All issues
Volume 36, Issue 1
Displaying 1-9 of 9 articles from this issue
- |<
- <
- 1
- >
- >|
-
Yoshio NITTA, Shinichi MAEKAWA, Takemi YANAGIMOTO, Tadahiko MAEDA, Mot ...2005 Volume 36 Issue 1 Pages 3-9
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSData from the first trial of the computer-based nationwide common achievement test in medicine, carried out from February through July in 2002, were analyzed to evaluate the applicability of the item-response theory. The trial test was designed to cover 6 areas of the core curriculum and included a total of 2791 items. For each area, 3 to 40 items were chosen randomly and administered to 5693 students in the fourth to sixth years; the responses of 5676 of these students were analyzed with specifically designed computer systems. Each student was presented with 100 items. The itemresponse patterns were analyzed with a 3-parameter logistic model (item discrimination, item difficulty, and guessing parameter). The main findings were: 1) Item difficulty and the percentage of correct answers were strongly correlated (r=-0.969to-0.982). 2) Item discrimination and the point-biserial correlation were moderately strongly correlated (r=0.304 to 0.511). 3) The estimated abilities and the percentage of correct answers were strongly correlated (r=0.810 to 0.945). 4) The mean ability increased with school year. 5) The correlation coefficients among the 6 curriculum area ability scores were less than 0.6. Because the nationwide common achievement test was designed to randomly present items to each student, the item-response theory can be used to adjust the differences among test sets. The first trial test was designed without considering the item-response theory, but the second trial test was administered with a design better suited for comparison. Results of an analysis of the second trial will be reported soon.View full abstractDownload PDF (1167K) -
Nobuo NARA, Nobuhiko SAITO, Shu KURAMOTO, Eiji GOTOH, Hiroaki NAKAJIMA ...2005 Volume 36 Issue 1 Pages 11-16
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSComputer-based testing (CBT) has been used in Japan since 2002 to assess medical students' basic and clinical medical knowledge, based on the model core-curriculum, before they start clinical clerkships. For effective CBT, multiplechoice questions must accurately assess the knowledge of students. Questions for CBT are submitted by all medical schools in Japan. However, only 40% of questions are chosen for CBT and used at random; the other 60% of questions are rejected because of poor quality. Toimprove the ability of medical staff to devise questions, workshops were held at 30 medical schools. The acceptance rate of questions from schools where workshops were held was significantly increased. The workshops were extremely effbctive for improving the quality of questions.View full abstractDownload PDF (867K) -
Results of a Questionnaire StudyHitoshi MISAWA, On KATO, Ryou SASAKI2005 Volume 36 Issue 1 Pages 17-21
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSA compulsory postgraduate clinical training system, which includes psychiatry as a requirement, will be started in 2004. However, many problems have been pointed out and discussed. In this report we offer 2 suggestions for making clinical training more useful. First, new residents should study not only psychiatric knowledge but also the attitudes of psychiatrists toward patients. Second, we psychiatrists should determine the practical requirements for the training of new residents. In such suggestions are implemented, Japanese psychiatry may change for the better.View full abstractDownload PDF (646K) -
Kei TSUMURA, Tetsuo ARAKAWA, Junichi YOSHIKAWA, Rie MUKAI, Yumi HONDA, ...2005 Volume 36 Issue 1 Pages 23-26
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSSince 1999 all sixth-year students at Osaka City University Medical School have done clinical clerkships at teaching hospitals outside the university. Students can choose overseas or domestic hospitals. By the end of the 2002 academic year 32 students had done clerkships in 7 foreign countries. Arrangements for participating in overseas clerkships differ in many ways from those for domestic clerkships, as students must get information about hospitals and complete application forms in English. Because most medical students feel that making such arrangements is difficult and complex, in 2000 students established a volunteer organization that helps students to study abroad. To make the best use of this organization, Osaka City University Medical School has established several guidelines, including setting standards for students and criteria for choosing overseas hospitals. We report on some problems encountered by our school and on measures for dealing with them and report on the student-managed support organization for overseas clinical clerkships.View full abstractDownload PDF (523K) -
Keiko IKEMOTO, Kazuhisa ISHIBASHI, Tokiko NAKAGAWA, Katsuji NISHI2005 Volume 36 Issue 1 Pages 31-37
