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Volume 38, Issue 4
Displaying 1-9 of 9 articles from this issue
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Yasushi MIYATA, Tatsuro MORISAKI, Wari YAMAMOTO2007 Volume 38 Issue 4 Pages 231-238
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSThe selection of a primary care career by Japanese medical students is said to be increasing however there are no studies to support this belief.In order to fully understand the alleged increase in the number of medical students choosing primary care we believed that an examination of the factors influencing medical students' decision-making would be helpful.
1) We distributed questionnaires to two hundred ninety eight medical students in 2004 who would graduate in four months from three Japanese medical universities.
2) Questionnaires included demographic factors, career choice, important career choice factors, interest in community medicine, willingness to engage in community medicine, thinking community medicine is useful, and satisfaction with curricula.
3) There were significant associations between a primary care choice and social experience, lifestyle preference, interest in community medicine, willingness to engage in community medicine, and contact with primary care faculty.
4) Using a logistic regression model, lifestyle preference, male gender, social experience before entrance to a medical university and contact with primary care faculty were four significant factors.
5) It might be important to consider those factors in addition to curriculum reform to increase primary care career choice among Japanese medical students.View full abstractDownload PDF (1364K) -
Koji WADA, Yumi SAKATA, Masashi TSUNODA, Rie NARAI, Katsutoshi TANAKA, ...2007 Volume 38 Issue 4 Pages 239-244
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSRecently, patient safety has become a social concern in Japan. Even though cases of “incidents” and “accidents” by interns have been collected and analyzed in each hospital, few published reports have concerned teaching hospitals. The purpose of this study was to identify the incidence of “incidents” and “accidents” by first-year and second-year interns in Japan.
1) In August 2005, a questionnaire was mailed to 231 interns at 14 teaching hospitals. A total of 192 interns participated in this study, with a response rate of 83.1%.
2) The number of cases of “incidents” and “accidents” involving interns since the start of their training was collected.An “incident” was defined as an error that was prevented before occurrence, whereas an “accident” was defined as an unplanned, unexpected, and undesired event with adverse consequences.
3) Among first-year interns, “incidents” occurred at a rate of 0.79 per resident-month (95% confidence interval [CI]: 0.30-1.28), while “accidents” were observed at a rate of 0.13 per resident-month (95% CI: 0.06-0.20).
4) Among second-year interns, “incidents” occurred at a rate of 0.24 per resident-month (95% CI: 0.14-1.34), and “accidents” were observed at a rate of 0.06 per resident-month (95% CI: 0.01-0.11).
5) There was no significant difference in the number of cases of “incidents” and “accidents” in regards to sex, age, or the number of beds of teaching hospitals.View full abstractDownload PDF (843K) -
A Trial in Nippon Medical SchoolAtsushi WATANABE, Arisa ASANO, Hidehiko MIYAKE, Makoto MIGITA, Yukihik ...2007 Volume 38 Issue 4 Pages 245-250
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSAdvances in genetic medicine has rapidly been applied to clinical practice. However, many medical students have not studied biology or genetics in high school. There is little chance to think in Japan medical education about how to treat genetic information appropriately in the setting of clinical medicine. The timing and contents of a clinical genetics education program in medical school has hardly been discussed in Japan. This paper discusses the clinical genetics educationduring the medical-science and clinical-medicine stages at Nippon Medical School.
1) An exercise on information gathering and role-play (for 180 minutes) about color vision deficiency were performed during the second-year molecular genetics course.
2) A clinical genetics course (45 minutes 18 classes) in the fourth year was started in 2002 as a part of an integrated medical curriculum with courses classified by organ system.
3) This clinical genetics course included systematic lectures for knowledge acquisition, lectures by patient support groups, exercises in drawing pedigrees, role-play, and discussions of ethical issues. Students evaluated this course favorably.
4) Some topics in clinical genetics can be effectively presented at an early stage of medical education as part of an introduction to medicine. To maximize the educational effects and increase the possibility that students understand the importance of medical genetics, clinical genetics education in medical school will be performed after the student have grasped a basic understanding of diseases through lectures about clinical subjects.View full abstractDownload PDF (899K) -
Yasushi MIYATA, Kazuo YAGITA, Wari YAMAMOTO2007 Volume 38 Issue 4 Pages 251-257
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSAlthough simulated patients (SPs) has become indispensable for the development of medical students' communication skills, few studies have analyzed the effects of SPs on medical students. In particular, no studies have examined the effect of the feedback that medical students receive from SPs during communication training sessions.
