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Volume 35, Issue 4
Displaying 1-8 of 8 articles from this issue
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Robert F. SABALIS, Kumiko SHIINA, Hidetoki ISHII, Haruo YANAI, Nobuo N ...2004 Volume 35 Issue 4 Pages 221-228
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSMedical education programs of USA leading to the Medical Doctor are offered not only from 125 medical schools where only those who completed a four-year undergraduate college can apply for admission, but also from a combined post high school M. D. educational programs (PHM) equipped with the one-third of the 125 medical schools. In response to more frequent patient reports of dissatisfaction with their physicians' interpersonal skills and conducts towards patients, medical educators have emphasized the importance of personal and professional conduct among applicants for medical licensure. In 1984, the AAMC published the report entitled “Project Panel on the General Professional Education of the Physician and College Preparation for Medicine (subsequently referred to as “The GPEP Report” )” which ensured medical students' access to opportunities for more active learning, better integrated learning, and more patientoriented learning in medical school. In view of the current situation of the medical school in USA, the author strongly emphasized medical education reform in Japan to restructure the medical education to a four-year undergraduate college plus four-year medical school curriculum. If efforts to reconstruct the medical education system will be successful in the future, the author recommends significant changes in entrance examination so as to reconsider the content, timing and the process of their assessment techniques as well.View full abstractDownload PDF (1273K) -
Evaluation for 3 Years at the Yamaguchi University School of MedicineYohei FUKUMOTO, Fujio MURAKAMI, Setsu KOBAYAKAWA, Sayako ONO, Yasuaki ...2004 Volume 35 Issue 4 Pages 229-234
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSA student's medical interview in an objective structured clinical examination (OSCE) may be assessed slightly differently by simulated patients and by the faculty. In this study, we compared three different scores given by the faculty or simulated patients in the assessment of OSCE medical interviews conducted at our department for 3 years. Scores compared were the total score and the behavior score given by the faculty and the score given by simulated patients. The total score and the behavior score given by the faculty correlated well with the score given by simulated patients. However, for students who received a poor assessment from simulated patients, the three scores were weakly correlated; in particular, the behavior score given by the faculty differed markedly from the score given by simulated patients. These results suggest that simulated patients have a different and important viewpoint on assessment of the medical interview in an OSCE.View full abstractDownload PDF (896K) -
Satsuki SHIRATORI, Kumiko SATO, Yoshimitsu HIEJIMA2004 Volume 35 Issue 4 Pages 235-244
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSThe purpose of this study was to learn more about the characteristics of the professional socialization of nursing and medical students. The effect of ego status on the professional self-image of students in young adulthood is significant. To clarify the relation between socialization state and ego status, we measured them with the Professional Readiness Index and the Todai Ego-gram, respectively. The results of this study were compared with the results of a study of students in the humanities to further understand the characteristics of nursing and medical students. We found that nursing students thought the choice of profession was important and had a strong tendency to make their choice seriously. Medical students had a strong tendency to restrict their choice of profession to that of physician. Students studying education tended to evaluate objectively their aptitude and ability as teachers. The readiness of students in the social sciences was low, with less than 10% having decided on a profession. A comparison of ego status and the choice of profession or university showed higher readiness was associated with an earlier decision about profession. The ego status of groups that showed high professional readiness was characterized by high scores for “nurturing parent” and “free child, ” whereas groups that showed low professional readiness tended to show high scores for “adapted child.”View full abstractDownload PDF (2208K) -
Hirofumi DEGUCHI, Tetsuya HAYASHI, Fumio TERASAKI, Akira UKIMURA, Yasu ...2004 Volume 35 Issue 4 Pages 245-253
