ABSTRACT
Purpose: Does longer study time motivate students to learn and make them feel a sense of accomplishment? Whilst “Human Biology,” one of the required courses in the first year of the medical school, was in need of a total course design reformation to make a shift from teaching to learning, it was necessary to examine whether longer study time is effective for better learning outcomes. Methods: To get students to learn outside of class, we flipped the course. Since the scores from weekly quizzes, which are held at the beginning of every class, and mid-term and final exams were returned to the students, fully calculated and strictly applied to their grades, students became motivated to study before class. During class time, lessons were taught in the active learning style. We used covariance structure analysis to examine the relationship between the out of class learning design, the syllabus reformation, students’ learning attitudes in the class, and their sense of accomplishment. Results: Study time outside of class increased from 4 hours per week in 2013 to 10 hours per week in 2016, and the students became more satisfied with the course. Our analysis shows that this well-structured syllabus and designing of lessons made the students study more both inside and outside of class, and allowed students to achieve the higher goals of the course. Conclusion: Designing out of class learning and incorporating it well with assessment resulted in longer study time and a stronger sense of accomplishment.
ABSTRACT
Pretests and posttests in the field of preventive medicine and public health were administered to third–year medical students of Shinshu University School of Medicine. This study aimed to determine whether pretest scores or posttest scores correlated with the term–end examination scores.<br>1）Pretests and posttests were administered 7 times to 112 third–year medical students, and the term–end examination was given in the first semester of the 2010 academic year.<br>2）Correlations were determined between pretest scores, posttest scores, the difference between pretest and posttest scores, and term–end examination scores. In addition, students were divided into quartiles in accordance with the pretest scores, and the posttest and term–end examination scores were compared among these quartiles.<br>3）The pretest scores significantly correlated with the posttest and term–end examination scores. The posttest and term–end examination scores were significantly higher in the fourth quartile（the highest pretest score quartile）than in the first quartile（the lowest pretest score quartile）.<br>4）The posttest scores did not correlate with the term–end examination scores.<br>5）Thus, we concluded that the pretest score rather than the posttest score is a useful predictor of the term–end examination score.
ABSTRACT
1) In 2004, Shinshu University School of Medicine started a program for third-year medical students to experience nursing services during both the day and night shifts. The program included lectures on nursing sciences before practice and debriefing sessions after practice.2) Most students viewed this program favorably and felt that the night-shift training was particular meaningful. They also had favorable opinions about the nurses who taught them.3) Some practical issues remain to be solved, such as security during the night shift and the possible excessive burden upon nurses.
ABSTRACT
The Society of Associate and Assistant Professors, Shinshu University School of Medicine, voluntarily held a miniworkshop for medical education in December 2006.Subjects were students' motivation, integrated clinical lecture, early exposure and research experience program.Based on the proposals from this meeting, following changes/additions were made to the 2007 curriculum.<BR>1) Clinical case presentation lectures for a combination of 5th and 6th grades students to raise the level of students' awareness and motivation.<BR>2) Lectures on doctors'career development for women to nourish professionalism.<BR>3) Doctors'office or hospital Visiting programs for freshmen to provide a chance to encounter the role model.
ABSTRACT
The importance of cooperation among the staffs of various medical specialties has been recognized.However, medical students have little chance to study with students of other specialties.We planned and held an interdisciplinary freshman seminar based on problem-based group learning for health science students.<BR>1) All freshmen entering the Shinshu University School of Medicine were divided into 20 groups and participated in a group-learning program.<BR>2) Students watched video material focusing on medical communication and were asked to investigate and discuss this issue in greater detail to deepen their understanding.<BR>3) Questionnaires filled out by students after the course revealed that most students were satisfied with the program because they could deepen their partnership with students of other specialties but were unsatisfied with the program's tight schedule and the inefficiency of discussions.<BR>4) Many instructors felt that the number of students in each group (12 or 13) was too large for effective group discussion.<BR>5) This program helped students understand the importance of communication in medicine but did not encourage students to study for themselves.