For female physicians, it is important to nurture an environment that enables them to take advantages of support for child rearing as well as for their return to their original jobs. It is also critical for physicians, whether female or male, to receive education to recognize the professional/occupational missions of being a physician. Once they have received environmental support and mission clarification, they will be able to realize an uninterrupted career in order to attain their social contributions.

　The Committee on Studies of Career Education for Female Physicians has set five learning objectives by examining the required abilities and capabilities of a physician.

The proposed five learning objectives are to acquire:

(1) Professional awareness of the missions of being a physician,

(2) Ability to make career plans,

(3) Flexibility to embrace diverse values of the profession,

(4) Appropriate attitudes for both those receiving and those offering the support, because it should be the responsibility of the medical community,

(5) Recognition of social gender differences and acquires the capability to deal with such differences.

All organizations related to medical education should promote these five learning objectives.

　The Committee on Studies of Career Education for Female Physicians set five learning objectives for all physicians to nurture abilities for continuous public participation by women physicians. Next, we discussed the learning objectives corresponding to the learning period and made a road map. Further more, we proposed our new target-based education program and methods for its assessment.

　Beginning in 2009, Akita University introduced a mandatory coursework curriculum to promote career development for physicians. For first-year students, the seminar focused on activities to promote self-awareness, based on the use of worksheets and group discussions. For third-year students, an active-participation course based on the use of scenarios, group discussions, and role model demonstrations was initiated. At Akita University, we firmly believe in the importance of equally supporting the career development of male and female physicians, and are striving to create an environment in which all physicians can work together with full cooperation and mutual respect. This paper discusses the ways in which these considerations were incorporated into the career development curriculum, in line with our work environment philosophy, and addresses necessary changes for the future.

　Tokyo Women's Medical University has been training women doctors since 1900. In 2011, "MD program 2011" was developed as a new outcome-based roadmap for educating women doctors who can contribute to society with sincerity and a warm heart. This program was approved by the Association for Medical Education in the Western Pacific Region (AMEWPR) . The program not only incorporates the good points of previous programs but also contains an up-to-date and advanced curriculum related to professionalism and career development, and has a longitudinal design from a basic to advanced level. It includes two workshops, summer field training, and one lecture. The present paper provides an overview of these four components of the program, introducing educational efforts to further the careers of female doctors graduating from this university.

　In the tough environment surrounding obstetricians caused by a chronic labor shortage, the results of a questionnaire survey of medical students of Yokohama City University in 2007 revealed that they did not want to become obstetricians because of the harsh working environment.

　Therefore, we began to improve the working environment. Firstly, we established a "long-term senior resident course" using a grant from the Ministry of Education in 2006 and senior residents in childcare are employed using funds from the grant, with a gradual transition to full-time from part-time work starting at 1-2 times per week. In addition, with another grant from the Ministry of Education supporting doctors in perinatal care in 2009, a childcare assistance program was continued. As a result, the number of new members of our department has increased from 2008.

　Future challenges will include securing doctors motivated to work full-time and supporting doctors requiring child care.

　Medical education has been experiencing a marked paradigm shift. In the US academic health care environment, educational activities are weighed and considered important factors for promotion. Therefore, clinician-educators can flourish in any specialty field. The Harvard Macy Institute has offered longitudinal programs to foster the growth and development of leaders and innovators in healthcare professionals' education across the nation & world for more than 20 years since its foundation in 1994. A three-day intensive course for residents and fellows-in-training was started in 2012 to meet the need to train future faculty leaders. This program is entitled; "Program for Post-Graduate Trainees: Future Academic Clinician-Educators."

　Recently, the author had the opportunity to participate in this program held at the Massachusetts General Hospital Institute for Health Professions in Boston from December 6th to 8th, 2014. In this article, the author discusses his perspectives on medical education and how to build a career as a clinician-educator, as he introduces the program.

　To encourage the broad use of simulation-based medical education and establish partnerships to promote objective structured clinical examinations after clinical clerkship among medical teachers, we hosted the first team-based clinical skills competition event for medical students in Japan, named ‘Medical Students' Simlympic Games 2014'. Thirty-six (12 teams of three) open-recruited 5th or 6th grade medical students participated in this event. Student teams performed clinical tasks at 6 stations, which actively utilized the strengths of simulators or simulated patients. Contents, composition, difficulty level, and validity were tested by trainee doctors and examined by committee members in advance. In this report, we describe our concept, executive committee formation, a variety of arrangements, the outline on the day of the event, and the results of a questionnaire targeting participants. (126 words)