Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
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Volume 43, Issue 3
Displaying 1-15 of 15 articles from this issue
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feature
  • Public health and “koshu-eisei”
    Eiji Marui
    2012 Volume 43 Issue 3 Pages 147-150
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.147
    JOURNAL FREE ACCESS
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      “Public health” was translated to “Koshu–eisei” in Japanese. These two terms have been believed to imply the same meaning and contents. But “Koshu–eisei” was established in the Japanese specific history and social environment. It would be instead used as “shakai–igaku （social medicine）” in the context of the Japanese medical education. The social medicine is identified as a part of medical discipline, as well as clinical medicine. The education of “Koshu–eiseigaku” of public health in the original sense would be developed as an interdisciplinary area at School of Public Health. Actually the Schools have been already opened in some Japanese universities for the students with wider background and specialties. The Japanese medical education is changing its boundaries and sharing the purposes with public health.
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  • Public health education in Japan：the current situations and future
    Yasuki Kobayashi
    2012 Volume 43 Issue 3 Pages 151-155
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.151
    JOURNAL FREE ACCESS
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      Public health education in Japan has been carried out, on the one hand, as part of professional education for physicians and other medical professionals based on the Constitution of Japan Article 25 and medical professional’s laws introduced in post–world war II, and on the other hand, as part of general education subjects, in which main health problems in each stage of the life is taught in universities throughout Japan. In addition, postgraduate programs （doctoral program） are carried on in order to train public health researchers, while their training is rather specific topic–oriented, but not systematic nor extensive in terms of public health discipline. Recently, because the Japanese society faces new health and medical problems and various environmental risks, the specialist education for new public health discipline has been required. Therefore, a few professional schools （master program）, which is equivalent to schools of public health overseas, have been established in Japan.
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  • The historical overview and the subjects of the public health education in Japan
    Fumihiko Jitsunari
    2012 Volume 43 Issue 3 Pages 156-170
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.156
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      The public health education in Japan was practiced with the construction of the nation during Japanese modernization from the Meiji. After Second World War, it is practiced over wide study field based on the new Constitution of Japan and the way from U.S.A. , for example community organization. These performance contributed to the popularization and the development of public health. After high economic growth the system of public health was structured with deregulation and the progress of decentralization of power. At last Japan achieved the highest health standard in the world. However the public health education is more complicated for the variation of Japanese society from the end of 20th century. Furthermore in 21st century we are asked the development of comprehensive public health education system, for example the graduate school of public health, with the wide education system as ever.
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  • Public health education in the United States
    Aya Goto
    2012 Volume 43 Issue 3 Pages 171-176
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.171
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      Public health education in the United States has historically been separate from medical education and has emphasized practical training. Public health education is standardized under an accreditation system and is offered by interdisciplinary faculties. Schools have made efforts to provide a variety of programs responding to the vast needs of students with different professional backgrounds. Despite a constant increase in the number of students, the public health workforce remains too small, and schools are reforming their educational systems.
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  • Public health education in the United Kingdom
    Masahide Kondo
    2012 Volume 43 Issue 3 Pages 177-180
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.177
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      The United Kingdom is one of the birthplaces of public health. Here, the public health education system of the United Kingdom is described. Since the 19th century, public health education has mainly been a postgraduate course of study for physicians; completion of such studies has been required to become a public health worker at local authorities or health authorities of the National Health Service. In 1972, the medical specialty of public health consultant was established, and since the late 1990s such a title and training has also been made available to nonmedical professionals. Recently, master’s degree programmes have become popular at institutions of higher learning, but public health education at medical schools has not been able to fulfill the changing needs of today’s society.
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report
  • Pretest scores rather than posttest scores correlate with term-end examination scores in medical education
    Mitsuo Uchida, Yoko Tsuda, Teruomi Tsukahara, Tsuyoshi Tada, Akihiro S ...
    2012 Volume 43 Issue 3 Pages 181-187
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.181
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      Pretests and posttests in the field of preventive medicine and public health were administered to third–year medical students of Shinshu University School of Medicine. This study aimed to determine whether pretest scores or posttest scores correlated with the term–end examination scores.
    1）Pretests and posttests were administered 7 times to 112 third–year medical students, and the term–end examination was given in the first semester of the 2010 academic year.