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSRecently, objective structured clinical examinations (OSCEs) have been used to assess the clinical skills of medical trainees. We introduced an OSCE station for heart disease to assess clinical competence at the completion of bedside learning. The station involved students performing a 15-minute focused interview and physical examination of a simulated patient with mitral regurgitation and congestive heart failure. The physical examination included listening to a tape recording of a heart murmur. Each student was evaluated by three examiners. The average scores for the interview and physical examination were 22.3±4.0 points (perfect score, 34 points) and 15.2±2.9 points (perfect score, 22 points), respectively. Kappa statistics, which evaluate variability among examiners, revealed moderate to substantial agreement in the results for both the interview and the physical examination. This study suggests that our OSCE station is useful for assessing clinical competence at the end of bedside learning.View full abstractDownload PDF (1133K) -
Active Learning with Interactive EducationAkiko KUMAGAI, HIROSE KUMAGAI, Sachie ODA, Sachie TAMAI, Fumihide ISOH ...2004 Volume 35 Issue 4 Pages 259-264
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSWith innovations of “Courses of Study” in high school, the number of medical students who have not studied biology has increased rapidly and has created problems for medical education. Therefore, we started a course entitled “Science for a Healthy Life” for medical school freshmen. In traditional lectures, students often lose interest and start talking among themselves. For these reasons, we introduced new interactive education techniques into lectures for “Science for a Healthy Life.” Most students were interested in the visual aids and the performance of simple experiments. The students could discuss subjects and present results. With these new educational techniques, most student learned actively and efficiently. Many students learned by themselves with visual aids and reference books outside class, for example, after school and during summer and winter vacation. Finally, we found no significant difference in examination results for “Science for a Healthy Life” between students who had studied biology in high school or those who had not.View full abstractDownload PDF (926K) -
Results of a Questionnaire Survey of Medical StaffKazuyoshi OKADA, Satoshi SAITO, Koichi MATSUMOTO, Katsuo KANMATSUSE2004 Volume 35 Issue 4 Pages 265-271
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSWe have surveyed what physicians in our department think about postgraduate education in bioethics. Although 90% of physicians recognized the importance of bioethics education, 90% of physicians had not taught bioethics to residents and had not read any bioethics books in the last 2 years. Approximately 80% of physicians believed that discussions were needed to confirm residents' awareness of bioethics and life-and-death issues but that residents and physicians do not need to read relevant books and mandatory reports to deepen their awareness of bioethics. Because many physicians in our department have little motivation to improve their view of bioethics, postgraduate education in bioethics is needed for both residents and physicians.View full abstractDownload PDF (981K) -
Yujiro TANAKA, Tomohiro MORIO, Mikako MASUDA, Kota ITO, Ryoko CHINZEI2004 Volume 35 Issue 4 Pages 273-279
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSIn a clinical introductory program, each group of 9 fifth-year medical students rotated through 9 courses every 2 weeks. In each class, students evaluated the instructional abilities of the faculty. Eighty-two students answered 7 questions on a 5-point scale immediately after each class was completed. Because the questionnaire also served as a record of attendance, responses were obtained from all students who attended. Overall satisfaction was correlated most strongly with teaching skills, followed by contents of the class to achieve goals and the level of difficulty. The evaluation of faculty's instructional abilities by students can provide valuable information on areas to improve so that students can be educated more effbctively and with greater satisfaction.View full abstractDownload PDF (909K) -
Tsuguhiro MIYASHITA, Toshiro SHIMURA, Koji ADACHI, Takumi ARAMAKI, Kaz ...2004 Volume 35 Issue 4 Pages 281-285
Published: August 25, 2004
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSTo demonstrate the quality assurance of the comprehensive examination of sixth-year students at Nippon Medical School, 4 undergraduate examinations were compared with the national examination for medical practitioners (NEMP) using scatter graphs and Pearson's correlation coefficient. Of the 93 sixth-year students at Nippon Medical School, 57%(n=53) reported their scores on the NEMP in response to a request from the Academic Quality and Development Office. Correlation coefficients of the grade point average (years 1 to 5), average scores on graduation examinations of 24 subjects, scores on the trial examination of NEMP, and scores on the sixth-year comprehensive examination with overall scores on the NEMP were 0.62, 0.46, 0.68, and 0.63, respectively. These results suggest that the sixth-year comprehensive examination is more suitable than are graduation examinations for predicting the NEMP score.View full abstractDownload PDF (687K)
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