Abstract
Purpose: This is the first survey about professionalism curricula in medical schools in Japan.
Methods: Persons in charge of medical education at each school were asked whether they had a formal professionalism curriculum this year or would have one next year or both. Syllabuses from these schools were analysed.
Results: Of 80 medical schools, only 12 follow formal and explicit professionalism curricula. Curricula were implemented as a component of multiple courses （9 schools）, a single course （2 schools）, and an integrated sequence of courses （2 schools）. Most curricula were implemented in the preclinical years; only 1 was implemented in the 5th year （clinical） of the 6–year medical school course. Several teaching methods, such as lectures, workshops, interprofessional exercises, and ceremonies, were used. Students were assessed through reports, participation in discussions, rating scales, and portfolios.
Conclusions: Providing an explicit professionalism curriculum is important for promoting the professional development of medical students. This study revealed that only 15％ of medical schools in Japan followed an explicit professionalism curriculum. In addition, many of these curricula were implemented in the preclinical years and lacked a means of assessing students. The numbers of schools with professionalism curricula and of curricula in the clinical years are expected to increase.
