Introduction: Research was carried out using a mixed method approach in order to evaluate the educational effects of medical students' visit of an elderly home.
Methods: Focus group interviews were conducted with 5 medical students and 5 elderlies. All interviewees had experienced the visitation program more than three times. Self-administrative questionnaires were built based on the results of the focus group interview. The questionnaire was then distributed to medical students and elderlies who participated in the program.
Results: A total of 84 medical students and 30 elderlies provided informed consent to participate in the study and returned the questionnaire. Nearly 70 percent of the students answered that they had gotten to know about the life of elderly people and sixty percent of the elderlies answered they had experienced some favorable changes after joining the program. While ninety percent of the elderly were satisfied with the program, only half of the students showed positive comments toward it.
Discussion: To help all students participate in this program more actively, more organized planning is necessary so that students can have more chances to build communication skills and clarify their own objectives when visiting the elderly.
Educational reforms are required to achieve the "learning outcomes" expected in bachelor degree education programs. In executing reform, three policies of "diploma policy" , "curriculum policy" , and "admission policy" are clearly stated for each institution in order to facilitate integrated operation and practice. For the sake of quality assurance, outcome-based education (OBE), which emphasizes "learning outcomes" , has been introduced to medical education but it has not been adopted by all learning institutions. With the implementation of field-specific evaluations for medical education comes a need for all medical departments and medical colleges to introduce OBE as soon as possible. For this reason, an examination was conducted to find out how to formulate and operate the three policies under OBE.
Introduction: This study aims to reveal the characteristics of patients' narrative videos and discuss the usability of video interviews with healthcare students.
Methods: One hundred six medical students and 92 nursing students participated in this study. They watched an interview video of a breast cancer patient in class and wrote a description of their impressions. Student responses related to the interview video were qualitatively analyzed using Step for Coding And Theorization (SCAT).
Results: The categories that emerged from the analyzed data were "useful for healthcare professionals to know about patients' feelings" , "useful for patients with the same diseases" , "the patient's own voice was realistic" , and "want to use before clinical training" .
Discussion: The interview video was thought to be useful for students as it allowed them to feel the realism of the patients' narrative. The interview video was also convenient for lectures. For these reasons, it was concluded that interview videos of patients' narratives could be a useful educational material for healthcare students.
Introduction: The purpose of this study was to assess changes in attitudes and motivation of selected Tokyo University of Pharmacy and Life Sciences (TUPLS) student pharmacists who participated in two-week Clinical Pharmacy Educational Programs (CPEPs) at two US schools of pharmacy.
Method: Questionnaires were distributed to the fifth-year pharmacy students who had participated in two CPEPs groups at University of Southern California (USC) or University of California, San Francisco (UCSF) between August 2013-2016. Questionnaires contained items assessing attitudes and motivation toward English learning. Items were in the form of statements to which participants' responses were measured using a numerical rating scale (0-10; ranging from 0 = "I do not agree at all" to 10 = "I agree completely").
Results: 128 responses were analyzed between both participants at USC and UCSF (The follow-up rate was 100%). After participation in CPEPs, the mean score (confidence interval) of ‘I like English' and ‘I feel comfortable talking with English speakers' significantly increased in both groups relative to the baseline (USC group vs. UCSF group, 0.6 (0.2-1.1) vs. 0.5 (0.1-0.9), 1.0 (0.6-1.5) vs. 1.3 (0.9-1.7), respectively). However, the mean increase in score of ‘English ability comes to be needed for me to make in my future careers' and ‘I hope to have opportunities for studying or working abroad in the future' in UCSF group was significantly greater than the baseline, which showed a mean score increase of 0.5 (0.2-0.9) and 0.7 (0.3-1.2), respectively.
Conclusions: The current study suggests that CPEPs even two-weeks programs, may stimulate English learning motivation, especially integrative motivation for pharmacy student participants.