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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 4
Displaying 1-9 of 9 articles from this issue
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Yohei FUKUMOTO, Fujio MURAKAMI, Kazuaki IMAI, Setsu KOBAYAKAWA, Yuka I ...2002 Volume 33 Issue 4 Pages 209-214
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSFifth-year medical students at the Yamaguchi University School of Medicine must pass an objective structured clinical examination (OSCE) before beginning bedside learning. Because the OSCE is performed over 3 days, examinees on later days are suspected of having an advantage over those tested on early days. In this study, mean values for each day's scores by one examiner were statistically compared in stations of the medical interview to investigate the difference in scores obtained on each of the OSCE days. In addition, for stations at which one student was evaluated by two examiners, their scores for each student were compared statistically in the same manner. We found no significant day-todaydifferences in mean values of the scores over the 3 examination days. However, significant differences were found between the two examiners' scores in 2 of 3 stations for the medical interview. Although there were no differences in scores among participants during the 3-day communication OSCE, examiner's evaluations and formats should be standardized for OSCE stations.View full abstractDownload PDF (950K) -
Nobuyuki FURUTANI, Tetsuya KAWAMURA, Osamu FUKUSHIMA2002 Volume 33 Issue 4 Pages 215-223
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSPurpose: To assess problems of a system for evaluating educational methods which cause interevaluator variability at the pulse and blood pressure measurement station of the objective structured clinical examination. Subjects: 186 evaluations for 93 fourth-year medical students. Method: The vital-sign station consists of pulse examination, blood pressure measurement, and a 1-minute oral examination. To assess interevaluator reliability, the differences between two evaluations of each of 15 evaluation steps were calculated and divided into three categories: “greater than 95% agreement, ” “unidirectional disagreement, ” and “bidirectional disagreement.” Results: The steps of “consent to examination, ” “proper verbal instructions, ” “valve release, ” “estimation by palpation”, a question about “normal systolic blood pressure, ” and a question about “the interval and the number of repetitions” showed greater than 95% agreement. The steps of “manner of speaking, ” “palpation of peripheral pulse, ” “stethoscope placement, ” “cuff deflation, ” “presentation of blood pressure, ” and a question about “absolute arrhythmia” showed unidirectional disagreement. The steps of “presentation of pulse measurement, ” “cuff wrapping, ” and “cuff inflation” showed bidirectional disagreement. Discussion: Suggestions to improve intervaluator reliability include:(1) decreasing the evaluation steps to two with a single checkpoint, (2) presenting blood pressure with the palpation method, (3) deleting the oral examination, (4) providing adequate instruction about the differences in the types of cuffs and bladders, and (5) clarifying evaluation criteria and the training of evaluators.View full abstractDownload PDF (3458K) -
Takuma KIMURA, Seiji BITO, Tonhyo Chong, Suminobu ITO, Makoto AOKI2002 Volume 33 Issue 4 Pages 225-230
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSWe investigated factors related to the perception of achievement and to the degree of satisfaction of junior residents in initial clinical training. Questionnaires were given to second-year postgraduate students at 13 teaching hospitals in Japan. The response rate was 50%(n=89). The perception of achievement and the degree of satisfaction were converted to a 100-point scale. The mean±standard deviation of the two scores were 70±11 and 68±16, respectively. The average number of inpatients and whether the junior resident had taken care of patients were related to both scores. However, gender, the number of departments rotated through, and salary were not associated with either score.View full abstractDownload PDF (947K) -
Toshinori KAMISAKO, Etsuji OKAMOTO, Shigeru UESHIMA, Koji YOSHIDA, Tak ...2002 Volume 33 Issue 4 Pages 239-246
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSA tutorial education system for medical students was introduced at Kinki University in 1998. To evaluate the efficacy and to identify problems of the system, questionnaires were given to both students and tutors. Many students (approximately 80%) enjoyed the system and felt that tutorial lectures were effective. Many students believed that their selflearning time had increased and that they had developed the ability to think scientifically. However, they also thought that the material for tutorials was insufficient and that some tutors lacked teaching ability. Tutors thought that students had developed motivation (52%), problem-solving ability (58%), and debating skills (77%). Tutors also pointed out several problems, e.g., that some students had not developed self-leaning ability. Also, some tutors were poorly motivated. These findings suggest that we need to improve tutorial materials and the quality of tutors as well as fostering the self-learning ability of students.View full abstractDownload PDF (3848K) -
