Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
Volume 43, Issue 1
Displaying 1-9 of 9 articles from this issue
main topic
  • [in Japanese]
    2012 Volume 43 Issue 1 Pages 1-2
    Published: February 25, 2012
    Released on J-STAGE: January 09, 2014
    JOURNAL FREE ACCESS
    Download PDF (179K)
  • Kazuki Takada, Yujiro Tanaka
    2012 Volume 43 Issue 1 Pages 3-8
    Published: February 25, 2012
    Released on J-STAGE: January 09, 2014
    JOURNAL FREE ACCESS
    1) Clinical education at the Tokyo Medical and Dental University consists of three parts: the preclinical clerkship which prepares students for clerkship, short observatory or partially participatory clinical education, called the combination block, and long participatory clinical education, the clinical clerkship. The clinical clerkship consists of core-and elective-rotations, including ten four-week rotations and two two-week rotations.
    2) In implementing clinical clerkship, we sent up to 100 faculty staff to and carefully studied the model used at the Harvard Medical School, and developed our own original one that fits the Japanese setting.
    3) To successfully implement the clinical clerkship, we developed a demo movie clip showing students’ expectation and tips for teaching, handed each student a cell phone to carry, allowed students’ charting to the electronic medical record system under supervision, and distributed a handout describing clerkship to all medical and paramedical staff.
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  • Testuhiro Maeno
    2012 Volume 43 Issue 1 Pages 9-14
    Published: February 25, 2012
    Released on J-STAGE: January 09, 2014
    JOURNAL FREE ACCESS
    1) University of Tsukuba, School of medicine reformed curriculum for undergraduate medical education in 2004 and then, introduced Clinical Clerkship(CC) Program in a period between September of the 4th year to June of the 6th year. CC program is consists of 1) Floor Unit CC (7 units, 8wks each), 2) Advanced CC (2 clinical departments, 4wks each), 3) CC in the community (8wks) and 4) Electives (6wks) during 78 weeks in total.
    2) The composition of the Floor Unit consisted if from 4 to 5 clinical departments that locate in the same ward or floor can encourage students to be familiar with the ward and practice thoroughly.
    3) Until now, some program evaluation including students’ feedback and the assessment of students’ clinical competency have indicated that this new CC program indicate positive effects.
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  • Hitoaki Okazaki
    2012 Volume 43 Issue 1 Pages 15-20
    Published: February 25, 2012
    Released on J-STAGE: January 09, 2014
    JOURNAL FREE ACCESS
      Clinical educational systems in Jichi Medical University are unique in several aspects.
    1)A clinical clerkship is a compulsory 72–week subject.
    2)Community–based learning has been adopted for more than ten years.
    3)To improve clinical reasoning for medical students, we developed a teaching program using morning conference in Internal Medicine.
    4)We introduced a free course–student doctor system.
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report
  • Toshiya Suzuki, Nobuo Nara
    2012 Volume 43 Issue 1 Pages 21-26
    Published: February 25, 2012
    Released on J-STAGE: January 09, 2014
    JOURNAL FREE ACCESS
    ・We visited the National Board of Medical Examiners and the Clinical Skills Evaluation Collaboration Center to discuss with the examiners the present state of the USMLE (United States Medical Licensing Examination), to which clinical skills evaluation has been introduced.
    ・Evidence that the introduction of clinical skills evaluation to the USMLE has affected the reform of medical schools curricula in the United States supports the necessity of introducing clinical skills evaluation to the Medical Board Examination of Japan.
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  • Ayako Kawasaki, Mari Saito, Syuichi Nawata, Yuki Iwasaki, Azusa Kamach ...
    2012 Volume 43 Issue 1 Pages 27-31
    Published: February 25, 2012
    Released on J-STAGE: January 09, 2014
    JOURNAL FREE ACCESS
    1)Palliative care education by means e–learning was performed from December 3 to 25, 2009, for 1256 hospital medical staff. We used the same true–or–false questions to assess their understanding before and after the e–learning course.
    2)Regardless of the staff member’s experience, the total scores on the test were higher after the course than before the course. Therefore, this e–learning course had an effect on basic knowledge for multiple types of medical staff.
    3)The percentage of correct answers was particularly improved for questions about topics we had emphasized: drug dependence and side effects.
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