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Volume 32 (2001)
- Issue 6 Pages 409-
- Issue 5 Pages 275-
- Issue 4 Pages 201-
- Issue 3 Pages 153-
- Issue 2 Pages 69-
- Issue 1 Pages 3-
Volume 32, Issue 4
Displaying 1-5 of 5 articles from this issue
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...2001 Volume 32 Issue 4 Pages 201-230
Published: August 25, 2001
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSDownload PDF (2883K) -
How Can Reasonable Objectivity Be Ensured?Junko MURAKAMI, Hideo TAKENAKA, Akira HORIKOSHI, Umihiko SAWADA, Mitsu ...2001 Volume 32 Issue 4 Pages 231-237
Published: August 25, 2001
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSStudents' interviewing skills are now commonly evaluated with standardized patient-based assessment methods. Four pairs of instructors at Nihon University School of Medicine used objective structured clinical examinations to evaluate the medical interviewing skills of 122 fifth-year medical students. The results were then analyzed to improve the accuracy of rating with objective structured clinical examinations. Interrater variability was significant among the two pairs of instructors. Variability was greatest when instructors evaluated a student's performance but was minimal when they judged whether a student had carried out a task. The number of standardized patients was 8, with the average score of each standardized patient ranging from 52.5 to 73.3 (full score, 100). These results suggest that the rating process for each item should be further refined and that the standard for evaluation should be clarified.View full abstractDownload PDF (1214K) -
Ritsuko OHMURO2001 Volume 32 Issue 4 Pages 239-242
Published: August 25, 2001
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSAcademic achievement was compared between students who transferred after having graduated from nursing college from 1994 through 1998 and formal students at Chiba nursing school. The transfer students had higher academic achievement in liberal arts, foreign languages, and major subjects. The academic achievement of older (27 years or older) transfer students was equal to that of younger (26 years or younger) transfer students. Approximately 10% of students required to repeat a year were transfer students. However, their academic achievement was no worse than that of students who finished their courses without interruption.View full abstractDownload PDF (591K) -
Kanji FUKUDA, Mikihiro KIHARA, Tsukasa TAKEMURA, Takashi ASHIDA, Yutak ...2001 Volume 32 Issue 4 Pages 247-256
Published: August 25, 2001
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSKinki University School of Medicine introduced clerkships for undergraduate clinical training in 1999. Clinical clerkships are performed for the first 8 weeks of the sixth academic year. In 1999 and 2000 we conducted questionnaire surveys asking students about this system. The teaching staff encourages students to participate extensively in clinical situations, which reflects the consensus about this system. We also performed similar surveys of nurses and teaching staff. Clinical clerkships did not increase the incidence of problems between patients and medical staff. Many students felt their motivation to be a physician was increased. Although the findings of these questionnaire surveys indicate that our clerkship system works successfully, they also revealed some problems for sixth-year students. Although we recognize the significance of this system for undergraduate clinical training, further improvement is required.View full abstractDownload PDF (1489K) -
Yoshikiyo AMAKI, Junko IKEUCHI, Daisuke INOUE2001 Volume 32 Issue 4 Pages 261-264
Published: August 25, 2001
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSSimulations will be important in 21st-century medical education. However, several obstacles may prevent this teaching tool from being introduced to individual medical schools. Most medical schools cannot afford expensive full-scale simulators and do not have enough space for introducing simulation materials. Medical schools must also hire operators for extremely sophisticated computers. To solve these problems we propose to establish a medical simulation center in a large city. Trainees will come to the center from medical schools in Tokyo and learn fundamental techniques, such as intravenous injection and endotracheal intubation, with specialized partial simulators. In advanced courses, trainees can learn with fullscale simulations how to deal with serious situation. The establishment of a simulation center in a large city may popularize the use of expensive simulators and equipment. However, how to maintain the center financially remains a problem; raising funds from many sources is the key to success.View full abstractDownload PDF (529K)
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