    2）Correlations were determined between pretest scores, posttest scores, the difference between pretest and posttest scores, and term–end examination scores. In addition, students were divided into quartiles in accordance with the pretest scores, and the posttest and term–end examination scores were compared among these quartiles.
    3）The pretest scores significantly correlated with the posttest and term–end examination scores. The posttest and term–end examination scores were significantly higher in the fourth quartile（the highest pretest score quartile）than in the first quartile（the lowest pretest score quartile）.
    4）The posttest scores did not correlate with the term–end examination scores.
    5）Thus, we concluded that the pretest score rather than the posttest score is a useful predictor of the term–end examination score.
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  • Self-Evaluation of Pharmacy Students about the Learning Effects and the Feelings of Anxiety in Advanced Pharmacy Practical Experience
    Shunsuke Kurono, Akio Itoh, Yoichi Hasegawa
    2012 Volume 43 Issue 3 Pages 193-198
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.193
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      In this study a questionnaire was administered to fifth–year pharmacy students at Meijo University who had participated in advanced pharmacy practical experiences（APPEs）. The objective of this study was to investigate the degree of acquisition（4 items）by these students after APPEs and the feelings of anxiety and fatigue（5 items）that resulted from the APPEs. The APPEs were provided at a community pharmacy and a hospital, and each session lasted 11 weeks.
    1）Regardless of whether the participants had their first APPE sessions at a community pharmacy or a hospital, their self–evaluation revealed that after the first APPE session, their knowledge, skills, and attitude about their duties had improved and that their understanding of their mission was enhanced. These findings suggest that effective learning occurred during the first APPE session.
    2）Throughout the APPE period, the participants did not feel intense anxiety about the instructions or advice they received from coaching pharmacists or faculty instructors.
    3）The participants felt mental fatigue more intensely than physical fatigue throughout the APPE period. However, the fatigue they felt was less intense than that predicted before training. Perceived fatigue was more intense when the APPEs were held at a hospital rather than at a community pharmacy.
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practical research paper
  • The relationship between practice examination using donated cadavers and written examination testing general anatomical knowledge
    [in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
    2012 Volume 43 Issue 3 Pages 199-204
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.199
    JOURNAL FREE ACCESS
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      The relationship between practical examinations using specimens from cadavers and written examinations testing general anatomical knowledge was analyzed by means of student performance scores.
    1）The correlation between the scores of the two types of examination was weak.
    2）The practical examination may be a valuable way of assessing abilities that cannot be evaluated with a written examination.
    3）For evaluating students, it may be useful to combine practical examinations that test the recognition of anatomical variations and individual differences in human bodies with written examinations that test anatomical knowledge.
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  • A blended learning program providing core competency in clinical research
    Naoki Kakudate, Yukio Tsugihashi, Yoko Yokoyama, Yosuke Yamamoto, Hiro ...
    2012 Volume 43 Issue 3 Pages 205-210
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.205
    JOURNAL FREE ACCESS
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      In Japan, few health care professionals have a basic understanding（core competency）of the design of clinical research and statistical analysis. We developed a blended distance–learning program comprising face–to–face lectures with e–learning for busy health care professionals who work in the clinical settings to achieve core competency in clinical research. The purpose of this study was to examine the educational effects of this program.
    1）Four months after the end of the program, 64％ of the participants had started to conduct clinical research.
    2）This program may increase the number of research colleagues that can discuss clinical research.
    3）This program could enhance the confidence（self–efficacy）of health care professionals in clinical research.
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short report
  • Construction of Yanegawara-style skills training in our clinical skills laboratory for new residents
    Masatsugu Ohtsuki, Toshikazu Matsui, Kayoko Matsunaga, Shin-ichiro Mor ...
    2012 Volume 43 Issue 3 Pages 211-214
    Published: June 25, 2012
    Released on J-STAGE: January 09, 2014
    DOIhttps://doi.org/10.11307/mededjapan.43.211
    JOURNAL FREE ACCESS
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    1）To learn the techniques required immediately after the start of clinical practice, new residents were introduced to the skills laboratory during their orientation period.
    2）We attempted to establish the Yanegawara style, which is an overlapping teaching style in which the second–year residents plan the entire training schedule and simultaneously teach the first–year residents while being supported in their teaching by more senior physicians.
    3）Training with the new system resulted in greater rapport among all residents as well as a greater feeling of security among first–year residents.
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