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Volume 29 (1998)
- Issue 6 Pages 376-
- Issue 5 Pages 267-
- Issue 4 Pages 200-
- Issue 3 Pages 145-
- Issue 2 Pages 69-
- Issue 1 Pages 3-
Volume 29, Issue 3
Displaying 1-11 of 11 articles from this issue
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Fumimaro TAKAKU, Kenzo KIIKUNI, Kiyoshi KUROKAWA, Toshikazu SAITO, Nob ...1998 Volume 29 Issue 3 Pages 145-147
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSThe working group on the medical education system in the Japan Society for Medical Education had 2 meetings in 1997. In those meetings, members of the working group discussed on the following 4 problems related to the medical education;
1) System to accept the graduates of other departments (Gakushi) into medical school
2) Clinical professorship
3) Post-graduate universities
4) Education in the department of general medicine (Sogo-shinryo-bu)
The results of the discussions are reported.View full abstractDownload PDF (388K) -
Masahisa NISHIZONO1998 Volume 29 Issue 3 Pages 149-153
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSThe Task Force Committee on Innovation of Medical Education for the 21st Century (the Ministry of Education) proposed two changes to the current medical education system, that graduate students are permitted to enter medical school whose term is four years, and that the clinical professor system would be introduced in the future. According to a survery on medical school systems, the majority of countries through the world (88.0%) provide for the 5-7 year term, and in such countries high school graduates are permitted to apply for the term directly. In contrast to it, there exists a graduate medical school system (four years) in quite few countries. Australia is making reformation shifting its system to the graduate medical school system because they valued it as the way of developping self learning competence. General Medical Council, G. M. C. in U. K. adopted the recommendation, “Tomorrow's Doctors”, and has motivated each medical school to reform its curriculum. The Dundee case is mentioned as a good one. Lastly the author compares the administration organization system for medical education of U. K. and U. S. A. with the one of Japan.View full abstractDownload PDF (633K) -
Kiyoshi KUROKAWA1998 Volume 29 Issue 3 Pages 155-158
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSThe Committe of the Ministry of Education, Sience and Culture of Japan on “Medical Education and Health Care of 21st Century” has specifically made a recommendation, in June, 1996, that Japanese medical school should consider adopting a system similar to that in the USA in that medical school may become 4 years curriculum accepting graduates of 4 years non-medical university curriculum. There are many features in contemporary Japan which make this “4+4” years medical education system highly meritorious.View full abstractDownload PDF (587K) -
Kazuhiko FUJISAKI, Chikako NAKAMURA1998 Volume 29 Issue 3 Pages 159-164
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSThe innovation of the University Chartering Standards Law in 1991 triggered changes in general education in almost all medical schools in Japan. These changes include: 1) frequent abolition of the department of general education; 2) an expansion in the offerings of specialty subject; and 3) increase in early exposure programs. The Model of general education has, in general, changed from the liberal arts model to the one that emphasizes the development of physicians. One remaining problem is that, although the system of general education has changed, the traditional pedagogy has generally persisted. These are at least two possible forms that general education can take in the future. The first one comes from the U.S., in which students enter medical schools after finishing their general college education. The other one stems from an European model in which high school provide students with part of their general education, and medical schools provide them with intensive basic and humanity education that is necessary for physicians. Medical schools in Japan now face three major challenges for the future: 1) seeking how to teach ways of thinking other than medical one; 2) establishing an education system corresponding with recent changes in young people; 3) establishing divisions which comprehensively organize and supervise general education.View full abstractDownload PDF (739K) -
Motokazu HORI1998 Volume 29 Issue 3 Pages 165-168
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSThe chair system was introduced into the Japanese universities from Germany more than 100 years ago in the Meiji era. Since then, it made very little change and was preserved like antiquities in the medical schools.
During the past 100 years, there had been two opportunities to change it: first in the early 1970s at the time when new medical schools had been established all over Japan and second in 1991 at the time of change of the university chartering standards law which was conducted by the Japanese Ministry of Education toward a liberalization of the past law in order to let the universities match to the change of society and to the progress of art and science.
Although since the latter opportunity some change was observed mainly at graduate schools of the limited high-ranked universities, most of medical schools have neither changed their traditional chair system nor reformed their schools in spite of the ensured liberalization.