1) We invited students to complete a questionnaire and participate in a group interview; the responses and opinions obtained were then analyzed both quantitatively and qualitatively by two independent analysts.
2) Sixty-four percent of students were satisfied with SPs' feedback, whereas 28% of students preferred toreceive negative feedback as a way to improve their skills.
3) Some students criticized SPs' feedback and SPs themselves.
4) The SPs' feedback should focus more on the negative aspects of students' performances, and faculty members should provide a safe and secure educational environment for both students and SPs.View full abstractDownload PDF (910K) -
Koki TSURUOKA, Yuko TSURUOKA, Eiji KAJII2007 Volume 38 Issue 4 Pages 259-265
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESSJapanese primary-care physicians recognize that narrative-based medicine (NBM) is important in clinical practice, but there is no standard method for training physicians in NBM. We conducted small-group learning in NBM for medical students at Jichi Medical University in 2005.
1) Our goals were to clarify what students learn and to investigate educational tools for teaching NBM.
2) We qualitatively analyzed responses to a questionnaire composed of 3 questions that the students answered freely after small-group learning involving an actual scenario based on a patient's narrative of home-care service and including evidence-based medicine and medical communication skills.
3) Students recognized that NBM is important in clinical practice. They also gained a deeper understanding of evidence-based medicine and medical communication skills, which are essential skills in primary care, and could integrate knowledge about primary care. Through discussion, they developed awareness of others and of themselves as doctors.
4) Small-group learning with an actual scenario and NBM increased students' awareness and stimulated their imagination. We believe that small-group learning is useful as an educational method in NBM.View full abstractDownload PDF (916K) -
Takuya SAIKI, Masami TAGAWA, Hirotaka ONISHI2007 Volume 38 Issue 4 Pages 271-273
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESS1) The International Ottawa Conference on Medical Education is one of three international conferences for medical education, along with the annual meetings of the Association for American Medical Colleges and the Association for Medical Education in Europe.
2) Topics addressed at the 12th Ottawa Conference were interprofessional education, faculty development, reflective practice, standard settings for clinical skill assessment, key feature problems, and multisource (360 degree) feedback.View full abstractDownload PDF (392K) -
Nobuo NARA, Masaaki ITO, Eiji GOTOH, Nobuhiko SAITO, Yujiro TANAKA, Ma ...2007 Volume 38 Issue 4 Pages 275-278
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESS1) The faculty development at each medical school from 2003 through 2005 was analysed.
2) The major themes in faculty development were problem based learning, tutorial, computer based testing, and clinical training.
3) Faculty development is considered an effective way to enhance the contributions of faculty members to medical education.View full abstractDownload PDF (508K) -
Comparison of Undergraduate Obstetric Medical Education in Japan, Vietnam, and ThailandYuka KUDO, Takanori KONISHI, Miho HAMADA, Aya GOTO, Seiji YASUMURA2007 Volume 38 Issue 4 Pages 279-283
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESS1) Obstetrics medical education in Japan, Vietnam, Thailand was compared.The education differed according to the levels of knowledge and the techniques required for first-year doctors.In Japan and Vietnam, the importance of selfdirected learning was stressed in doctors' interviews.
2) The number of deliveries students attended was much higher among Vietnamese students than among Japanese students. Accordingly, Vietnamese students rated their obstetric knowledge and clinical skills more highly than did Japanese students.
3) The major challenges in Japanese medical education are to provide medical students with opportunities to participate in medical care as a member of a treatment team by introducing clinical clerkship training and to enable students to learn in a more self-directed manner.View full abstractDownload PDF (739K) -
Takashi OHISHI, Mutsuhiro NAKAO, Eiji YANO2007 Volume 38 Issue 4 Pages 285-288
Published: August 25, 2007
Released on J-STAGE: February 07, 2011
JOURNAL FREE ACCESS1) Persons with hearing disabilities have been allowed to obtain medical licenses in Japan since 2002, and a medical student with a hearing disability has been receiving medical training at Teikyo University School of Medicine.
2) Despite their best efforts, the student's classmates and instructors often did not recognize or understand his disabilities during medical training.
3) Mutual understanding and support of team members are essential for medical students with hearing disabilities to become physicians. To this end, financial support from public institutions and other types of social support are also needView full abstractDownload PDF (511K)
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