Faculty Profiles - NISHIGORI Hiroshi

Papers - NISHIGORI Hiroshi

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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

What can Japanese medical education contribute to the world? International journal

Hiroshi Nishigori, Junji Haruta, Yuka Urushibara-Miyachi

Medical teacher Vol. 46 ( sup1 ) page： S1 - S3 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

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

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

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

Deconstructing the masculinized assumption of the medical profession: narratives of Japanese physician fathers. Reviewed International journal Open Access

Noriki Kamihiro, Futoshi Taga, Junichiro Miyachi, Tomoko Matsui, Hiroshi Nishigori

BMC medical education Vol. 23 ( 1 ) page： 857 - 857 2023.11

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

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

DOI： 10.1186/s12909-023-04855-4

【地域医療実習・研修でなにを学ぶのか】実際に学ぶこと文化人類学的医療を学ぶ Reviewed Open Access

宮地純一郎, 錦織宏

地域医学 Vol. 37 ( 9 ) page： 879 - 884 2023.9

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)

DOI： 10.60261/chiikiigaku.37.9_65

Open Access

教育実践報告航空業界の安全から医療安全を相対化するFaculty development

木村武司, 種村文孝, 清水郁夫, 錦織宏

医学教育 Vol. 54 ( Suppl. ) page： 199 - 199 2023.7

職種横断的な内省を通して思いのすれ違いを連携に活かす "多職種連携モヤっと研究会"の取り組み Reviewed Open Access

佐野樹, 森下真理子, 錦織宏

医学教育 Vol. 54 ( 3 ) page： 281 - 287 2023.6

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)

DOI： 10.11307/mededjapan.54.3_281

Open Access

10. The 2022 Revision of the Model Core Curriculum for Medical Education in Japan for Healthcare Professionals and Global Trends in Health Professions Education. Reviewed Open Access

Gomi Harumi, Matsuyama Yasushi, Oikawa Sayaka, Kikukawa Makoto, Shimizu Ikuo, Nomura Osamu, Nishigori Hiroshi

Igaku Kyoiku / Medical Education (Japan) Vol. 54 ( 2 ) page： 194 - 198 2023.4

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

Open Access

CiNii Research

8. Learning Assessment and Good Practice (2) Reviewed Open Access

Ito Shoichi, Okazaki Hitoaki, Komatsu Hiroyuki, Nishigori Hiroshi, Matsuyama Yasushi, Yamawaki Masanaga, Kikukawa Makoto, Shimizu Ikuo, Nakamura Mariko, Mitani Shohei

Igaku Kyoiku / Medical Education (Japan) Vol. 54 ( 2 ) page： 182 - 186 2023.4

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

Open Access

CiNii Research

7. Educational Strategies and Good Practice (1) Reviewed Open Access

Matsushima Kayoko, Asada Yoshikazu, Nomura Osamu, Haruta Junji, Yamaguchi Kumiko, Kondo Takeshi, Nishigori Hiroshi, Konishi Yasuhiko

Igaku Kyoiku / Medical Education (Japan) Vol. 54 ( 2 ) page： 177 - 181 2023.4

Language：Japanese Publisher：Japan Society for Medical Education

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.

DOI： 10.11307/mededjapan.54.2_177

Open Access

CiNii Research

【Making of医学教育モデル・コア・カリキュラム】資質・能力に新設された総合的に患者・生活者をみる姿勢について Reviewed Open Access

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

医学教育 Vol. 54 ( 2 ) page： 142 - 148 2023.4

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)

DOI： 10.11307/mededjapan.54.2_142

Open Access

【Making of医学教育モデル・コア・カリキュラム】資質・能力に新設された総合的に患者・生活者をみる姿勢について Reviewed Open Access

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

医学教育 Vol. 54 ( 2 ) page： 142 - 148 2023.4

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

DOI： 10.11307/mededjapan.54.2_142

Open Access

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

Reconstructing the concept of empathy: an analysis of Japanese doctors' narratives of their experiences with illness. Reviewed International journal Open Access

Mariko Morishita, Junko Iida, Hiroshi Nishigori

Advances in health sciences education : theory and practice Vol. 28 ( 1 ) page： 87 - 106 2023.3

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

Web of Science

Scopus

PubMed

Psychological safety and Safety-II paradigm for faculty development Reviewed Open Access

Ikuo Shimizu, Shuh Shing Lee, Ardi Findyartini, Kiyoshi Shikino, Yoshikazu Asada, Hiroshi Nishigori

The Asia Pacific Scholar Vol. 7 ( 3 ) page： 60 - 62 2022.7

Locally adapting generic rubrics for the implementation of outcome-based medical education: a mixed-methods approach Reviewed Open Access

Takeshi Kondo, Hiroshi Nishigori, Cees van der Vleuten

BMC Medical Education Vol. 22 ( 1 ) page： 262 2022.4

Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study Reviewed Open Access

Sayaka Oikawa, Junko Iida, Yasunobu Ito, Hiroshi Nishigori

BMC Medical Education Vol. 22 ( 1 ) page： 196 2022.3

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

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

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Papers - NISHIGORI Hiroshi