In this paper, why reorganization of chair system is necessary, how it can be done and also why and how redistribution of faculty members is crucial and can be performed are explained by citing an example at the University of Tsukuba which has experienced during the past two and half decades from the beginning of its establishment in 1973.View full abstractDownload PDF (638K) -
Kanji IGA, Takanobu IMANAKA1998 Volume 29 Issue 3 Pages 169-171
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSJapanese medical school graduates who have just been licensed cannot properly conduct historytaking and physical examination because of inadequate undergraduate clinical practical training. We propose that each medical school should recruit senior physicians in its affiliated teaching hospitals as clinical professors who clinically train medical students in their own hospitals, evaluate the clinical competences of the students, and also participate in improving the undergraduate clinical curriculum of the medical school. The students poorly evaluated by clinical professors should not be allowed to graduate, while the clinical professors are evaluated by students and the medical school for renewal of the professorship.View full abstractDownload PDF (434K) -
Tsunetaka MATOBA, Tatsuya ISHITAKE1998 Volume 29 Issue 3 Pages 177-179
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSTwo years of postgraduate medical education will soon be required. We propose an 8-year integrated curriculum for the organic combination of the undergraduate and postgraduate education. In postgraduate education, clinical professors should responsibly train junior physicians as part of a systematic programs. The curriculum must include not only medical knowledge and skills but also clinical ethics for 8 years, which will contribute to the development of qualified physician desired by society.View full abstractDownload PDF (399K) -
Shigekoto KAIBARA1998 Volume 29 Issue 3 Pages 181-184
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSMany recommendations have been publicized for the improvement of postgraduate clinical training, which were mostly amendment of the present legislative frameworks. I believe, however, that no improvement can be achieved, unless the people involved with the clinical training have incentive for the improvement.
In the present situation, the trainees cannot get good position even when they have good clinical training; the trainers are not appreciated in their career, even when they spend a lot of time for the clinical training; and hospitals cannot receive any financial feedback for good clinical training. This means that there is a negative incentive for the improvement.
To change this situation, we have to reverse the incentives from negative to positive. In practice, all the people in medical community must recognize the value of clinical training and treat favorably in their career the people who have enthusiasm to give good clinical training. If this is done, the improvement of clinical training will be automatically achieved.View full abstractDownload PDF (570K) -
Michio MIYASAKA, Haruo YAMANOUCHI1998 Volume 29 Issue 3 Pages 185-188
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSMedical ethics was traditionally not taught as a part of the formal medical curriculum. However, medical ethics has become a common feature of medical education in some Western countries because of the increased interest in bioethics since the 1970's. A growing number of Japanese medical schools are now teaching medical ethics in independent courses, therefore, the establishment of integrated teaching programs will become an important issue. The concept of vertical and horizontal integration, a recommended feature of medical ethics programs in the West, should also be applicable in Japan. Strategies are discussed regarding: 1) biological education and health education at junior and senior high schools; 2) liberal arts education for medical students; 3) clinical education; 4) postgraduate education and reeducation for medical teachers; and required core organization.View full abstractDownload PDF (563K) -
Tatsuya ISHITAKE, Tsunetaka MATOBA1998 Volume 29 Issue 3 Pages 189-194
Published: June 25, 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSTo evaluate the present condition and problems of the postgraduate clinical training system for junior doctors at a university hospital, a questionnaire survey concerning the training curriculum, including the rotation system and the timing of teaching about clinical ethics, was given to 176 doctors at Kurume University Hospital who had graduated less than 10 years earlier. The percentage of clinical departments that had a curriculum for postgraduate clinical training was 60.0%. A positive correlation between the existence of a training curriculum and satisfaction with training was observed. Rotation training systems had been established in all clinical departments; however, the rate at which the system was actually used differed among clinical departments. Regarding the timing of teaching about clinical ethics, 64.6% of doctors answered that clinical ethics should be taught during both undergraduate and postgraduate training rather than during only undergraduate training. In conclusion, we found that the postgraduate clinical training system in this university hospital has improved to become a full curriculum with a rotation system. Furthermore, the survey results suggest that a greater emphasis should be placed on clinical ethics during undergraduate and postgraduate medical education.View full abstractDownload PDF (985K) -
1998 Volume 29 Issue 3 Pages 198
Published: 1998
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSDownload PDF (169K)
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