7. Educational Strategies and Good Practice (1) / 医学教育

In the 2022 revision of the Model Core Curriculum, a new "Educational Strategies and Assessment" section was added as a further development in outcome-based education. By adding a chapter on strategies and evaluation, which is an important element of the curriculum, and linking it to qualities and abilities, we have devised a way for learners and instructors to make use of the Core Curriculum more easily. In addition, 11 example of strategy and assessment cases are included as Good Practice to encourage practical application. However, since these are only examples, we hope this chapter will be further developed as universities create strategies and evaluations that make the most of their unique characteristics.

3. A Newly Established Quality and Competency "Making Use of Information, Science and Technology" / 医学教育

Due to the importance of developing physicians' competencies to utilize information, science, and technology, the 2022 revision of the Model Core Curriculum for Medical Education newly established guidelines for qualities and competencies, which it refers to as "Competencies to utilize information, science, and technology." The Model Core Curriculum outlines these qualities as "understanding the ever-developing information society and practicing medical research and treatment while utilizing information, science and technology such as artificial intelligence." The guidelines are organized by the three perspectives of "ethical viewpoints and rules for dealing with information, science and technology," "principles of information, science and technology necessary for medicine and its surrounding society," and "utilization of information, science and technology in the medical field." The objectives of the course were set from the three perspectives of "ethics and rules for dealing with information, science and technology," "principles of information, science and technology necessary for medicine and the society surrounding it," and "utilization of information, science and technology in medical practice." We looked back on the process of formulating these qualities and competencies, which will become increasingly important, and discussed their future prospects.

Report: Medical Education Cyber Symposium / 医学教育

The novel coronavirus infection (COVID-19) has significantly impacted medical education and the need to respond to rapidly changing and uncertain situation. In addition, with the decision to hold this year’s annual meeting, it was deemed necessary to have a forum for information sharing and discussion. Therefore, a special committee was formed to organize a cyber-symposium on medical education, and four symposia were held every two weeks, starting May 2020, under the themes of ‘Future Clinical Clerkship’, ‘Examinations’, ‘Post-graduate Education’ and ‘Medical Education with Corona’. This paper reports these symposia and provides an overview and future considerations.

A Case Report on First-Year Experience Using Escape Rooms with Simulation / 医学教育

Introduction: Recently, Escape Rooms have been included in educational content.　Method: An Escape Room style class was conducted for first-year medical students to review previously learned content and to learn how to collaborate with others. The class was 70 minutes in total, 45 minutes of that was spent playing games. These included not only puzzles and riddles but also simulation-based tasks such as BLS. Multi-ending style was also used to motivate students.　Result: In addition to the difficulty of making stories and puzzles, the management of staff and organizing of the games were also challenging for the class.　Discussion: There are few comprehensive studies on educational practices using escape rooms. Research is necessary to consider effective and practical training methods.

A Case Report on Using a Board Game in Undergraduate Patient Safety Education to Enable Communication Error Experiences / 医学教育

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.

Use of Medical Simulators for Self-Learning among Undergraduates in Japan / 医学教育

While the number of medical schools with simulators is increasing, data pertaining to self-learning is scarce. We conducted a web survey, exploring the ownership and use of simulators at 82 medical schools in Japan; 29 medical schools responded. Twenty-eight of the medical schools owned one or more simulators. Twenty-four allowed undergraduates to engage in self-learning using simulators, and many imposed some restrictions on their use. The medical schools allowed the simulators to be used for a variety of reasons, including “examination preparation,” “improvement of clinical ability,” and “to meet strong demands from students.” Reasons for restriction on use were “equipment management” and “doubts regarding the outcome of self-learning without faculty.” The use of simulators in self-learning is widely supported at medical schools in Japan. In order to optimize self-learning with simulators, appropriate settings and optimal simulator choice should be explored.

Information and Communications Technology for Community Development / 医学教育

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.

What and How to Learn in Medical Schools:A Case Study of First-year Experience in Class / 医学教育

A first-year experience class for medical students was conducted to show a whole curriculum structure and to introduce some study skills through a few group work activities. Although the class was originally lecture-based, it was redesigned with active learning methods like group discussion, peer-review experience and peer-to-peer presentation using short articles. Students were asked to submit a learning record note and received feedback via Moodle. First-year students are expected to identify milestones toward the achievement of core competencies during the 6-year undergraduate curriculum and acquire basic skills leading to the development of various learning strategies. Learning outcomes of this attempt should be investigated for years and the class needs to be improved based on the evaluation.

Opinion: Survey of e-Portfolio Practice at Medical Schools in Japan / 医学教育

<p>Background: Electronic portfolios (ePFs) which can be accessed from personal computers and mobile devices are gaining in importance in medical education.</p><p>Methods: We sent out by post written invitations to participate in an online survey to the medical education units of all 80 medical schools in Japan.</p><p>Results: Of the 70 schools from which replies were received, 16 use paper-based portfolios, 14 use ePFs, 8 use both, and 32 do not use either. The most commonly used ePF systems are Mahara, manaba folio, and WebClass, and they are used in particular for clinical training. An increased burden on the faculty is considered a demerit of ePFs. Compared with paper-based portfolios, ePFs facilitate timely feedback and the better storage and sharing of data, but, on the other hand, they are demanding in terms of infrastructure and technical administration. Current ePF solutions are not considered optimized for medical education.</p><p>Discussion: There is a need for the development of a common ePF environment for use in medical education.</p>