Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
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Volume 45, Issue 1
Displaying 1-12 of 12 articles from this issue
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original paper
  • Gender differences in preferences for mentoring styles and topics in academic medicine in Japan
    Hiroki Mishina, Ken Sakushima, Kenei Sada, Junji Koizumi, Takashi Sugi ...
    2014 Volume 45 Issue 1 Pages 1-7
    Published: February 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.1_1
    JOURNAL FREE ACCESS
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    Objective: To evaluate gender differences in mentee’s preference for mentoring styles and topics in academic medicine in Japan.
    Methods: We conducted a cross-sectional questionnaire survey of mentees at 6 graduate schools of medicine in Japan from December 2011 through January 2012. The study participants were 1700 Japanese-speaking graduate students and postdoctoral fellows. The primary outcome was the percentage of respondents who desired to be mentored with a particular style or topic.
    Results: A total of 676 （227 women） mentees responded to the survey. Women were less likely than men to prefer a hierarchical mentoring relationship （men, 82%; women, 71%; p＝0.001） but were more likely to desire a mentor for career consultation （men, 51%; women, 64%; p＝0.001）. Women were more likely than men to want guidance in developing a research portfolio （men, 85%; women, 90%; p＝0.04）, in computer skills／statistical skills （men, 68%; women, 81%; p＝0.001）, and in long-term career planning （men, 38%; women, 50%; p＝0.003）.
    Conclusion: Women mentees in Japan express different preferences for mentoring styles and topics from men. Mentors in Japan must take these differences into consideration.
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short report
  • Can simulation-based instructions reduce students’ anxiety over bone-marrow needle insertion?
    Kozo Kawasaki, Junko Minagi, Nobuhiko Nakamura
    2014 Volume 45 Issue 1 Pages 9-11
    Published: February 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.1_9
    JOURNAL FREE ACCESS
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    Background: Bone marrow aspiration is an essential but hazardous procedure. We have developed a mannequin simulator with posterior iliac crests to teach needle puncture.
    Method: After watching a video demonstration of bone marrow aspiration, undergraduate medical students were asked to complete a questionnaire concerning their calmness （C） and self-confidence （S） in performing the procedure using 5-point rating scales （1–5: worst–best） and its estimated ease （E） （1-5: difficult–easy）. The students were given hands-on, small-group instruction using the simulator and allowed to practice, after which they were asked to answer the questionnaire again. The outcome was a change in scores between before and after practice. The paired Student’s t-test （two-tailed） was used for statistical analysis. We also evaluated correlations between pairs among 3 factors.
    Results: The participants were 200 fifth-year student volunteers from Kawasaki Medical School. The scores after instruction and practice were higher than those before （C: 1.57±0.85 vs. 2.61±1.27; S: 1.61±0.85 vs. 2.86±1.01; and E: 2.36±1.13 vs. 3.65±1.11）. Estimated ease was moderately correlated with self-confidence in performing the procedure after instruction and practice, and the rank-correlation coefficients of before and after were 0.481 and 0.557, respectively. The coefficients of C and E before and after the instruction and practice were 0.346 and 0.526, respectively, whereas the coefficients S and C were 0.487 and 0.414, respectively.
    Discussion: Simulator-based training may reduce medical students’ anxiety about bone marrow aspiration and its estimated difficulty.
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invitation paper
  • Staff and faculty development in the coming decades:
    A reflection from the history of Seminars and Workshop on medical education
    Takuya Saiki, Masayuki Niwa, Chihiro Kawakami, Rintaro Imafuku, Kazumi ...
    2014 Volume 45 Issue 1 Pages 13-24
    Published: February 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.1_13
    JOURNAL FREE ACCESS
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    　Modern medical education stresses the importance of staff／faculty development and its evaluation. The Medical Education Development Center of Gifu University has been accredited by the Ministry of Education, Culture, Sports, Science and Technology as a National Collaboration Center and has held Seminar and Workshop on medical education 50 times over 14 years towards achieving the mission of staff／faculty development in Japan. Through the analysis of the characteristics of participants and the topics of the workshops and seminars held by the Medical Education Development Center, the history and future of staff／faculty development were examined. The key points suggested to predict the direction of staff／faculty development in the education of health professionals were: acquisition of comprehensive teaching competence, various learning strategies, the importance of work place and practicality, collaborative learning beyond boundaries, scholarly discussion to integrate international and domestic evidence, continuing professional development, and evaluation based on learning stage.
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review article
  • Curriculum development in medical education
    Masami Tagawa, Takuya Saiki, Hiroshi Nishigori
    2014 Volume 45 Issue 1 Pages 25-35
    Published: February 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.1_25
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    　In this manuscript, the background and basics of curriculum development are discussed.
    ●A curriculum statement is expected to be a guide for learners, teachers, and managers to fulfill their obligations in an educational program.
    ●Student-centered education and outcome-based education are basic concepts of curriculum planning. Essential competencies of medical students and physicians should be discussed and described as intended outcomes of undergraduate education and postgraduate training.
    ●In curriculum development, the overall purposes of the program are developed on the basis of related global, national, and local needs and context, after which intended learning outcomes, educational strategies, assessment, and management and program-improvement systems are constructed. Modules, integrated learning, spiral curriculum, and workplace-based learning facilitate the acquisition of professional competencies.
    ●Learners, who are important stakeholders, should also participate in the curriculum-development process. The public should be informed of the outcomes and quality of programs to ensure the accountability of medical education and the quality of graduates and physicians.
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bulletin board
  • Medical education for company employees by Osaka University:
    A report on the 10 years of activity outsourced by the Supporting Center for Clinical Research and Education, a nonprofit organization
    Kenji Watabe, Masafumi Wasa, Yuichi Yoshida, Tetsuo Takehara
    2014 Volume 45 Issue 1 Pages 38-42
    Published: February 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.1_38
    JOURNAL FREE ACCESS
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    Background: A nonprofit organization―the Supporting Center for Clinical Research and Education—has outsourced medical education to the Osaka University Graduate School of Medicine. The main targets of this education are researchers and developers in pharmaceutical and medical-equipment companies.
    Method: Since 2004, the Supporting Center for Clinical Research and Education has provided short, intensive seminars on 25 subjects to 214 company employees. The key components of the seminars are lectures, practice, case conferences, interviews with patients, and comprehensive discussions.
    Results: After each seminar was completed, it was evaluated with questionnaires filled out by participants. Participants expressed high levels of satisfaction with all components of the seminars, with interviews with patients being the most highly rated.
    Conclusions: Medical educational activities for company employees have increased in recent years. These seminars are intended to provide short, intensive, small-group instruction to researchers and developers in pharmaceutical and medical-equipment companies with a goal of patient-centered medical practice based on a proper understanding of the actual condition of patients.
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  • The 6th Jakarta Meeting on Medical Education
    Yuka Miyachi, Hiroshi Nishigori
    2014 Volume 45 Issue 1 Pages 43-44
    Published: February 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.1_43
    JOURNAL FREE ACCESS
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    1. We participated in the 6th Jakarta Meeting on Medical Education held in Indonesia in 2013.
    2. In Indonesia, medical education has been attracting more and more medical faculties. We are supposed to disseminate more academic outputs in the future.
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