ABSTRACT
Globally, there are currently three major competency models for healthcare professions education: CanMEDS 2015 in Canada, Accreditation Council for Graduate Medical Education Six-Competency model in the United States, and Tomorrow's Doctors in the United Kingdom. An investigation by the Revision Committee for the Japanese National Model Core Curriculum revealed that these competency models had been utilized in seven countries. In each country investigated for revision, medical schools were allowed to implement these major competency models flexibly. Although each university has a high degree of freedom in curriculum design and educational delivery, each country is regulated by a quality assurance system that requires accreditation by the World Federation for Medical Education (WFME) and other organizations. The 2022 Revision of the Japanese National Model Core Curriculum has also been translated into English and released to the global audience in the field.
ABSTRACT
Although faculty development (FD) on simulation education is widely conducted, there are few reports of its online implementation. In this study, we attempted an online simulation FD session in which all students and instructors participated remotely from different locations without ever meeting face-to-face, and learned simulation education by experiencing not only the provision of knowledge but also the planning, design, and demonstration of simulation education. Compared to face-to-face simulation FD, reflection-in-action among the students who played the role of instructor was facilitaed during the demonstration. In addition to the experience gained from the practice, we will report on the challenges and possibilities of online simulation FD using conceptuals framworks.
ABSTRACT
Foundation Program in Medical Education organized by Kyoto University since 2015, previously funded by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), is a program that combines face-to-face and distance learning to develop medical education training systematically. The students (or clinical teachers), who study about 120 hours a year, form a strong learning community, which is the envy of the supervisors, with their 12 peers. In addition, the program is characterized by its emphasis on educational philosophy and cultural anthropology.
ABSTRACT
Introduction: In order to improve education for simulation specialists, which is insufficient in Japan, it was necessary to visualize what they must learn. As a first step, we conducted a survey to determine the work conditions of Japanese specialists. Method: Based on the US operation manual and data from interviews with Japanese specialists, a 30- items questionnaire was created. Responses from 16 specialists at 12 facilities were collected. Result: The survey showed that all 30 items were performed by specialists at more than 40% of the facilities. Among them, the category of “technology” had the highest rating. Discussion: The work items and categories listed in the questionnaire are expected to be used as outcomes for specialist education in Japan.