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Volume 33 (2002)
- Issue 6 Pages 429-
- Issue 5 Pages 281-
- Issue 4 Pages 209-
- Issue 3 Pages 157-
- Issue 2 Pages 69-
- Issue 1 Pages 3-
Volume 33, Issue 3
Displaying 1-5 of 5 articles from this issue
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Yoshiaki SUGIURA, Yutaka YOSHIZUMI, Yuichi OZEKI, Satoshi AIKO, Tomoka ...2002 Volume 33 Issue 3 Pages 157-162
Published: June 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSWe investigated causes of interrater disagreements in the observational assessment of clinical training for first-year postgraduate trainees. In 1998 25 first-year postgraduates rotated through the Second Department of Surgery for 3 months, including 1 month in cardiovascular surgery, thoracic surgery, and upper-gastrointestinal surgery. Each trainee cared for several patients at most with a senior resident under the supervision of senior staff members. Nine attending physicians (staff members), 3 doctor-course graduates, and 2 chief residents assessed the trainees at the end of the rotation with special reference to clinical, social, and supervisory abilities. Trainees were given scores of “Good, ” “Fair, ” “Pass, ” or “Fail” for each ability. Interrater disagreements often involved responsibility and activeness, which reflected social abilities, and rapid patient consultations, orderly arrangement of laboratory examinations and procedures, and avoiding ordering of unnecessary laboratory examinations and medications, which reflected supervisory abilities. Assessments of poorly performing trainees often disagreed. Some interrater disagreements were seen among 4 of 14 attending physicians, but disagreements were fewer among the 3 doctor-course graduates and 2 chief residents who were graduates of the college. Both the proper training of assessors and a good relationship between assessors and rotators are necessary to make appropriate evaluations that might affect the career of postgraduates trainees.View full abstractDownload PDF (5163K) -
Etsuro TANAKA, Rikihachiro KANO, Yoshifumi ABE, Mitsunori YAGAME, Taka ...2002 Volume 33 Issue 3 Pages 163-172
Published: June 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSWe investigated the effects of evaluation of education by medical students using the minutes paper, which was developed by Professor Yasuoka, also of Tokai University. The minutes paper consists of 3 questions with 10 gradedchoices and of 8 questions with 2 graded choices. One of the 3 questions with 10 graded choices asks a general impression of a lecture. Every faculty member at the Tokai University School of Medicine should be evaluated once a year by students using the minutes paper. A total of 202 faculty members were evaluated in 1999 or in 2000, and 73 of these faculty members were evaluated in both 1999 and 2000. The faculty members were divided into 3 groups (low grade, moderate grade, and high grade) on the basis of their grades in 1999. In 2000, the low-grade group achieved higher evaluation scores, whereas the moderate-and high-grade groups did not. These results suggest that our evaluation system with minutes papers was effective for improving teaching faculty members with low grades.View full abstractDownload PDF (3566K) -
Tatsutaka YAMAMOTO, Katsumi YOSHIDA2002 Volume 33 Issue 3 Pages 177-181
Published: June 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSRecently, alternative medicine has been re-evaluated and increasingly recognized as effective treatments in the United States and Europe. Caregivers have shown a greater interest in obtaining information about of and practical experience in alternative medicine. Accordingly, the possible reorganization of the medical education curriculum has been examined and alternative medicine classes have been started in many medical schools in the United States. St. Marianna University has started lectures and practical instruction in alternative medicine as part of the preventive medicine course. We also investigated the efficacy of acupuncture and obtained favorable results. A questionnaire survey showed that most students have a great interest in alternative medicine and would like to see it introduced as soon as possible.View full abstractDownload PDF (3430K) -
Akiko KUMAGAI(HIROSE), Sachie TAMAI(ODA), Fumihide ISOHASHI2002 Volume 33 Issue 3 Pages 185-191
Published: June 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSModern biochemistry cannot be taught without introducing novel experimental methods. Successful experiments depend on innovative tools and technologies. The challenge facing educators in this digital culture is to use technology, especially multimedia technology, to enhance the contents of the curriculum. In this paper we present an outline of a novel learning system for biochemistry in medical school. This learning system consists of 60 computers for 120 medical students in a practical training area. These computers are connected to a file server, laboratory apparatus, and educators' computers in the biochemistry laboratory, run the school's network infrastructure, and provide World Wide Web, email, and domain name server/domain name system services. The instructor administers the learning system with Fool ProofTM security under interactive data management. Students can use the learning system for collecting and analyzing data and publishing results. We evaluated the effect of the learning system on medical students. Employing these digital tools and technologies helped us to teach and the students to learn. We are planning to integrate desktop movies into the curriculum for motivating medical students.View full abstractDownload PDF (2449K) -
Toshi ABE, Yoshio OGOH, Takato UENO, Mariko HOTTA, Akihiro HAYASHI, Ic ...2002 Volume 33 Issue 3 Pages 193-199
Published: June 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSPurposes: We performed a white coat ceremony for medical students, because there had not been a definite passage ceremony to create the desire to serve and the awareness of being physician. Opinions about the ceremony were with a questionnaire survey. Methods: The ceremony of white coat conferment was performed for the first time for 112 fourth-year medical students on January 11, 2001, just before the start of clinical training. A white coat and an identification badge with photograph were presented to the medical students, who were taking the first step to becoming a physician. A questionnaire survey was performed the next day to evaluate students' feelings. The questionnaire asked about student's 1) sense of responsibility to be engaged in medical practice, 2) feelings of kindness to patient, 3) love for of their school, 4) attachment to the white robe, 5) consciousness of being a professional, 6) sense of mission as a physician, 7) motivation to learn, 8) feelings of seriousness, and 9) desire to live ethically. A listening survey for the school staff and students was also included. Results: Clear improvements in consciousness were recognized in all items of the questionnaire (P>.0001). Approximately 80% of students approved of the ceremony being performed annually from the following year. The ceremony had had no established form, but many people acknowledged its significance. However, some students who did not realize the significance of the ceremony because it was performed in the middle of the semester. Conclusions: Although this was the first experience for us, many students and teaching staff were understanding and responded favorably to this passage ceremony. The ceremony to instill medical professionalism in student doctors will be improved with further efforts and experiences.View full abstractDownload PDF (3353K)
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