The Faculty of Medicine and Health Sciences at McGill University in Canada there has always been an exploration of effective curriculum development that adapts to new eras and aims to encourage medical students to understand how to enhance patients' well-being. In particular, the current MDCM curriculum, which launched in 2013, offers impressive programs at a conceptual level and at a curricular level. These programs explicate to students two roles for physicians who wish to place their patient's wellbeing at the center of their work: professional and healing. This article introduces the history of curriculum development in the Faculty of Medicine and Health Sciences at McGill University and explores how universities in Japan can develop healing curricula in each context.

　Mindfulness can be defined as awareness of physical and psychological processes in a nonjudgmental way. The purpose of adapting the ideas of mindfulness in health professions education is twofold. First, mindfulness education can develop stress management skills and self-care ability. Consequently, it can promote personal and professional identity formation. Second, mindfulness education can urge future healthcare professionals to improve the quality of patient care. Thus, this article will present practical reports from three medical schools that introduced mindfulness education for developing stress management skills and improving patient care and then discuss how universities can establish mindfulness education for future healthcare professions.

　Whole Person Care education at McGill University aims to develop competent and compassionate physicians who can relate as a whole person to facilitate healing and provide better medical care to their patients. A step-by-step approach is adopted for the education throughout the four-year curriculum. It includes classes, experiential learning in small groups (20 students), simulation education, and panel discussions. It promotes interactive and unique experiential learning through a variety of exercises and works, and aims at transformational learning. It is essential to develop an attitude of being as a whole person, learning to be mindful and aware of the present moment (self, other and context).

　Whole Person Care is educated for medical students as the core curriculum at McGill University. The core of Mindful Medical Practice Course aims to provide students with the experience of moving from "not knowing" to "knowing" and "realizing" to cultivate excellent clinicians who "actualize it." We outline mindful awareness and clinical congruence as the core concepts of the course. Students learn it through a variety of exercises and works. They will deepen their awareness of physical sensations, thoughts and emotions in daily life and practice Whole Person Care with congruence stance.

　Physicians are expected to listen and respond to their suffering patients. But how should they respond to the suffering of patients with illnesses that they themselves have not experienced?　The scope of palliative care has expanded to emphasize the provision of palliative care to patients with "SERIOUS ILLNESS," regardless of whether or not they are cured. In addition to cancer, physicians have had to deal with the suffering of patients with heart failure, respiratory failure, cerebrovascular disease, etc., but their treating physicians are still clueless about how to face their suffering and how to respond to their suffering. Whole Person Care is a systematic educational program to enable people to face their suffering patients by helping them to adjust to their own condition. This paper provides an overview of "Responding to Patient Suffering".

Background / Purpose: The aim of this study was to analyze the relationship between metacognition and mental health among first-year Japanese medical students at several months after admission.　Method: A questionnaire survey was conducted on first-year medical students at a private medical university. We used the Adults' Metacognition Scale to measure metacognition and the Japanese version of the 12-item General Health Questionnaire (GHQ-12) to measure mental health status.　Results: The data from 80 students were analyzed. The total metacognition score and the subscale monitoring score were negatively correlated with the GHQ-12 total score and were significantly different between the poor mental health group and the good mental health group. 　Discussion: The results suggest that students in poor mental health status were considered to have weak metacognition, especially monitoring.

Introduction: The theory of Human Factors (HF), which designs work and environment according to human characteristics, contributes to patient safety. However, there are not enough reports of systematic educational practices on HF. Our training was designed and practiced using SHEL, an explanatory model of HF.　Methods: Ten training sessions were conducted on the components of SHEL, including Software: manual design, Hardware: user-friendly medical device design, Environment: work environment design, Liveware (self) : human characteristics, and Liveware (others) : teamwork.　Reflection: The HF training using SHEL may lead to acquiring procedural knowledge of patient safety management, and to better understanding of HF by students. In addition, focusing on daily errors is expected to increase students’ learning motivation.

　It is said that “medicine is an art based on science,” but education in the art is not well practiced in medical education in Japan compared to education in the science. In a survey of medical students in the U.S., medical students who were exposed to literature, music, theater, visual arts, and other humanities had better empathy, emotional evaluation, and self-efficacy1). Medical humanities education, which is practiced mainly in Europe and the United States, is value education with humanities subjects to overcome dehumanizing medical practices, medical students and medical professionals, and to cultivate professionalism in physicians, such as humanity and altruism. This article focuses on “philosophical dialogue” and “improv” as practical examples of arts education in medicine in Japan that use the humanities and the arts to teach professionalism.