1)The factors Japanese residents consider most important in postgraduate clinical training are: "relationship with supervising physicians," "well-developed training programs," and "guidance of supervising physicians." 2)Items showing a large discrepancy between their importance to residents and residents' satisfaction were: "well-developed training program," "experiencing a large number of cases,""guidance of supervising physicians," and "guidance of senior residents." 3)Multiple regression analysis showed that factors significantly influencing residents' satisfaction with training were "quality of the medical service" (r=0.59) and "consideration for accepted residents" (r=0.42).
1) We used using educational portfolios to investigate changes in the feelings of fifth-year medical students during 1-week outpatient clinical training. 2) Negative feelings were most often expressed on the first day. Gradually, however, positive feelings were expressed more often, and the number of positive feelings expressed was significantly higher on the final day. 3) Our investigation suggests that outpatient clinical training motivates medical students. They reviewed their practical training with their portfolios. In addition, the instructors could use the portfolios to understand the changes in students' feelings. We hope that educational portfolios will prove useful for setting new educational objectives.
1) To examine the significance and problems of medical interview training, self-administered questionnaires were completed by 90 students who took part in medical interview training with simulated patients in clinical training after objective structured clinical examinations. 2) Most students thought that medical interview training was meaningful and thanked the simulated patients for their useful comments. On the other hand, some students felt that to improve their interviewing skills stricter feedback from simulated patients and instructors might be needed. 3) Our results suggest that repeated training in medical interviewing in clinical training after objective structured clinical examinations is an effective method for teaching communication skills. However, in the future the scenarios should be improved and the frequency of medical interview training should be increased.
1) The need for Japanese medical students to learn medical English increases each year. However, recruiting native-English-speaking academic staff with medical knowledge to work in various regions of Japan, such as Wakayama prefecture, is extremely difficult. 2) Wakayama Medical University is now testing a new method of medical English education for second-year students. The method involves the employment of a native (United States)-speaking teacher of general English, who also works at other universities, and the use of dynamic image software developed in the United States for patient education to explain diseases. 3) This method may be effective for medical English education in regions where recruiting native English-speaking teaching staff with medical knowledge is difficult. In addition to learning medical English, students might also enhance their knowledge of a broad range of diseases.
At Nippon Medical School, a "Basic Clinical Training Course" is provided as an introduction to clinical medicine. Medical students undergo initial clinical skills training with simulators. We describe the technique of effective training to acquire clinical skills and the results of student evaluations and a questionnaire survey. 1) The training consisted of 8 practicums, including internal examination, funduscopic examination, otoscopic examination, breast examination, auscultation (heart sounds and lung sounds), and collection of blood samples. Medical students moved in rotation once per time period (45 minutes) and performed practical training in each unit, which comprised 2 practicums. 2) The training with the prescribed number of 50 students in 4 time periods was efficiently performed for 2 days and required 9 trainers per day. Student evaluations and a questionnaire survey revealed the interest and enthusiasm of medical students and showed they thought highly of the training. 3) The training was efficiently performed and was thought to help reduce the teaching load of instructors. The educational effect of the training can be strengthened by increasing the convenience of the clinical simulation laboratory, by reinforcing the education of clinical skills and attitudes in clinical clerkship, and by evaluating these factors after the completion of the clinical clerkship.
1)As in Japan, the need is increasing for well-trained and skillful clinician educators in the United States. 2) There are a variety of faculty-development programs, and several medical schools offer comprehensive courses that lead to a master's degree in medical education. 3) The Clinician Educator Training Program at the University of Pittsburgh is one such program with the goal of developing capable clinician educators and future leaders in medical education.
1) We performed a pilot study using surveys before and after the completion of an education program we developed. The subjects of this study were the staff of a geriatric health services facility in Nagoya City. 2) Although the degree of confidence in providing end-of-life care and attitudes towards death did not change significantly, the attitudes of staff towards providing end-of-life care did change significantly. 3) This pilot study demonstrates that an educational program on end-of-life care at long-term care facilities can improve the attitudes of staff toward end-of-life care. This study constitutes an important step toward improving education in end-of-life care for the staff long-term care facilities.
1) In addition to developing medical knowledge and skills, medical education should include training in the understanding and compassionate consideration of patients' feelings, such as anxiety. 2) Fifth-year medical students at Wakayama Medical University engaged in role-play on medical care issues they raise themselves before being involved in clinical practice. This role-play has been incorporated in the curriculum to promote compassionate care. 3) By performing all of the processes up to the presentation themselves, the students can enhance their knowledge of the topics. Thus, role-play on medical care issues is an effective means for understanding the importance of compassionate care and team communication.
1) As part of a training program for compassionate care and community-based medicine, Wakayama Medical University began experiential training for first-year students at local welfare facilities for the elderly in 2006. 2) Students were divided into groups of 2 or 3 and sent to welfare facilities for the elderly throughout Wakayama prefecture for 5 days of "on-the-job" training. After the training period, the students completed a questionnaire survey. Survey results from 2006 and 2007 were compared. 3) The surveys showed that many students considered the training to be valuable because they could start communicating with the elderly residents of the facility by around the middle of the training period. On the basis of this result, we concluded that the 5 consecutive days of the program enhance the effectiveness of training.
Topic of the conference was evaluation of attitude and competence of candidates on the entrance examination, and concrete procedures of interview, essay test and so on and notes for assessing process were discussed. Further improvement in the method of interview and essay test and the standardization of their assessment and clarification of the validity of these tools by accumulation of their follow-up data were important.