Efforts to Promote the Comprehension of and Motivation for the Practice of Basic Life Support for Infants: A Novel Strategy for Pharmaceutical Education / 社会薬学

The mortality rate of pediatric out-of-hospital cardiac arrest is more than 80% in Japan, which is markedly higher than that in adults. Basic life support (BLS) by bystanders is essential for preventing sudden cardiac death. In the model core curriculum for pharmaceutical education in 2024, students must acquire the ability to ensure public health. As part of our educational policy, pharmacy students provide a workshop on infant BLS. This workshop is incorporated after the PUSH course, an authorized training program for BLS focused on chest compressions and AED use of people over elementary school age, for convenience. We herein investigated whether infant BLS training promoted the comprehension of and motivation to perform BLS for infants and assessed the educational relevance of pharmacy students serving as instructors of the BLS training course. Questionnaire responses were obtained from participants before and after the workshop. The majority of participants were college students and childcare workers. Knowledge of infant BLS by childcare workers was significantly more extensive than that by the other participants; however, overall understanding of infant BLS and the motivation to contribute to it increased irrespective of participant backgrounds. Overall improvement was also observed in the items necessary to implement BLS excluding artificial ventilation even though the instructions were given only by pharmacy students. The present results demonstrate that infant BLS training effectively enhanced public motivation to perform BLS for infants with cardiac arrest.

Online Symposium Held on June 10, 2023 / 医学教育

In the revised Core Curriculum, professionalism is listed as one of the basic qualities and abilities required of physicians. The definition of professionalism and related learning objectives (1. trust, 2. compassion, 3. liberal arts, and 4. bioethics) are also presented. However, the Core Curriculum does not explain why these objectives were listed. Therefore, some of them are difficult to understand or differ from what has been discussed in previous meetings of the current subcommittee (and previous committees). To properly and effectively advance professionalism education, it is necessary to confirm the contents of the revised Core Curriculum that are insufficient or inappropriate. It is also necessary to deepen the discussion for the next revision of the Core Curriculum. A symposium was held for this purpose. The main points of each lecture are presented within this report.

10. The 2022 Revision of the Model Core Curriculum for Medical Education in Japan for Healthcare Professionals and Global Trends in Health Professions Education / 医学教育

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.

9. Digital Transformation of the 2022 Revision of the Model Core Curriculum for Medical Education in Japan / 医学教育

The Model Core Curriculum (Core Curriculum) is a "model" that systematically organizes the "core" parts of a university "curriculum," which all universities should work on in common. This section describes the part of the Core Curriculum revision that is related to digital transformation (DX). In order to disseminate the Core Curriculum, prepare for future changes, and support the collaborative work of many experts, the DX of the Core Curriculum included the introduction of data and the digitalization of the Core Curriculum work process. The digitization of the core curricula has made it possible to search for and browse through them on a website, distribute them in multiple formats such as Excel files and csv files, and link them to various software such as electronic syllabi and data analysis software. The digitalization of the work process has enabled multiple members to revise the core curricula in parallel. In the future, more personnel will need to support the introduction of such digital technology and a wider range of data.

8. Learning Assessment and Good Practice (2) / 医学教育

In the 2022 Model Core Curriculum for Medical Education in Japan, "Chapter 3, Educational strategies and assessment" section II. "Learner Assessment," consists of three parts : II-1. Approaches to learner assessment, II-2. Assessment methods, and II-3. Questions about learner assessment. Based on the idea that "the way assessment is done varies from institution to institution," the answer to the "Question" is deliberately not included. We hope that readers will refer to this chapter when planning learning assessments in curriculum development while considering the curriculum's background and context.

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.

5. The 2022 Revision of the Model Core Curriculum for Medical Education in Japan and the Common Achievement Test Being Made an Official Requirement / Participatory Clinical Clerkship / 医学教育

Following the revision of the structure and content of the Model Core Curriculum for Medical Education to be more outcome-based and the legal status of the medical practice performed by medical students in the clinical clerkship, we have revised the Guideline for Participatory Clinical Clerkship. The following items were revised or newly described : significance of enhancing the participatory clinical clerkship, scope of medical practice, confidentiality, patient consent, patient consultation and support service, objectives of the clinical clerkship, simulation education, departments where the clinical clerkship is conducted, assessment in the clinical practice setting, CC-EPOC, and entrustable professional activities. A foundation has been established to promote seamless undergraduate and postgraduate medical education. However, future work is needed to examine the specific level of performance expected at the end of the clinical clerkship and department-specific clinical practice goals and educational strategies.