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSFor education in medical ethics, including informed consent and medical treatment that respects patients' wishes, we introduced a lecture from the patient's point of view by the Hospital Liaison Committee for Jehovah's Witnesses into the legal-medicine curriculum for fourth-year students at the Shiga University of Medical Science. The lecture included the showing of a video program titled “Transfusion-Alternative Strategies-Simple, Safe, Effective.” The instructors dealt with an introduction, discussion, and conclusion. Questionnaires completed by students after the conclusion revealed that most students considered the lecture a good, significant, or valuable experience. The opinions expressed by students such as “I will try to respect patients' wishes” and “I wish to acquire appropriate skills and attitudes to address patients' wishes” indicated that the lecture improved the student's medical ethical attitudes. We report on this effective method for ethical education.View full abstractDownload PDF (1008K) -
Implications for Education in Medical EthicsTomomi KATO, Yasuyuki SUZUKI2005 Volume 36 Issue 1 Pages 39-43
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSAttitudes of medical and co-medical students toward congenital anomalies and prenatal diagnosis were investigated. After problem-based learning in medical genetics and embryology, students were shown a short film of a fetus with spina bifida. The students were then asked by questionnaire to answer the following question: “If you were told at 20 weeks' gestation that your fetus had spina bifida, what would you do?” About one third of the female medical students and half of the male students said they would terminate the pregnancy. The students' written comments suggested that female students are more receptive to delivery and to handicapped children. In contrast, male students' attitudes were more passive. Responses of female public health nursing students were similar to those of female medical students, and those of student midwives were much more receptive. These results will provide a basis for education in medical genetics and medical ethics.View full abstractDownload PDF (897K) -
Ayumi TAKAYASHIKI, Masanobu OKAYAMA, Junji OTAKI, Junichi MISE, Yosika ...2005 Volume 36 Issue 1 Pages 47-54
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSWe conducted a questionnaire survey of all sixth-year students at 10 Japanese medical schools asking their opinions on the necessity of experience in community-based learning (CBL) programs. We developed a detailed questionnaire to examine students' experiences in CBL and their opinions of its necessity using the students' reports from CBL by Delphi process. After excluding data from 1 medical school because of a low response rate, we analyzed data from 659 students (response rate, 75%). The necessity of each item in the required programs, except “seeing labor in medical facilities, ” was more likely to be recognized by students who had experienced the item than by students who had not experienced it. The differences between experiencing and nonexperiencing students in recognizing necessity were greatest for “conversation with patients in their homes, ” “seeing physicians' consultation or referral to other medical institutions, ” “observing nurses work in the outpatient clinic, ” and “participation in conferences with various professional staff.” These results suggest that medical students can recognize the significance and meaning of CBL through experience.View full abstractDownload PDF (1312K) -
Differences Between Students in the First and Second YearsYoshiko TOBIMATSU, Michio HONGO, Shogo YAMADA, Noriaki OUCHI, Yutaka H ...2005 Volume 36 Issue 1 Pages 55-60
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSThe purpose of this study was to investigate differences between first-year (n=97) and second-year medical students (n=102) in their reactions to a community-based early clinical exposure program. Questionnaires completed after their participation in the program showed that first-and second-year students did not differ in their interest in practical training in nursing homes and wards of the university hospital or in a presentation given by a family member of a cancer patient who had died in the hospital (Chi square test, p<0.05). However, second-year students were more likely to report that they understood the family's presentation well, whereas first-year students were more likely to report they could communicate with elderly or disabled persons. Several facilities in the community criticized the students' attitudes toward practical training. We believe the reason for the criticism was insufficient advance preparation.View full abstractDownload PDF (1142K) -
2005 Volume 36 Issue 1 Pages 61-66
Published: February 25, 2005
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSDownload PDF (1085K)
- |<
- <
- 1
- >
- >|