Purpose: This study examines the reliability and validity of an Interprofessional Competency Assessment Scale for Undergraduates (ICASU) in the staged evaluation of an interprofessional education (IPE) program.　Participants: Participants were 355 undergraduates of Sapporo Medical University, department of nursing, occupational therapy, and physical therapy.　Data collection: We developed the interprofessional competency assessment form with 28 items, each using a 5-point Likert scale, to ask participants about their achievement and learning opportunities.　Analysis: Deleting items that showed ceiling effects in the achievement, we performed a factor analysis. Repeating the deletions till the factor loads of all items became 0.4 or higher, 16 items were selected for the ICASU. We conducted an exploratory factor analysis on achievement and learning opportunities. Using principal factor analysis and Promax rotation, we calculated the Cronbach alpha coefficient.　Results: We collected 314 (89.2%) valid responses. Factor analyses of ICASU data on achievement showed three factors: six items for ‘Basic communication skills’, four items for ‘Understanding one’s own and other occupations’, and six items for ‘Interprofessional collaboration skills’. Three similar factors were extracted on learning opportunities, showing agreement among all items except one. The α coefficients of the ICASU on the achievement and learning opportunities were 0.8 or higher.　Conclusion: The findings suggest that the ICASU is composed of three factors that indicate staged interprofessional competency in undergraduates and verify the validity of concepts and internal consistency. The usefulness of this scale in the staged evaluation of IPE needs to be explored.

Introduction: Currently, there is confusion about what constitutes medical professionalism in Japan.　Method: We compared the histories of the development professionalism in western countries and Japan based on the stage theory of economic development and a literature review. Using the information we gathered, we discuss the reasons why the confusion occurred.　Result: In most of western countries, medical professionalism was affected by the industrial revolution and Protestantism. As Weber noted, for Protestants, working industriously and using the gift of one’s talent to earn much money was consistent with the teachings of God. Thus, reward was an important proof of their faith. Meanwhile, the Japanese social system and professionalism were developed independently from the industrial revolution. Since Japan was less influenced by the industrial revolution, knowledge was not subdivided. This resulted in undeveloped specialist jobs and the continuation of classical education based on Buddhism and Confucianism. Japanese professionalism, which included sacrificial altruism, differed from western professionalism, particularly with regard to the concept of reward.　Discussion: Due to globalization, Japanese society now has two types of professionalism: one from western ideals and another from classical Japanese ideals. Because these two types of professionalism conflict on certain points, such as the concept of reward, there is confusion about what constitutes Japanese professionalism.

　It is said that there is no universal and comprehensive definition of professionalism. This is because there are various factors to consider depending on age, social situation, and medical context. Another reason is that academics differ in how they think about professionalism. This situation has made it difficult to introduce professionalism education. However, it is thought that a certain educational effect can be obtained by promoting education while working with the learner to consider the concept and definition of professionalism based on the social contract that forms the basis of the concept of professionalism and the trust of society. We present examples of teaching the concept of professionalism through the use of concrete examples.

　There are two medical schools in New Zealand, the University of Auckland School of Medicine and the Otago Medical School. Students are admitted annually and unlike Japan, prospective students must complete at least one year of university study before applying for admission. Approximately 580 students are admitted nationally each year. Both schools use academic achievement and clinical aptitude test performance to guide student selection. Only the University of Auckland interviews applicants in a multiple-mini interviews format. A graduate-entry scheme accounts for 40-60 students of the annual intake, contrasting to most Japanese medical schools. Alternative admissions schemes exist to address inequities in New Zealand society, notably for students of Māori or Pacific Peoples ancestry and those originating from rural regions of New Zealand.