-toe approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. METHODS: We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. RESULTS: A model nine-step HDPE teaching session was developed, including: (1) orientation, (2) anticipation, (3) preparation, (4) role play, (5) discussion-1, (6) answers, (7) discussion-2, (8) demonstration and (9) reflection. DISCUSSIONS AND CONCLUSIONS: A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty members are invited to teach the physical examination using this model.

DOI： 10.3109/0142159X.2010.540269

Web of Science

PubMed

Language：English   Publishing type：Research paper (scientific journal)   Publisher：INFORMA HEALTHCARE  

DOI： 10.3109/0142159X.2011.577121

Web of Science

PubMed

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese  

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2010187217

Language：English   Publishing type：Research paper (scientific journal)   Publisher：WILEY-BLACKWELL PUBLISHING, INC  

CONTEXT: Diagnostic accuracy is maximised by having clinical signs and diagnostic hypotheses in mind during the physical examination (PE). This diagnostic reasoning approach contrasts with the rote, hypothesis-free screening PE learned by many medical students. A hypothesis-driven PE (HDPE) learning and assessment procedure was developed to provide targeted practice and assessment in anticipating, eliciting and interpreting critical aspects of the PE in the context of diagnostic challenges. OBJECTIVES: This study was designed to obtain initial content validity evidence, performance and reliability estimates, and impact data for the HDPE procedure. METHODS: Nineteen clinical scenarios were developed, covering 160 PE manoeuvres. A total of 66 Year 3 medical students prepared for and encountered three clinical scenarios during required formative assessments. For each case, students listed anticipated positive PE findings for two plausible diagnoses before examining the patient; examined a standardised patient (SP) simulating one of the diagnoses; received immediate feedback from the SP, and documented their findings and working diagnosis. The same students later encountered some of the scenarios during their Year 4 clinical skills examination. RESULTS: On average, Year 3 students anticipated 65% of the positive findings, correctly performed 88% of the PE manoeuvres and documented 61% of the findings. Year 4 students anticipated and elicited fewer findings overall, but achieved proportionally more discriminating findings, thereby more efficiently achieving a diagnostic accuracy equivalent to that of students in Year 3. Year 4 students performed better on cases on which they had received feedback as Year 3 students. Twelve cases would provide a reliability of 0.80, based on discriminating checklist items only. CONCLUSIONS: The HDPE provided medical students with a thoughtful, deliberate approach to learning and assessing PE skills in a valid and reliable manner.

DOI： 10.1111/j.1365-2923.2009.03379.x

Web of Science

PubMed

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：English   Publishing type：Research paper (scientific journal)   Publisher：Informa Healthcare  

DOI： 10.1080/01421590903136488

Scopus

PubMed

Language：English   Publishing type：Research paper (scientific journal)  

BACKGROUND AND AIM: Although medical students have increasingly more opportunities to participate in international electives, their experiences are usually unstructured and the literature referring to their learning outcomes, educational environment, and assessment is scanty. This study was undertaken to clarify qualitatively what students learn from their international electives. METHODS: We carried out semi-structured individual interviews with 15 Japanese students studying clinical medicine in British medical schools and six British students studying in Japanese medical schools. The thematic synthesis method was used in analysing the transcribed data and triangulation by multiple researchers was used to achieve higher reliability. RESULTS: The main learning outcomes identified were skills in history taking and physical examination with clinical reasoning and in management of diseases rarely seen in the students' own countries; awareness of clinical ethics and merits and demerits of different systems of healthcare and medical education; sensitivity to issues in doctor-patient relationships and work ethics; enhancement of cultural competence; and personal development. CONCLUSIONS: Most learning outcomes of international electives are culture- or system-dependent. Students achieved outcomes related closely to medical professionalism, mainly through reflection. International electives may give students opportunities to learn both professionalism and cultural competence.

