Introduction: It is important to educate undergraduates about communication errors in clinical sites, but it is difficult for clinically inexperienced students to imagine those errors. Therefore, in this study, a board game (BG) was developed and put into practice to encourage students' understanding.　Methods: The BG consists of a board on which the patient's name is written and cards on which drug names are written. Students place cards on the board according to the teacher's instructions. These instructions include multiple traps based on actual incident cases. Through the game, students experienced errors.　Reflection: This BG contains gamification elements that make learning contents simple and fun and simulation elements that reproduce errors with high fidelity. By combining these elements, it is possible for each aspect of the ARCS model to be provided in a well-balanced manner, even in patient safety education for clinically inexperienced students.

We conducted a case conference to solve problems in teaching practices and for clinician teachers to discuss various issues occurring in the field. The conference was based on the presentation of individual educational practice cases from faculty development workshops approved by the Ministry of Health, Labor and Welfare. We prepared two months before the event and dealt with four cases on the day of the event. During the discussion, we tried to link educational problems with a theory or a conceptual framework in medical education so that participants, including case presenters, would have a better understanding of clinical training settings. In addition, communication across disciplines was facilitated through discussions. This attempt has the potential to contribute to the development of a community of practice related to cross-disciplinary education. The key to success for this case conference was the "interpreter" role. The person in that role considers the background and context of practice and links practice with theory appropriately. In addition, faculty development for educators who can play the role will also be an issue in the future.

　Significant event analysis (SEA) is a method of reflecting on the cause of things in a semi-structural manner and utilizing the analysis in the planning of subsequent improvement measures. SEA can be applied to a wide variety of events. In the field of medicine, it is widely used as a tool for promoting patient safety by medical teams in nations such as the United Kingdom. In Japan, the subjects of SEA mainly reflect on their own behavior (reflection) to learn from their experience. Unlike the results of observations done by third parties, the results of self-reflection cannot be denie by the subjects. Therefore, this method is particularly suitable for events in which the actor has been greatly moved emotionally.　The first paper presents an individual SEA method that utilizes individual reflection to improve behavior, the second paper introduces a group SEA method to share lessons learned from individual reflections.