Hiroyuki ITO, Osamu MATSUO, Masayuki YASUTOMI2002 Volume 33 Issue 4 Pages 247-252
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSEight years ago the problem-based learning tutorial system was introduced for premedical education at Kinki University School of Medicine. We evaluated this unique education system with questionnaires for students in 1997 and 2000. The suitability of the problem-based learning tutorial system for medical education was 72% in 1997 and 92% in 2000. Approximately 90% students were satisfied with the tutorial system in both years, indicating that this system was widely accepted by even first-year students. However, group differences and differences due to tutors were still observed in the activities of students or the achievement of general instructional objectives or both. The content of the tutorial system and tutor training should be continuously evaluated.View full abstractDownload PDF (968K) -
Kaei WASHINO, Yuzo TAKAHASHI, Kazuhiko FUJISAKI, Yasuhiko SUZUKI, Hiro ...2002 Volume 33 Issue 4 Pages 253-260
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSWe propose a new video system with four cameras aimed in different directions for use in objective structured clinical examinations (OSCEs) to 1) minimize the examiner's burden and 2) standardize the examiner's evaluation. The system consists of four charge-coupled device video cameras, several microphones, and a video tape recorder. The OSCE of each student was recorded with four cameras simultaneously aimed in different directions so that the student's performance could be viewed and evaluated at the examiner's convenience. Two trials for this system were undertaken at different times. More than 80% of those participating in the trials thought that this system was useful for examining the basic skills of medical students as part of the OSCE, and more than 70% thought that the system would increase educational efficacy. This system may improve the reliability and efficiency of OSCE.View full abstractDownload PDF (2979K) -
Yuko IRIE, Nagisa KAMIOKA, Manabu KOMORI, Takaie KUKI, Naoyuki OKABE, ...2002 Volume 33 Issue 4 Pages 261-267
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSA digital teaching material on the cardiac cycle, which discretely illustrates only the left heart system, not the right, and shows the pressure of each section clearly with an illustration of a water pipe pressure gauge, as proposed by G. Doman et al., was presented to medical students, who had not previously learned circulatory physiology. Many formative questions were also provided to promote active learning. After learning the material, the students were given an anonymous questionnaire comparing the present material with a standard textbook of physiology as the control. When asked the overall impression, 86% of the students supported the present material.View full abstractDownload PDF (7404K) -
Masashi TSURUSAKI, Takashi AKASU, Ichiro YOSHIDA2002 Volume 33 Issue 4 Pages 269-272
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSIn this article, we describe the use of the home page of “Digestion” for self-learning and review by third-year students of our medical school. A home page should provide an overview of the site for easy navigation and present a briefexplanation of important or difficult terms. The page should minimize previously unseen information but should use multiple colors and animation to keep the student's attention. We propose that a nationwide collection of educational materials be established to avoid copyright problems.View full abstractDownload PDF (2628K) -
Nodoka ADACHI, Aya NAKAJIMA, Eri SUZUKI2002 Volume 33 Issue 4 Pages 273-275
Published: August 25, 2002
Released on J-STAGE: August 11, 2011
JOURNAL FREE ACCESSWe three students of Saga Medical School visited medical centers in the United States and the United Kingdom as an elective course in the sixth year of medical education. One of us went to Sutter Medical Center, Santa Rosa, California, in the United States for 4 weeks, and two of us went to the University of Leicester in the United Kingdom for 4 weeks. These experiences led us to reconsider Japanese medical education, medical system, and hospital volunteers from different points of view.View full abstractDownload PDF (2967K)
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