I thought about the academic aspects of the Japan Society for Medical Education in the future. In the current situation, medical education papers published from Japan have been on an increasing trend but it was at a low level compared with the basic science. In the section of realistic and ambitions vision after 10 years, I suggested improvement of research quality through increase of the number of researches in the annual meeting etc.
To discuss the internationalization of the Japan Society for Medical Education (JSME), we gathered and summarized information, which included international participants to annual JSME conferences over the past eleven years, Japanese participants of international conferences on education in healthcare professions education, international educational programs provided by Japanese medical educationalists, and medical education programs provided overseas. However, we feel that the existing data are still insufficient to clarify the problems and goals that JSME should address in the context of internationalization. To overcome the situation, we propose 1) continuous information gathering and analysis regarding international academic activities, 2) a diversified approach on linguistic and cultural translation, and 3) internationalization starting from grassroots one-to-one relationships.
Members of Japan Society for Medical Education have various background. Some of them have chosen medical education as their specialty. Others specialize in a particular clinical fields and apply their knowledge to medical education. In this manuscript, I propose a survey be done for future collaboration on the background of members and established subcommittees. It is very important to maintain cooperation between medical education and clinical or basic medicine to provide effective education for under graduate students, residents and life-long learners. In the annual conference I propose to establish a program to study medical education systematically, show milestones and overcome language barriers for learner centered education.
At first, we reviewed interprofessional education in our country and introduced the conventional efforts being made by the Japan Society for Medical Education (JSME). Next, we listed academic societies of other medical and welfare occupations on medical and welfare engaged in education and explored collaboration with JSME. I introduced my own experience with Japanese Association of Medical Technology Education and discussed the possibility of developing cooperation among academic societies from my personal connections. As a concept after ten years, we thought about measures to allow members from each organization to participate in the academic meetings of JSME and other societies at low cost. In addition, we set up "the Interprofessional Education Committee on Medical and Welfare" at JSME and mentioned the collaboration with the Japan Association for Interprofessional Education and the necessity to build a foundation for interprofessional education.
Collaboration with nonmedical researchers offers the potential for members of the Japan Society for Medical Education to enrich their academic and educational activities. Since medical education after ten years needs more nonmedical knowledge, it is necessary to enhance collaboration with nonmedical researchers in more diverse fields. It is possible to consider various ways of collaboration including collaborative research on medical education and collaborative development of educational programs and materials. To promote collaboration, it is necessary to enhance communication between health professionals and nonmedical researchers by constructing a system that allows nonmedical researchers to participate in these activities more easily, by setting up liaison persons within nonmedical disciplines, and by interdisciplinary healthcare education. Collaboration among nonmedical researchers who are interested in medical education is needed as well.
This article illustrates how to use ICT for community formation in ten-year future plans. There is still room for improvement in using ICT, such as creating websites for JSME's annual conferences and seminars. Some other academic associations use social media effectively. For instance, YouTube videos are used to share conference information and Twitter is used for discussions during and after the sessions. There are four ideas that comprise the future vision. The first involves organizing an online course for learning medical education. The second involves establishing a Special Interest Group based on some specific medical education themes such as simulation and e-learning. The third involves creating a community for lifelong medical education, which is an important topic. The last one involves establishing a member support system for using ICT. In addition to these four ideas, there are other expectations that seem like wishful thinking. The first involves using new technologies such as VR and AR as conference organizing support tools, such as creating a "virtual" annual conference. The next expectation relates to "interpretation," which includes only translations into another language, such as Japanese to English, but also transcriptions in the same language using other phrases from a thesaurus and dictionary. Finally, establishing a methodology to manage the lifelong learning of healthcare professionals with digital badges is also expected. These things will be helpful for the next generation medical education community.
We analyzed the achievements of annual meetings of Japan Society for Medical Education (JSME) over the past 10 years. JSME is the biggest community in the field of medical education from the perspective of both social science and medicine. To develop the organization further, we argue that it should follow a line of inquiry that will advance science in the field as well as provide information on cutting edge faculty development within the context of Japanese medical education. To achieve this goal and facilitate continuity, we propose JSME develop a program committee for its annual meeting. We hope the meeting will provide a community of practice in which healthcare workers and researchers in the field of medical education can communicate and collaborate through the discussion of theories and practices.
Employing a theoretical framework and making a theoretical contribution are recognized internationally as important elements in medical education research. The focus of this paper is on a fundamental stage of research design, such as identifying the research paradigm relevant to the researcher’s study philosophical assumptions, including ontology, epistemology and methodology. Paying attention to basic elements of research process (i.e., philosophical assumption ― research paradigm/theoretical perspective ― methodology ― methods), researchers can ensure consistency in research design and make not only practical but also theoretical contributions to existing knowledge.