ABSTRACT
The basic policies of the 2022 revision of the Model Core Curriculum for Medical Education are : (1) revision of the basic qualities and abilities required of physicians in society in 2040 and beyond, (2) further development of outcome-based education (reorganization of learning objectives and the addition of a chapter on strategy and assessment), (3) consistency with legal and institutional changes in physician training, (4) streamlining and digitization of the document, (5) improvements to future researcher training and development, (6) evidence-based Model Core Curriculum content, and (7) Partial standardization with the core curricula of dentistry and pharmacy. Major points of revision include the addition of "Generalism" and "Information Technology " to the list of qualities and abilities, reorganization of diseases are to be consistent with the national examination, description of infectious diseases are to based on actual clinical practice, and "basic departments/specialties for participatory clinical clerkship" following discussion with JACME.
ABSTRACT
To accurately assess the clinical competencies of medical students at Fukushima Medical University, we have developed a novel online self–assessment system, which covers all goals in the "Model Core Curriculum for Medical Education in Japan." We added "Emergency," "Communication skills with staff," and "Simulation–based learning." Following their clinical clerkships, 79 sixth–year medical students assessed themselves and their clinical clerkships.<br>1)This novel online self–assessment system, consisting of 68 checklists in 15 fields, easily informs us of the actual conditions of clinical clerkships and students' confidence in their clinical competencies.<br>2)This internet–based self–assessment system revealed the current status and problems of clinical clerkships, prompting feedback to clinical instructors and members of the instruction committee.<br>3)Students felt "confident" or "confident to a certain degree" in most learning areas; however, simulation–based learning seems to be necessary in several areas, such as clinical skills, where feelings of shame or discomfort may be associated with patient care.<br>4)Students who had high total self–assessment scores evaluated clinical clerkships favorably. In contrast, students whose self–assessments frequently included "no learning experience" evaluated their clerkships negatively in the educational aspects of "skill" and "attitude."