Physicians expect nurses to be able to understand electrocardiographic (ECG) findings.However, many nurses have difficulty learning how to interpret ECGs.We suspect that the reason for such difficulty might be the nurses'mental responses to ECGs, rather than improper teaching methods. 1) We performed a questionnaire survey to investigate the mental responses to ECGs based on the responses of 197 experienced nurses and 43 new nurses and on an additional survey of 37 nurses who took ECG evaluation tests. 2) Almost all nurses recognized the necessity and importance of understanding ECG findings, and most wished to master ECGs.On the other hand, many nurses said that they disliked ECGs and did not feel competent interpreting ECGs.In particular, their perceived lack of competence in interpreting ECGs was greater than their dislike of ECGs. 3) The nurses'perceived lack of competence interpreting ECGs tended to result from feelings that developed during nursing school.Many nurses continued to have such feelings even after they began working. 4) Nurses with a poor understanding of ECGs reported many factors as being associated with their perceived lack of competence.In addition, such negative feelings toward ECGs (such as fear of making a mistake) made these nurses avoid ECGs.We believe that these feelings were likely a factor in why many nurses had difficulty mastering ECGs. 5) Nurses should be provided with appropriate ECG training that carefully considers the perceived incompetence and fear of many nurses regarding ECGs.
1) A person with a medical qualification should be a capable practitioner at the start of their career and capable of adapting to future challenges. 2) Teaching models based on'competence'teach technical accuracy, but do not necessarily prepare students to be capable of making sound clinical judgements or of adapting to new developments. 3) ‘Outcomes’based curricula include technical accuracy and prepare students to make good clinical judgements and to continue to adapt to improve the quality of professional practice and performance.
1) Outcomes have been adopted in preference to competences in medical education because it promotes a higher order of professional capability. 2) New assessment instruments have been introduced to examine a student's capability in both undergraduate and postgraduate phases. 3) The principle of preparing students to be'capable doctors'is international.Leading medical educators around the world are introducing changes to traditional courses to achieve this.
1) Medical students and students of the teacher-training course at Shinshu University were compared regarding their knowledge and understanding of heredity and genetics. 2) Medical students' were better able to recognize terms related to genetics than were students of the teacher-training course, although medical students'understanding was not always correct.In both groups understanding was not related to whether the student had studied biology in high school. 3) A standardized education system for clinical genetics for medical students is urgently needed in Japan.
Medical students must have knowledge and skills related to medical informatics, including data analysis, the retrieval of biomedical literature, the creation of presentations, and the use of the Internet.The purpose of this study was to analyze the changes over time in the ability of Jichi Medical University students to use the tools of information technology. 1) Questionnaires were distributed to all Jichi Medical University students during epidemiology classes in 1998, 2002, and 2006. 2) The questionnaires included questions about the frequency of the use of computers, word-processing software, spreadsheet software, statistical software, and the Internet. 3) The first survey showed that ownership of a computer and the use of word-processing software were most common, followed in turn by the use of spreadsheet software, statistical software, and the Internet.The percentage of stu dents who had not used a computer decreased from 22% in 1998 to 2% in 2006. 4) With the rapid changes and progress in our information-oriented society, medical students need to be appropriately prepared to make optimal use of available resources.
The Society of Associate and Assistant Professors, Shinshu University School of Medicine, voluntarily held a miniworkshop for medical education in December 2006.Subjects were students' motivation, integrated clinical lecture, early exposure and research experience program.Based on the proposals from this meeting, following changes/additions were made to the 2007 curriculum. 1) Clinical case presentation lectures for a combination of 5th and 6th grades students to raise the level of students' awareness and motivation. 2) Lectures on doctors'career development for women to nourish professionalism. 3) Doctors'office or hospital Visiting programs for freshmen to provide a chance to encounter the role model.
1) The objective of this study was to investigate patient safety education for undergraduates in Japan. 2) Our survey found that 87.5% of medical schools provided patient safety education for undergraduates.The topics covered were prevention of medical errors, communication, crisis management, and medical ethics. 3) This study found several problems in measurement methods, learning strategies.and human resources of undergraduate medical education.
1) For third-year students at Keio University Medical School, 10 lectures are given about why kampo medicine is effective, Fourth-year students receive 8 lectures on kampo medicine and participate in independent study sessions 3 times a week for 4 months. 2) In lectures entitled “Why Is kampo Medicine Effective?”we introduce the functional mechanism of action of kampo medicine and address the skepticism of medical students. In the lecture series entitled “Kampo Medicine, ”we introduce the clinical foundations of kampo practice and provide students with a checklist of the key points of each lecture. 3) In the independent study sessions, several students perform mentored basic-science research into kampo's mechanism of action.