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

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

Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.2_168

Publisher：Japan Society for Medical Education  

DOI： 10.11307/mededjapan.51.5_615

Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.51.4_466

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

Publisher：日本医学教育学会  

DOI： 10.11307/mededjapan.51.2_166

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

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

DOI： 10.29060/taps.2019-4-2/oa2079

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

DOI： 10.1186/s12909-019-1479-0

Web of Science

Scopus

PubMed

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

DOI： 10.11307/mededjapan.49.4_283

CiNii Books

Other Link： http://search.jamas.or.jp/link/ui/2019026297

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

DOI： 10.1017/dmp.2016.109

Scopus

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

DOI： 10.1186/s12199-017-0636-5

Scopus

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

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

Language：Japanese

CiNii Books

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

DOI： 10.11307/mededjapan.51.1_64

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

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：日本医学教育学会  

DOI： 10.11307/mededjapan.49.3_188

CiNii Books

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