At the time of 1945, the number of entrance to medical school in our country exceeded 10,000 people. After the end of the war, Colonel Sams reformed the doctor training course, consolidation of medical schools, national examination, internship system was introduced. After the internship system changed to postgraduate clinical training in 1968 and clinical training based on law in 2004. Before introducing the clinical training based on law, the doctor nurturing pathway was deeply involved by "Ikyoku-Kouza" system in faculty and attached hospital. Medical education standard was established at 1948 and became a nationwide unified curriculum, but the freedom of the curriculum has increased with the advent of Tsukuba University School of Medicine at 1973. Based on these histories, it is necessary to think about the ideal way of making a physician pathway and the future way of the medical education curriculum development.
The core curriculum of the Japanese medical schools was revised in 2017. As a result, medical anthropology and sociology were integrated into the curriculum. The knowledge of these disciplines is especially useful in the medical settings where uncertainty emerges due to biomedicine's sometimes limited ability to provide concrete answers. Since the late 20th century, early intervention based on epidemiological facts has been prevalent in medicine, and individuals are required to be responsible for their own bodies and taming the risks of future diseases. However, epidemiological risks can never predict an individual's future precisely. Patients inevitably face uncertainty and sometimes make choices that appear irrational in the eyes of science. In such a situation, medical anthropology and sociology give medical professionals perspectives that allow them to consider the choices of patients as shaped by their sociocultural and political-economic backgrounds. These perspectives will establish the place foundation for constructive dialogues between healthcare professionals and patients.
Education is socially constructed. How health care is provided also affected by many factors including culture, history, and economy as well as insurance system in a country. Medical school is responsible for fostering physicians who can respond to societal needs in the era of health inequality. Based on the experts' opinions and changes in the description of chapters in medical education textbooks, we will review the global trend of medical education and discuss the challenges
Changing societal environments are forcing us to prepare to assume new roles as physicians. The resulting changes coming to the practice of medicine require significant medical education reforms. Specifically, there are nine factors that impact this need for change. Those factors are: 1) expanding medical knowledge, 2) introduction of various new technologies into medicine, 3) easy accessibility to medical knowledge by patients and their family members, 4) an aging population, 5) rapid development of information and communication technology, 6) the imminent arrival of artificial intelligence, 7) specialization of physicians, 8) variety of health professionals, and 9) globalization-.
"The Ordinance of Ministry of Health, Labor and Welfare on Japanese Postgraduate Medical Training System" from 2020 was announced to each prefectural governor on July 3rd, 2018. This Medical Training system has been reviewed once every five years, and has been strongly aware of the consistency between the model core curriculum of the undergraduate medical education and the continuing professional development of Japan Medical Association. In this journal, Postgraduate Education Committee in Japan Society for Medical Education has published six installments of a series entitled "Japanese Medical Training System and Medical Education" . We reviewed the series and discussed medical education trends surrounding the postgraduate medical training system and issues in the committee. We will be reporting the information as part of the seventh installment of the series.
A first-year experience class for medical students was conducted to show a whole curriculum structure and to introduce some study skills through a few group work activities. Although the class was originally lecture-based, it was redesigned with active learning methods like group discussion, peer-review experience and peer-to-peer presentation using short articles. Students were asked to submit a learning record note and received feedback via Moodle. First-year students are expected to identify milestones toward the achievement of core competencies during the 6-year undergraduate curriculum and acquire basic skills leading to the development of various learning strategies. Learning outcomes of this attempt should be investigated for years and the class needs to be improved based on the evaluation.