DOI： 10.1080/01421590802516764

Scopus

PubMed

Language：Japanese  

Language：Japanese  

Language：Japanese   Publisher：The Japanese Society of Internal Medicine  

DOI： 10.2169/naika.97.3088

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2009070340

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese  

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2008260765

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publishing type：Research paper (scientific journal)  

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：English

CiNii Books

Language：Japanese

CiNii Books

Total pages：viii, 382p.   Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Total pages：520   Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese Book type：Scholarly book

Language：Japanese  

CiNii Books

Language：Japanese   Publisher：中外医学社  

CiNii Books

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.51.1_64

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.3_338

CiNii Research

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.3_309

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.3_276

CiNii Research

Language：Japanese   Publisher：中外医学社  

CiNii Books

Language：Japanese   Publisher：中外医学社  

CiNii Books

Language：Japanese  

A clinical case conference collaborated on by health professionals and anthropologists is an opportunity in which anthropologists and (future) health professionals consider and discuss social and cultural problems in clinical situations and learn from each other. It was created through the process of collaboration between health professionals and anthropologists and has improved while being repeatedly held as workshops for primary care physicians and as classes at medical schools. In these conferences, anthropology has provided viewpoints for situating phenomena in sociocultural contexts and frameworks for verbalising social and cultural phenomena. These conferences have been highly appreciated, especially by primary care physicians. The important points are that health professionals and anthropologists share the time and space to discuss problems, and that casebased approaches begin not from anthropological concepts but clinical situations bridging cases with anthropology. The conferences are not only opportunities for anthropologists to comment and analyse the cases or educate medical students and health professionals, but also an opportunity for them to learn. Anthropologists who participate in the conferences inevitably consider how anthropology can contribute to medicine and health professionals while they consider what it is like to be 'anthropological' in the process of correspondence with (future) health professionals. This paper explores the variability of anthropology, describing what form is created in the practice of collaboration with health professionals.

CiNii Books

CiNii Research

Language：Japanese   Publisher：中外医学社  

CiNii Books

Language：Japanese   Publisher：中外医学社  

CiNii Books

Language：Japanese   Publisher：中外医学社  

CiNii Books

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.50.2_210

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.50.1_081

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2019181178

Language：Japanese   Publisher：Japan Society for Medical Education  

<p> Why do we write medical education research papers and present them at academic conferences? Why do you read medical education research papers and listen to presentations at academic conferences? Medical education is often practiced in a closed space such as a lecture room, where there is a clear power dynamic such as <teacher / supervisor> and <medical student / resident>. In this paper, we will focus on power structure and develop an argument about the significance of educational case reports in medical education research from the epistemological standpoint of critical theory structure.</p>

DOI： 10.11307/mededjapan.50.6_559

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2020195818

Language：Japanese   Publisher：Japan Society for Medical Education  

<p> We analyzed the achievements of annual meetings of Japan Society for Medical Education (JSME) over the past 10 years. JSME is the biggest community in the field of medical education from the perspective of both social science and medicine. To develop the organization further, we argue that it should follow a line of inquiry that will advance science in the field as well as provide information on cutting edge faculty development within the context of Japanese medical education. To achieve this goal and facilitate continuity, we propose JSME develop a program committee for its annual meeting. We hope the meeting will provide a community of practice in which healthcare workers and researchers in the field of medical education can communicate and collaborate through the discussion of theories and practices.</p>

DOI： 10.11307/mededjapan.50.1_041

CiNii Books

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.49.3_188

CiNii Books

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.48.5_328

Language：Japanese   Publisher：Japan Society for Medical Education  

<p> The importance of humanity education including "empathy" in medical education is increasing. Considering this, the Committee on Professionalism and Behavioral Sciences of the Japan Society for Medical Education organized a workshop titled, "Empathy and 'Patients' Perspectives' ―Suggestion for Medical Education" . On the basis of findings from several medical fields, including medical informatics, medical anthropology, and medical sociology, we discussed the issue of uncertainty in patients and healthcare professionals' perspectives. We concluded that healthcare professionals should not empathize with patients as a strategy for persuasion but as a way to seek a mutual and flexible decision-making model that considers the uncertainty of patient perspectives.</p>

DOI： 10.11307/mededjapan.48.5_311

CiNii Books

Language：English   Publishing type：Research paper, summary (international conference)   Publisher：ELSEVIER SCIENCE INC  