4. Alignment of the 2022 Revision of the Model Core Curriculum for Medical Education in Japan with the‘Standards of the National Medical Practitioners Qualifying Examination' / 医学教育

In this revision, we have attempted to align the Model Core Curriculum for Medical Education competency, "problem-solving ability based on specialized knowledge," with the "Standards of National Examination for Medical Practitioners." The major diseases and syndromes in "Essential Fundamentals" correspond to the basic diseases in Table 1 of the Core Curriculum, symptoms, physical and laboratory examinations, and treatment in "General Medicine" correspond to the items in Table 2 of the Core Curriculum, and the diseases in "Medical Theory" correspond to the diseases in PS-02 of the Core Curriculum. The validity of the diseases in the Core Curriculum was verified using the evaluation results of the examination level classification of the "Research for Revision of National Examination Criteria." Approximately 690 diseases were conclusively selected. This revision mentions the number of diseases in the Core Curriculum for the first time. Hopefully, this will lead to a deeper examination of diseases that should be studied in medical schools in the future.

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.

1. Outline of the 2022 Revision of the Model Core Curriculum for Medical Education in Japan / 医学教育

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.

Report of the 71st Annual Meeting of the Japan Society for Oriental Medicine Special Program 1—“Pre-and Post-Graduate Kampo Medicine Education for the Next Generation”: Symposium on Model Core Curriculum in Medicine, Dentistry, Pharmacy and Nursing, and the Current Status of Kampo Education / 日本東洋医学雑誌

At the 71st Annual Meeting of the Japan Society for Oriental Medicine in August 2021, we conducted a special program focusing on education in Kampo medicine, “Pre-graduate and post-graduate Kampo medicine education for the next generation.” As part of this project, we directed a symposium on the model core curriculum (core curriculum) in medicine, dentistry, pharmacy and nursing. The core curriculum in these fields includes Kampo education. Each institution shall promote education in accordance with the core curriculum, considering the characteristics of the field and the circumstances of the educational institution. We introduced the core curriculum in each field, and summarized and reported the current status of Kampo education in the field, points to note and suggestions for multidisciplinary cooperation, issues related to clinical practice and lack of educators, and future prospects.

Teaching of ethics in medical undergraduate programs / Enseñanza de la ética en programas de pregrado médico / Ensino da ética nos cursos de graduação em medicina

Abstract 19. Literature points to the existent diversity in medical graduate courses' curriculums, reinforcing the need to systematise and deepen more studies in this area with the aim of qualifying the formation of our future professionals. This study aims to understand the methods used in the teaching of Bioethics in medical graduation worldwide. It was characterised as an integrative review and the databases used were Pubmed, Scopus and Web of Science. In total 2993 articles were identified and 72 met the pre-selected criteria and were included in the review. The characteristics of teaching bioethics that stood out the most in the analysis were: teaching still very heterogeneous between different universities, use of various methodologies in the process of teaching/learning, teaching disconnected from the medical practice of students showing the need to integrate the curriculum with clinical practice and challenges of teaching-learning process. Most of the studies in this review lead us to understand that there is still no minimum parameters on the ideal method to teach bioethics, suggesting that it may affect the feeling of unpreparedness felt by students in face of ethical issues in clinical practice, despite the theoretical basis acquired.

Resumen 23. La literatura apunta a la diversidad existente en los currículos de los posgrados de medicina, reforzando la necesidad de sistematizar y profundizar más estudios en esta área, con el fin de capacitar la formación de nuestros futuros profesionales. Este estudio tiene como objetivo comprender los métodos utilizados en la enseñanza de la bioética en la graduación médica en el mundo. Se caracterizó como una revisión integradora y las bases de datos utilizadas fueron Pubmed, Scopus y Web of Science. En total se identificaron 2.993 artículos, 72 cumplieron los criterios preseleccionados y se incluyeron en la revisión. Las características de la enseñanza de la bioética que más se destacaron en el análisis fueron: docencia aún muy heterogénea entre diferentes universidades, uso de diversas metodologías en el proceso de enseñanza/aprendizaje, docencia desconectada de la práctica médica de los estudiantes, mostrando la necesidad de integrar el currículo con la práctica clínica y los desafíos del proceso de enseñanza/aprendizaje. La mayoría de los estudios de esta revisión nos lleva a entender que aún no existen parámetros mínimos sobre el método ideal para enseñar bioética, sugiriendo que puede impactar en la falta de preparación que sienten los estudiantes ante cuestiones éticas en la práctica clínica, a pesar de las teorías base adquiridas.

Resumo: 27. Vários estudos relatam a diversidade existente nos currículos da graduação em medicina, reforçando a necessidade de sistematizar e aprofundar mais estudos nesta área com o objetivo de qualificar a formação dos nossos futuros profissionais. Este estudo tem como objetivo compreender os métodos utilizados no ensino da Bioética na graduação em medicina em todo o mundo. Esse estudo caracterizou-se como revisão integrativa e as bases de dados utilizadas foram Pubmed, Scopus e Web of Science. No total, foram identificados 2.993 artigos e 72 atenderam aos critérios pré-selecionados e foram incluídos na revisão. As características do ensino da bioética que mais se destacaram nas análises foram: ensino ainda muito heterogêneo entre as diferentes universidades, utilização de diversas metodologias no processo de ensino / aprendizagem, ensino desvinculado da prática médica dos alunos evidenciando a necessidade de integração curricular com a prática clínica e os desafios do processo ensino-aprendizagem. A maioria dos estudos desta revisão nos leva a entender que ainda não existem parâmetros mínimos sobre o método ideal de ensino da bioética e traz como um desafio importante o despreparo sentido pelos alunos frente às questões éticas na prática, apesar da fundamentação teórica adquirida.

