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Volume 38, Issue 1
Displaying 1-7 of 7 articles from this issue
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[in Japanese]2007 Volume 38 Issue 1 Pages 2-6
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSDownload PDF (4454K) -
[in Japanese]2007 Volume 38 Issue 1 Pages 7-10
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSDownload PDF (12676K) -
Noriko AINODA, Hirotaka ONISHI, Yoshimichi UEDA, Ariyuki HORI, Katsuyu ...2007 Volume 38 Issue 1 Pages 11-17
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSTo seek longitudinal changes in metacognitive processes through problem-based learning (PBL), we analysed the contents of all comments written reflectively by the third-year students after they finished discussions in each PBL session. After dividing their comments into meaningful units, we focused on two major thematic categories and five sub-categories to be analysed.
1) The number of units decreased significantly (chi-square: p=0.02).
2) Only the proportion of units categorised as “comprehension” in “individual learning” showed significant increase (Bonferroni: p<0.001).
3) Comments in this category stated that “I don't understand so-and-so.”
4) The increase of “comprehension” as they experienced more PBL suggested that students' knowledge of ignorance as metacognition was fostered through sessions in medical PBL.View full abstractDownload PDF (981K) -
Akihiro SAKURAI, Teiji KIMURA, Yoshimitsu FUKUSHIMA, Tsuyoshi TADA, To ...2007 Volume 38 Issue 1 Pages 23-28
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSThe importance of cooperation among the staffs of various medical specialties has been recognized.However, medical students have little chance to study with students of other specialties.We planned and held an interdisciplinary freshman seminar based on problem-based group learning for health science students.
1) All freshmen entering the Shinshu University School of Medicine were divided into 20 groups and participated in a group-learning program.
2) Students watched video material focusing on medical communication and were asked to investigate and discuss this issue in greater detail to deepen their understanding.
3) Questionnaires filled out by students after the course revealed that most students were satisfied with the program because they could deepen their partnership with students of other specialties but were unsatisfied with the program's tight schedule and the inefficiency of discussions.
4) Many instructors felt that the number of students in each group (12 or 13) was too large for effective group discussion.
5) This program helped students understand the importance of communication in medicine but did not encourage students to study for themselves.View full abstractDownload PDF (1012K) -
Shizuko NAGATA-KOBAYASHI, Miho SEKIMOTO, Hiroshi KOYAMA, Wari YAMAMOTO ...2007 Volume 38 Issue 1 Pages 29-35
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESS1) To our knowledge, medical student abuse has not previously been studied in Japan.
2) In our survey, 68.5% of respondents experienced medical student abuse.
3) Several students reported that they had been frequently neglected or ignored by teaching physicians during clinical clerkships and that such attitudes discouraged them and decreased their motivation.
4) To improve the learning environment, medical educators must take action to resolve this serious issue.View full abstractDownload PDF (1175K) -
Analysis of Scores and Free Comments over a 3-Year PeriodMasashi INOUE, Toshiya NAKANO, Yoshimitsu SHIRAISHI, Hitoshi TAKATSUKA ...2007 Volume 38 Issue 1 Pages 39-46
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSTeaching evaluations have been performed since 2002 in the Faculty of Medicine, Tottori University. The effects of evaluations over a 3-year period were assessed, and free comments obtained from students were analyzed with the textmining method to identify factors affecting students' satisfaction. A total of 566 lectures given in undergraduate courses were evaluated, and 33, 751 questionnaires were collected for a recovery rate of 74%. The collected questionnaires included 2495 free comments. Each free comment was parsed word by word, and the nouns, adjectives, adverbs, and verbs were selected as key words. The scores for almost all questions on the questionnaire for the 2003 school year were significantly higher than those for the 2002 school year. However, no difference was found between the scores of the 2003 and 2004 school years. Analysis of the free comments suggested that a well-understood lecture improves student satisfaction and that teaching materials, such as handouts and slides, play an important role in the positive evaluation of lectures. The percentage of lectures receiving poor evaluations (scores less than 3) decreased yearly. This finding suggests that teaching evaluations are effective in helping faculty members with low scores to improve their lectures.View full abstractDownload PDF (1174K) -
Masahiko ISHIKAWA, Toshihiko HASEGAWA, Kenichiro TANEDA, Tomonori HASE ...2007 Volume 38 Issue 1 Pages 47-50
Published: February 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSDownload PDF (612K)
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