Web of Science

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.47.6_371

CiNii Books

J-GLOBAL

Language：Japanese   Publisher：(一社)日本医療情報学会  

Language：Japanese   Publisher：南山堂  

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2015291199

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：日本医学会  

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：一般社団法人 日本プライマリ・ケア連合学会  

<b>目的</b> : 2009年に本邦で初めてプログラム認定を基盤にした家庭医療専門医が誕生したことにより, 近年, 後期研修終了後のキャリアについての関心が高まりつつある. 今回はその調査を行う目的で, 家庭医療専門医取得者を対象にアンケートを行った. その結果をもとに2013年の第4回日本プライマリ・ケア連合学会学術大会でシンポジウムを開催し, 多様なキャリアモデルを紹介するとともに, ディスカッションも行った. 今回は委員会の活動として行ったその内容を報告する.<br><b>方法</b> : シンポジウムでは, アンケート調査の報告・パネリストからの発表および参加者とのディスカッションの順に行った.<br><b>結果</b> : 参加者層は主に後期研修医および後期研修終了後の家庭医療専門医であった. また, ディスカッションではパネリストのキャリアパスに関して, 具体的な選択理由やその時期, 選択などのさらに掘り下げた質問などもあり, 活発な討論が行われた.<br><b>結論</b> : 家庭医療専門医の取得はキャリアの安定化に一定の役割を担っている可能性があると考えられる. 一方で, 専門医取得後のキャリアパスはまだ暗中模索の様相であり, 安定志向の強い家庭医療専門医取得者にとっては, まだそれに対する不安が多そうである. よって学会による家庭医療専門医取得後のキャリアのさらなる明確化は, 総合診療・家庭医療領域の拡充を戦略とする場合は, 今後の課題の一つと言えそうである.

DOI： 10.14442/generalist.37.374

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2015126469

Language：Japanese   Publisher：(一社)日本医学教育学会  

Language：Japanese   Publisher：(一社)日本災害医学会  

Language：Japanese   Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.43.283

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2013032249

Language：Japanese  

CiNii Books

Language：Japanese   Publisher：Japanese Society of Psychosomatic Medicine  

Medical professionalism is considered as professional ethics to practice medicine competently. Recently, medical professionalism has also gained an increasing public attention in Japan. Methods for assessing professionalism should be developed for teaching it properly. Although some methods for assessing medical professionalism have been developed, medical professionalism is still a challenging area to assess. In this brief review, we tried to introduce the current state of this area while the professionalism in the field of "Psychosomatic Medicine" has to be defined first.

DOI： 10.15064/jjpm.52.11_1022

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2013042069

Language：Japanese   Publisher：THE JAPANESE SOCIETY OF CULTURAL ANTHROPOLOGY  

DOI： 10.14890/jasca.2012.0.15.0

Language：Japanese   Publisher：一般社団法人 日本プライマリ・ケア連合学会  

卒前医学教育において省察 (Reflection) を導入する際には, 経験学習論から考えると, 診療参加型臨床実習がその基盤として必要である.

DOI： 10.14442/generalist.34.360

CiNii Books

Language：Japanese  

J-GLOBAL

Language：Japanese   Publisher：医学出版  

CiNii Books

Language：Japanese  

Language：Japanese   Publisher：一般社団法人 日本心身医学会  

DOI： 10.15064/jjpm.51.6_512_2

Language：Japanese  

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2012019010

Language：Japanese  

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2012019009

Language：Japanese  

CiNii Books

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

CiNii Books

Language：Japanese   Publisher：日本保健医療福祉連携教育学会  

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2011281798

Language：Japanese  

Language：Japanese  

Language：Japanese  

CiNii Books

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

J-GLOBAL

Language：Japanese   Publisher：(一社)日本医学教育学会  

J-GLOBAL

Language：Japanese   Publisher：メディカル・プリンシプル社  

CiNii Books

Language：Japanese  

J-GLOBAL

Language：Japanese  

Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (trade magazine, newspaper, online media)  

Language：Japanese  

J-GLOBAL

Language：Japanese  

J-GLOBAL

Language：Japanese  

Language：English   Presentation type：Oral presentation (general)  

Venue：Geno, Italy  

Language：English   Presentation type：Oral presentation (general)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Oral presentation (general)  

Venue：Prague, Czech Republic  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：川崎医科大学  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：東京国際フォーラム  

Language：English   Presentation type：Oral presentation (general)  

Venue：Lyon, France  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Oral presentation (general)  

Venue：Vienna, Australia  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：福岡国際会議場  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Perth, Australia  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Colombo, Sri Lanka  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Poster presentation  

Venue：Osaka, Japan  

Language：English   Presentation type：Poster presentation  

Venue：Morioka, Japan  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (public)  

Venue：Kyoto International Conference Center  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Language：English   Presentation type：Oral presentation (invited, special)  

Venue：Surabaya, Indonesia  

Language：English  

Language：English   Presentation type：Poster presentation  

Venue：Tokyo, Japan  

Language：English   Presentation type：Poster presentation  

Venue：Glasgow, UK  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：Japanese   Presentation type：Poster presentation  

