2026 Volume 38 Issue 2 Pages 71-77
Education for healthcare professionals in rheumatic diseases requires increasing systematization from undergraduate through postgraduate levels, driven by the complex, multisystem nature of these conditions and rising societal needs. Recent reforms in the Medical Education Model Core Curriculum and the Clinical Training Guidelines in Japan emphasize the importance of competency-based education（CBE）, together with the sequential development of clinical abilities using Entrustable Professional Activities（EPAs）. Rheumatology inherently relies on interprofessional collaboration, and the collaborative competencies cultivated through interprofessional education（IPE）directly contribute to high-quality care and patient-centered practice. Furthermore, flexible curriculum design tailored to institutional context and regional characteristics is essential, requiring each training site to adapt and optimize its local educational goals.
