Faculty Profiles - NISHIGORI Hiroshi

Papers - NISHIGORI Hiroshi

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委員会報告日本医学教育学会認定医学教育専門家資格制度創設への提言 Reviewed

藤崎和彦, 田川まさみ, 西城拓也, 井内康輝, 錦織宏, 渡邊洋子, 大谷尚, 守屋利佳, 吉岡俊正, 吉田素文, 鈴木康之

医学教育 Vol. 43 page： 221 - 231 2012

Proposals on the development of the JSME accreditation system for medical education expertise Reviewed

Fujisaki Kazuhiko, Tagawa Masami, Saiki Takuya, Inai Kouki, Nishigori Hiroshi, Watanabe Yoko, Otani Takashi, Moriya Rika, Yoshioka Toshimasa, Yoshida Motofumi, Suzuki Yasuyuki

Igaku Kyoiku / Medical Education (Japan) Vol. 43 ( 3 ) page： 221 - 231 2012

Development of education system for medical educationist in Japan : an introduction

SUZUKI Yasuyuki, YOSHIOKA Toshimasa, YOSHIDA Motofumi, TAGAWA Masami, NISHIGORI Hiroshi, SAIKI Takuya, MORIYA Rika, OTANI Hisashi, WATANABE Yoko

Vol. 40 ( 4 ) page： 235 - 236 2009.8

Questionnaire survey on the development of education system for medical educationist in Japan Reviewed

SUZUKI Yasuyuki, YOSHIOKA Toshimasa, YOSHIDA Motofumi, TAGAWA Masami, NISHIGORI Hiroshi, SAIKI Takuya, MORIYA Rika, OTANI Hisashi, WATANABE Yoko

Igaku Kyoiku / Medical Education (Japan) Vol. 40 ( 4 ) page： 237 - 241 2009

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. 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. 3) These results support the establishment of educational system for medical educationists in Japan.

DOI： 10.11307/mededjapan.40.237

CiNii Research

A model for attracting physicians to rural areas by improving residency training program, part 2

NISHIGORI Hiroshi, SUZUKI Tomio

Igaku Kyoiku / Medical Education (Japan) Vol. 40 ( 1 ) page： 27 - 33 2009

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. 1) Interviews of program directors revealed 8 items necessary to improve residency training programs. 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. 3) Because universities are interested in hospitals at which many residents and fellows work, attracting attending physicians to these hospitals is easier. 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.

DOI： 10.11307/mededjapan.40.27

CiNii Research

A model for attracting physicians to rural areas by improving residency training programs, part 1

NISHIGORI Hiroshi, SUZUKI Tomio, MISHIMA Nobuhiko, YAMAMOTO Naohito

Igaku Kyoiku / Medical Education (Japan) Vol. 40 ( 1 ) page： 19 - 25 2009

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. 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. 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. 3) The number of residents working at Kainan Hospital increased. The residency training program was somewhat improved. 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

Development of education system for medical educationist in Japan: an introduction

SUZUKI Yasuyuki, YOSHIOKA Toshimasa, YOSHIDA Motofumi, TAGAWA Masami, NISHIGORI Hiroshi, SAIKI Takuya, MORIYA Rika, OTANI Hisashi, WATANABE Yoko

Igaku Kyoiku / Medical Education (Japan) Vol. 40 ( 4 ) page： 235 - 236 2009

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. 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

CiNii Research

AAMC in Seattle, USA

AOMATSU Muneyoshi, NISHIGORI Hiroshi, OTAKI Junji, BAN Nobutaro

Vol. 38 ( 2 ) page： 119 2007.4

What's your diagnosis? [33] こんな結果でええんか?

菊川誠, 小島啓尚, 傍島由香, 飯島亜由子, 錦織宏, 鈴木富雄, 伴信太郎

JIM Vol. 15 ( 9 ) page： 715 - 718 2005.9

What's your diagnosis? [28] はれのちはれ

錦織宏, 小島啓尚, 鈴木富雄, 伴信太郎

JIM Vol. 15 ( 4 ) page： 275 - 277 2005.4

Report on 2nd Asia Pacific Medical Education Conference

NISHIGORI Hiroshi, YOSHIDA Ichiro

Vol. 36 ( 1 ) page： 44 2005.2

A mixed-methods study comparing human-led and ChatGPT-driven qualitative analysis in medical education research.

Takeshi Kondo, Junichiro Miyachi, Anders Jönsson, Hiroshi Nishigori

Nagoya journal of medical science Vol. 86 ( 4 ) page： 620 - 644 2024.11

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

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

DOI： 10.18999/nagjms.86.4.620

Web of Science

Scopus

PubMed

To teach is to learn twice, revisited: a qualitative study of how residents learn through teaching in clinical environments Reviewed Open Access

Takeshi Kondo, Noriyuki Takahashi, Muneyoshi Aomatsu, Hiroshi Nishigori

BMC Medical Education Vol. 24 ( 1 ) page： 829 2024.8

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

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

教育実践報告フィードバックリテラシー涵養を目指した医学生授業の試み

木村武司, 錦織宏

医学教育 Vol. 55 ( Suppl. ) page： 311 - 311 2024.7

令和4年度改訂コアカリ導入に向けたニーズ調査結果とそれに応える資材の紹介令和4年度改訂版医学教育モデル・コア・カリキュラムの普及事業を通じて見えてきた今後の課題

松島加代子, 淺田義和, 高桑修, 長谷川仁志, 松山泰, 三浦聖子, 高橋誠, 錦織宏

医学教育 Vol. 55 ( Suppl. ) page： 139 - 139 2024.7

Implementing digital transformation in the revision process for Japan’s Model Core Curriculum: A qualitative document analysis

Takeshi Kondo, Takeshi Onoue, Seisyou Kou, Yoshikazu Asada, Masanori Isobe, Hiroshi Nishigori

Medical Teacher Vol. 46 ( sup1 ) page： S53 - S60 2024.6

Development of a competency-based national model core curriculum in Japan: A case study

Yuka Urushibara-Miyachi, Kayo Matsushita, Hiroshi Nishigori

Medical Teacher Vol. 46 ( sup1 ) page： S11 - S20 2024.6

Hirohisa Fujikawa, Takayuki Ando, Amane Endo, Makoto Kaneko, Kiyoshi Shikino, Yuiko Nagamine, Takeo Nakayama, Hiroshi Nishigori, Hirotomo Yamanashi, Junji Haruta

Medical Teacher Vol. 46 ( sup1 ) page： S21 - S30 2024.6

総合的に患者・生活者をみるために必要なコンピテンシーとは医学教育モデル・コア・カリキュラムへの新設

藤川裕恭, 安藤崇之, 遠藤周, 金子惇, 鋪野紀好, 長嶺由衣子, 中山健夫, 錦織宏, 山梨啓友, 春田淳志

日本プライマリ・ケア連合学会学術大会 Vol. 15回 page： 333 - 333 2024.6

An “integration” of professional identity formation among rural physicians experiencing an interplay between their professional and personal identities Reviewed Open Access

Junichiro Miyachi, Miho Iwakuma, Hiroshi Nishigori

Advances in Health Sciences Education 2024.5

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

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

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Papers - NISHIGORI Hiroshi