Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
Volume 41, Issue 2
Displaying 1-7 of 7 articles from this issue
  • Naoko IWASAKI, Hikaru NAGAHARA, Masanao TERAMURA, Noriko KOJIMAHARA, M ...
    2010 Volume 41 Issue 2 Pages 103-109
    Published: 2010
    Released on J-STAGE: March 27, 2012
    JOURNAL FREE ACCESS
    Skills for breaking bad news (BBN) at the medical interview station were evaluated with the advanced objective structured clinical examination (OSCE). To clarify performances at this station, we compared the scores at this station with those of the Common Achievement Tests OSCE controlled by the Common Achievements Test Organization (CATO). The subjects were a group of students tested at an interval of 1 year 4 months during their clinical clerkships.
    1) Raters (mostly postdoctorate fellows) played simulated patients after they had been trained to ensure standardization.
    2) Students who had high scores for BBN skills on the advanced OSCE also had high scores for both the behavior part and the knowledge part of the total evaluation.
    3) In contrast, students who had high scores for BBN skills on the advanced OSCE did not always have high scores on the Common Achievement Tests OSCE, suggesting the importance of clinical clerkships between these 2 OSCEs.
    Download PDF (833K)
  • Kanta TANAKA, Taichi SHUTO, Bumpachi KAKII, Kenji SANTO, Ryoko SUNAKAW ...
    2010 Volume 41 Issue 2 Pages 111-114
    Published: 2010
    Released on J-STAGE: March 27, 2012
    JOURNAL FREE ACCESS
    1) Osaka City University Medical School provides basic life support courses in the Skills Simulation Center. Most instructors are members of the Life Support Club, a medical students' extracurricular activity.
    2) We investigated the numbers and opinions of participants(December 2006 through July 2008). The numbers of trainee and instructors were 1071 and 1223, respectively. The student instructors considered their activities worthwhile.
    3) The trainees highly appreciated the student instructors and showed that the effectiveness of training was excellent. Our results show that basic life support courses taught by medical students are beneficial for both trainees and student instructors.
    Download PDF (666K)
  • Samuel Lapalme-Remis, Hisayuki HAMADA
    2010 Volume 41 Issue 2 Pages 115-117
    Published: 2010
    Released on J-STAGE: March 27, 2012
    JOURNAL FREE ACCESS
    1) In Canada, the working conditions of medical residents are negotiated on a province-by-province basis between provincial associations of residents and their respective employers. This paper focuses on the role of the Professional Association of Interns and Residents of Ontario (PAIRO).
    2) PAIRO negotiates working conditions with the Council of Academic Hospitals of Ontario and has obtained for its members a monthly salary of approximately 390,000 yen for first-year residents (the salary increases with each year of residency), a restriction of on-call duties to 7 of 28 days, and 4 weeks of paid vacation per year.
    3) In Japan, consideration should be given to the development of guidelines for the working conditions and salaries of residents based on the realities of each specialty and on local needs. To establish and enforce such guidelines, public funding and a third-party agency are necessary.
    Download PDF (651K)
  • Masahito HITOSUGI, Hitoshi SUGAYA, Hideki HIRABAYASHI, Tadashi SENO, S ...
    2010 Volume 41 Issue 2 Pages 119-124
    Published: 2010
    Released on J-STAGE: March 27, 2012
    JOURNAL FREE ACCESS
    We analyzed inadvertent human errors during 3-day trial examinations for the National Examination for Physicians. Sixth-year medical students sat for 2 different examinations consisting of 500 multiple-choice questions and chose either 1 or 2 correct answers. After the first examination, the students verified their errors and were provided with educational guidance to prevent inadvertent errors.
    1) More than half of the students made inadvertent errors during the examination.
    2)The errors occurred when the students solved questions or marked the answer sheets.
    3) Most of errors were either the selection of the wrong number of answer options (i.e., a 2-choice selection was required, but only 1 choice was selected) or the selection of choices that differed from the intended choices when the answer sheets were marked.
    4) After the students were taught how to avoid errors, the mean number of errors per examination per student decreased significantly from 2.1 to 1.0.
    5) To our knowledge, this is the first report to show the educational effectiveness of a method to decrease the rate of inadvertent errors during examinations.
    Download PDF (730K)
feedback
Top