"Quality of education" has various definitions, and the definitions are classified mainly into five categories. Introducing the definition categories of "quality of education" , we analyze what aspects of the postgraduate clinical training system for physicians as an educational program have been reconsidered and redesigned. According to the analysis, we propose to introduce a programmatic assessment, which compose of several assessment methods, for evaluation at each stage of medical education from undergraduate to continuous professional development. Realizing such evaluation, we also propose to introduce a student/trainee assessment from a patient's perspective.
Introduction: Co-medical courses of undergraduate programmes in Japan are expected to employ active learning methodologies.The purpose of this study is to investigate students' satisfaction with the various aspects of active learning and the effectiveness of active learning methods on students' learning outcomes.Method: A survey to measure students' views on an instructor's support, group work, and the contents of a lecture was given to 60 co-medical students. A list of 16 elements in the three categories were explored. Correlation between the 16 elements of the survey and the results of students' term exam was analysed.Results: The average scores range from 3.80 to 4.69 (scale 1-5), which shows the students are satisfied with the active-learning oriented lectures. Presentation skills, understanding diseases, self-study and self-confidence in co-medical activities wear found to be effective, according to the analysis of the correlation between the surrey results and the term exam results.Discussion: the results confirmed that the active learning methods are effective on understanding diseases for the students. This study has also shown that active learning methods employed by a lecturer had the positive impact on students' attitudes towards self-study activities.
Although medical students in Japan are required to study English, one of the greatest problems faced by instructors is how to motivate students. Medical students in particular may find little value in studying English because they may not be able to see it as particularly necessary for achieving their career goal of becoming a medical doctor. At Juntendo University, when English instructors asked students directly about their attitudes towards English study, some of them said, quite directly, that they did not think it was important to take English classes. For this reason our goal was to introduce a style of English class that took students focus away from something they might potentially not value to something they might find more meaningful. It is also our philosophy that English classes should be more than just language lessons. They should also contribute to the overall process of raising well rounded and capable health care professionals. In order to get students interested in English classes and teach them valuable lessons that will help them become better doctors in the future, we turned to photography.