Japanese Journal of Psychosomatic Medicine
Online ISSN : 2189-5996
Print ISSN : 0385-0307
ISSN-L : 0385-0307
Volume 56, Issue 1
Displaying 1-11 of 11 articles from this issue
Foreword
Special Issues / Core Curriculum of Behavioral Medicine
  • [in Japanese]
    2016 Volume 56 Issue 1 Pages 12
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
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  • Shinobu Nomura
    2016 Volume 56 Issue 1 Pages 13-16
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    For the days of creation of Behavioral Medicine, a study of “Type A behavior pattern and myocardial infarction” was a main theme. Behavior modification comes to be applied to treatment of various kinds of chronic disease widely, and a general concept of Behavioral Medicine has formed subsequently. In the Japanese Society of Behavior Medicine, we devised the core curriculum of behavioral science, behavioral medicine and have published “the textbook of Behavioral Medicine” in conformity with it. It is the primer which includes all basics and clinical applications of Behavioral Medicine, and this book is edited as a manual which we can utilize in the clinical practice. We hope this book will be able to contribute to development of Behavioral Medicine in Japan, the healthy life of people and the improvement of QOL of the patients with medical care. In this report, I discussed the future perspectives with a personal opinion while looking back on the history of Behavioral Medicine.
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  • Akizumi Tsutsumi
    2016 Volume 56 Issue 1 Pages 17-23
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    Background : Behavioral science/behavioral medicine have not been taught to Japanese undergraduate medical students systematically. Method : A working group under the auspices of Japanese Society of Behavioral Medicine has developed outcome-oriented curriculum for teaching behavioral science/behavioral medicine. Three steps were undertaken : extracts of the contents, symposium with relevant adjacent academic societies, and the establishing outcomes and the educational module. Results : We here propose a core curriculum of behavioral science/behavioral medicine consisting of 11 sessions of 90 minute lectures, and 4 sessions of small group discussions and practice. Conclusions : We are going to improve the current core curriculum by adding formative evaluations of students so that they can learn and acquire attitude as well as skills or knowledge for clinical practice.
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  • Akihito Shimazu
    2016 Volume 56 Issue 1 Pages 24-28
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    This article discussed the core curriculum of behavioral science recommended by Japanese Society of Behavioral Medicine from perspective of psychology, and mentioned points to execute the curriculum in medical and health-related department effectively. First, I reviewed the content of core curriculum from the perspective of psychology, and showed that (1) the curriculum consists of basic and applied components and (2) the basic component is closely related to various fields of psychology. Then, I referred to the following two points to execute the curriculum effectively : (1) to explain purpose and significance of learning the basic component of behavioral science in order to improve motivation among students, and (2) to improve self-efficacy among students in order to facilitate the application of their acquired knowledge and skills into practice.
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  • Shigeru Inoue
    2016 Volume 56 Issue 1 Pages 29-33
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    International standardization of medical education requires Japanese medical schools to restructure their curriculum and to include “Behavioral Science” in them. Two influential documents for Japanese medical education, “the Model Core Curriculum for Medical Education in Japan” and “the Scope of the Japanese National Examination for Medical Doctors” include some key terms regarding behavioral science. However, those are not systematic and the term “behavioral science” could not be found in these documents. The new global standards for medical education, “the Basic Medical Education WFME Global Standards” require medical schools to include “behavioral science” in their curriculum. Definition of behavioral science emphasizes social aspects and determinants of health which is also the key concept of public health. From the view point of public health, it is hoped that the systematic introduction of behavioral science in Japanese medical education strengthens public health minds of doctors which is necessary for community health.
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  • Takeaki Takeuchi
    2016 Volume 56 Issue 1 Pages 34-39
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    Behavioral medicine has increased its importance, becoming a promising field, in medical education. Teikyo University Graduate School of Public Health has the following five core requirements as a global standard : Behavioral Medicine, Biostatistics, Epidemiology, Occupational Health, and Health Policy Management. Behavioral medicine mainly deals with psychology in normal populations. It works as a gateway to the medical world among non-medical professionals who are interested in medicine. Furthermore, teachers of behavioral medicine need to be careful about the difference between normal and pathological populations. Lectures should be performed by TBL or 4C/ID methods because students need pragmatic knowledge and skills. Psychosomatic physicians could be among the most optimal professionals in dealing with behavioral medicine because of the similarities between psychosomatic medicine and behavioral medicine.
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  • Kazuhiro Yoshiuchi
    2016 Volume 56 Issue 1 Pages 40-45
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    The core curriculum of behavioral medicine has been proposed by the working group of Japanese Society of Behavioral Medicine. Most of the items of the curriculum were covered by the curriculum that should be experienced by certified psychosomatic physicians. Therefore, certified psychosomatic physicians could play an important role in the medical education for behavioral medicine, which is gaining increasing social attention.
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Reference Paper
  • —Including a Difficult Case to Support—
    Yumi Bou, Masahiro Hashizume, Yuichi Amano, Koji Tsuboi
    2016 Volume 56 Issue 1 Pages 46-51
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    Background : We receive requests for the psychological support to inpatients who are hospitalized with physical diseases in other departments. Method : In this research, we investigated medical records of those patients for whom we provided treatment with other departments’ doctors from January, 2011 to December, 2012 including difficult cases to support. Results : The number of inpatient cases that we performed the psychological support was 29. The number was significantly decreased since 2006 when we had 106 cases per annum. We believe that having a palliative care center which was established in 2009 could be one reason for this change. With regard to malignant tumor patients, the cases in whom the palliative care center intervened were 31%. Conclusion : After the palliative care center was established, the requests of the psychological support for malignant tumor patients significantly decreased. However, there are still many intervention requests to our department, and the palliative care center and our department intervene in many inpatients at the same time. As a role of psychosomatic medicine, we contact closely with the leading and other departments, as well as provide psychological support to patients and families. We believe it is necessary to examine an appropriate point of intervention as a psychosomatic whole team.
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Case Study
  • Mikiko Matsuoka, Saki Harashima, Ryo Yoneda, Osamu Shibayama, Makoto O ...
    2016 Volume 56 Issue 1 Pages 52-57
    Published: 2016
    Released on J-STAGE: February 26, 2016
    JOURNAL FREE ACCESS
    Background : Recent studies suggested that some patients with eating disorders had clinical features of developmental disorder. Patient : A 32-year-old female patient had about 21-year history of binge eating and vomiting. She was diagnosed as bulimia nervosa and repeated hospitalization for six years. It had been difficult to reduce her symptoms such as binge-eating and vomiting. Therefore, we assessed her cognitive function using Wechsler Adult Intelligence Scale-3rd (WAIS-Ⅲ). The results of WAIS-Ⅲrevealed that full-scale IQ was low average (FIQ=87). and that performance intelligence quotient (PIQ=80) was significantly lower than verbal intellectual intelligence quotient (VIQ=95). Furthermore, her life history showed that she appeared to be inattentive and impulsive frequently. Then, she was diagnosed as attention deficit hyperactivity disorder (ADHD) according to the DSM-5 criteria and WAIS-Ⅲscores. Therefore, atomoxetine 80 mg/day was prescribed to her for ADHD. As a result, symptoms such as attention deficit, binge eating and vomiting were dramatically reduced. Conclusion : Intelligence scale might be helpful for reconsidering diagnosis and treatment in eating disorders if symptom control was difficult for a long duration.
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