Venue：千葉大学医学部亥鼻キャンパス  

Language：English   Presentation type：Poster presentation  

Venue：Glasgow, UK  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Jakarta, Indonesia  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (public)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Grand Copthorn Waterfront Hotel, Singapore  

Language：English  

Language：English   Presentation type：Poster presentation  

Venue：Kobe Gakuin University  

Language：English  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Ubonratchathani, Thailand  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Poster presentation  

Venue：Wakayama Medical University  

Language：English   Presentation type：Oral presentation (general)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Sukhothai Medical Education Center  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Chiang Rai, Thailand  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Raddison Blu, Frankfurt  

Language：English   Presentation type：Poster presentation  

Venue：Glasgow, UK  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Milan, Italy  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Duke-NUS Graduate Medical School  

Language：Japanese   Presentation type：Symposium, workshop panel (public)  

Venue：つくば国際会議場  

Language：English   Presentation type：Oral presentation (general)  

Venue：Milan, Italy  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：慶應義塾大学医学部  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Surat Thanee Medical Education Center  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：キャンパスプラザ京都  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Krabi, Thailand  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Jakarta, Indonesia  

Language：English   Presentation type：Poster presentation  

Venue：Malaga, Spain  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都府医師会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：和歌山県立医科大学  

Language：English   Presentation type：Symposium, workshop panel (public)  

Venue：National University of Singapore, Singapore  

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Venue：帝人富士教育研究所  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都府医師会館  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Toki Messe (Niigata Convention Center)  

Language：English   Presentation type：Poster presentation  

Venue：Prague, Czech Republic  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Jakarta, Indonesia  

Language：English   Presentation type：Poster presentation  

Venue：Morioka, Japan  

Language：English   Presentation type：Poster presentation  

Venue：Toki Messe (Niigata Convention Center)  

Language：English   Presentation type：Poster presentation  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Oral presentation (invited, special)  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Faculty of Medicine, Kyoto University  

Language：English   Presentation type：Oral presentation (general)  

Venue：Prague, Czech Republic  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：Jakarta, Indonesia  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Oral presentation (invited, special)  

Venue：Surat Thani Medical Education Center  

Language：Japanese   Presentation type：Symposium, workshop panel (public)  

Venue：東京大学  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Ubonratchathani, Thailand  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Sukhothai Medical Education Center  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Chiang Rai, Thailand  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都府医師会館  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Krabi, Thailand  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：名古屋大学医学部  

Language：Japanese   Presentation type：Symposium, workshop panel (public)  

Venue：国立京都国際会館  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：慶応義塾大学日吉キャンパス  

Language：English   Presentation type：Symposium, workshop panel (public)  

Venue：Trondheim, Norway  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Kyoto University Faculty of Medicine  

Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：Kyoto University Faculty of Medicine  

Language：English   Presentation type：Symposium, workshop panel (public)  

Venue：National University of Singapore, Singapore  

Language：English   Presentation type：Symposium, workshop panel (nominated)  

Venue：The University of Hong Kong  

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Venue：埼玉県立大学  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：慶応義塾大学日吉キャンパス  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学医学部芝蘭会館  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：大阪医科大学  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：朱鷺メッセ新潟コンベンションセンター  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都大学吉田泉殿  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：大阪医科大学  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：広島国際会議場  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：岐阜大学サテライトキャンパス他  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：大阪国際会議場  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：岐阜大学  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：千葉大学医学部亥鼻キャンパス  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都ブライトンホテル  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：名古屋大学医学部  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：信州大学医学部附属病院中会議室  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：福島県立医科大学  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：愛知医科大学  

Language：Japanese   Presentation type：Symposium, workshop panel (public)  

Venue：京都大学  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：東京大学  

Language：Japanese   Presentation type：Symposium, workshop panel (public)  

Venue：広島大学  

Language：Japanese   Presentation type：Symposium, workshop panel (nominated)  

Venue：千葉大学医学部亥鼻キャンパス  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：和歌山県立医科大学  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：大阪大学  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：千葉大学医学部亥鼻キャンパス  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：慶応義塾大学日吉キャンパス  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：大阪市立大学梅田サテライト（文化交流センター）  

Language：Japanese   Presentation type：Poster presentation  

Venue：大阪医科大学  

Language：Japanese   Presentation type：Poster presentation  

Venue：大阪医科大学  

Language：Japanese   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

Venue：京都ブライトンホテル  

Language：Japanese   Presentation type：Oral presentation (general)  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：昭和大学  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：高知県立県民文化ホール  

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：学士会館