Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
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Volume 43, Issue 2
Displaying 1-14 of 14 articles from this issue
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  • [title in Japanese]
    [in Japanese]
    2012 Volume 43 Issue 2 Pages 69-70
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.69
    JOURNAL FREE ACCESS
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  • Clinical clerkship at the Harvard Medical School
    Kazuki Takada
    2012 Volume 43 Issue 2 Pages 71-77
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.71
    JOURNAL FREE ACCESS
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    1）As in most other US medical schools, clinical curriculum at the Harvard Medical School consists of clerkship in required core specialties in the third year, which provides a clinical base for exposure to the broad disciplines of medicine and experiences essential to credentialing as a licensed physician, and of elective rotations in the fourth year for advanced experiences in interested specialties or fields.
    2）Highly–motivated students and teachers enthusiastic in education produce effective participatory clinical training, supported by two–year longitudinal training for clinical skills and patient–doctor relationship and by incentives for residency match and academic promotion.
    3）The Harvard Medical School continues to improve its curriculum, most recently by creating longitudinal learning experiences and mentoring,.
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  • A Clerkship based on Legitimate Peripheral Participation:A case study of McGill University
    Takuya Saiki, Hiroshi Nishigori, Nobuo Nara
    2012 Volume 43 Issue 2 Pages 79-85
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.79
    JOURNAL FREE ACCESS
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      A case study of a clerkship at McGill University school of medicine was conducted based on the data such as an observation, interview, and documents. A clerkship was constructed by three components. The basis of the structure was competency–based education. Medical students starts learning from active observation and later by supervised practice. The curriculum was supported by the educational theory such as legitimate peripheral participation, zone of proximal development and TARGET model, which sheds the light on some key elements to transfer into Japanese clerkship.
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  • A case of clinical clerkship in Utrecht University
    Hiroshi Nishigori, Kiyoshi Kitamura
    2012 Volume 43 Issue 2 Pages 87-91
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.87
    JOURNAL FREE ACCESS
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    1）Relationship between Japan and The Netherland in Medical Education started when Pompe van Meerdervoort visited Japan in 19th century.
    2）Medical Education in The Netherland has been changing based on evidence in medical education since 1970s.
    3）Utrecht University adapts Z type curriculum, spends 4 weeks for most of the clinical rotations, and has culture in which residents teach medical students.
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  • Teaching and Learning Clinical Medicine at King’s College London School of Medicine
    Yuko Takeda, Ann Wylie
    2012 Volume 43 Issue 2 Pages 93-103
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.93
    JOURNAL FREE ACCESS
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    1）King’s College London School of Medicine is the largest medical school in UK with 470 students for each year in their 5 year course with variation of a fast track 4 year for graduate students and extended 6 year for some entrants. The current curriculum endeavours to meet the requirements addressed in “Tomorrow’s Doctors （2009）” prepared by General Medical Council.
    2）An integrated curriculum has been implemented and students’ encounter with patients will start from the first year of medical school. During the 1st and 2nd year, students learn basic medical science through issues raised in case–based scenarios, which include discussion of clinical ethics and involves inter professional education （IPE）.
    3）During the 3rd and 4th years, hospital clinical rotations are provided and seminars and bedside teaching are main components of the weekly schedule. Clinical clerkship is provided for final year students who are expected to become ready as junior doctors; 8weeks in medicine, 8 weeks in surgery and 8 weeks in General Practice.
    4）Eighteen ％ of clinical rotation component is conducted in community where General Practitioners （GPs） take active roles in teaching. King’s longitudinal health education programmes have been provided to enable students to understand community and to take initiative roles in advancing health and well being of their future patients, populations and communities.
    5）Although hospital rotation programmes may vary among hospitals, logbooks are utilised to insure students have undertaken standard clinical opportunities and activities, while OSCEs and written examination are utilised to assess students’ achievement.
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field study
Special project
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  • Evaluation of self-assessment analysis on the emotional domain for clinical engineering college students
    Ichiro Tarui, Tomonori Yasuda, Yuko Mizuno-Matsumoto
    2012 Volume 43 Issue 2 Pages 115-122
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.115
    JOURNAL FREE ACCESS
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    1）The purpose of this study was to evaluate college students using a self–administered test of the emotional domain and to recognize which subjects showed improvement on a self–assessment sheet through practical technical training.
    2）A total of 28 senior students of a clinical engineering training college （20 men and 8 women; mean age, 21.5 years） volunteered to participate in this experiment. Before and after clinical practice, self–administered evaluations were performed with a self–assessment sheet, which presented 70 questions regarding the emotional domain.
    3）After practical training, students showed improvement in 18 questions regarding the emotional domain, and statistical analysis showed that the values for 8 of these self–assessment questions were significantly higher after clinical practice than before clinical practice.
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  • Changes in the career options of medical school graduates after enforcement of the new clinical training system
    Miyabi Kitada, Tsutomu Chiba, Osamu Ogawa, Toshiyuki Itoh, Atsushi Hir ...
    2012 Volume 43 Issue 2 Pages 123-126
    Published: April 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.123
    JOURNAL FREE ACCESS
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      We analyzed the career options of students who had graduated from Kyoto University School of Medicine from 2002 through 2009. The percentage of graduates who chose to train as junior residents in the Kyoto University Hospital group, including Kyoto University Hospital and its related hospitals, did not differ between before and after the new clinical training system was enforced; however, after the start of the new system, the percentage of graduates choosing to train at Kyoto University Hospital significantly decreased, and the career options of graduates at hospitals related to the Kyoto University Hospital became diversified. An analysis of physicians who had trained at the Kyoto University Hospital group as junior residents from 2004 through 2008 showed no significant difference in the percentage of senior residents at the Kyoto University Hospital or its related hospitals who had graduated from Kyoto University or any other universities.
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