Comparison of Subjective/Objective Evaluation of Medical Students at Social Medicine Training between Different Grades in the Same Academic Year: Focus on Student Readiness / 医学教育

Background: The aims of the present study were to reveal the impact of the introduction of social medicine training one year earlier in a new university curriculum on subjective/objective evaluation of medical students, and to discuss the readiness of said students. Methods: In this natural experiment study, subjects comprised 73 third- (n = 31) and fourth-grade (n = 42) medical students who participated in social medicine training, namely “Family Health Practice Tutorial,” in 2017. The data consisted of student’s self-assessment and assessment from clients. The associations between these assessments and student grade were analyzed using the Mann-Whitney U test and ordinal logistic regression. Results: The score for “Language” in the assessment from the clients was significantly lower in the third-grade students than in the fourth-grade students after adjustment for gender (odds ratio = 0.147; 95% confidence interval = [0.027, 0.797]). Discussion: Insufficient readiness for language to residents in the community was found in third-grade medical students. Advanced communication training prior to practice for third-grade students may contribute to sustainable social medicine training in the community.

The Seamless Transition of Medical Education from Pre- to Post-graduate Training: Approach from Outcome-based Education / 医学教育

In the past, pre-graduate medical education and clinical training have not been sufficiently discussed and consistent training of physicians has not been carried out because the entities that implement the studies are different. In order to realize high quality pre-graduate education and post-graduate clinical training, and to promote seamless training of physicians, it is necessary to establish a system of medical education. It is also necessary to consider the outcomes of pre-graduate medical education and clinical training to maintain consistency in the review of clinical training system for physicians in 2020. This paper discusses the Model Core Curriculum for Medical Education and clinical training from the perspective of outcome-based education for consistent physician training.

A Questionnaire Survey on Economic Evaluation of Pharmaceutical Care in Schools of Pharmacy / 社会薬学

In Japan, the model core curriculum for pharmacy education was revised in 2013 and a topic related to pharmacoeconomics was added. A questionnaire survey was conducted to clarify the current situation of teaching this topic in schools of pharmacy. In an annual meeting of social pharmacy education in October 2017, a purpose this survey was explained and asked someone who had taught this topic in each school to answer questions. A total of 61 schools responded by mails or e-mails among 74 schools across Japan (82.4% response rate). About 68% of schools, the topic was taught as a part of required subjects. Main keywords related to analytical methods such as cost-effectiveness, ICER, and QALY were covered at 90% and over of all schools. However, utilization for healthcare decision making process was rarely discussed with case analysis (21.6%). Only limited schools answered that they included keywords of HTA and guideline. More than 90% of schools showed that preparation of syllabus and slides for the lecture was helpful. The survey indicated that contents taught in each school differed across schools and an appropriate educational tool would be required to standardize way of teaching under the core curriculum requirements.

Current Status and Issues of Education on Radiation Health Risk Science / 医学教育

In accordance with the new model-core-curriculum for medical education, the current status of education about the science of radiation health was surveyed in all medical schools in Japan. Among the four learning points related to the “Biological effects of radiation and radiation hazards” , about half of the schools covered issues on “radiation and human body” and the “effect of medical radiation exposure” in one, or less than one, 60-minutes class, but did not touch on “radiation risk communication” and “radiological disaster medicine” . A significant deviation of human resources was also observed between schools. Learning tools such as presentation files and video content were preferred as education support materials. Therefore, development and distribution of the learning tools, especially in “radiation risk communication” and “radiological disaster medicine” , may be a first step to promoting high-quality education on the science of radiation health risk in each school’s curriculum.

Reform of Professional Education in Physical Therapy in Perspectives of World Confederation for Physical Therapy International Course Accreditation: Case of Capital Medical University School of Rehabilitation Medicine / 中国康复理论与实践

This study described the significance of professional education in physical therapy in Capital Medical University School of Rehabilitation Medicine under the background of the World Confederation for Physical Therapy (WCPT) International Course Accreditation, analyzed the present problems of core curriculum system as well as the inevitable trends of carrying on the education reform of physical therapy, and the continuous reform program of core curriculum system in physical therapy based on the accreditation of the WCPT were suggested. The final purpose was to improve the quality of physical therapy talents substantially in order to achieve the standard of WCPT accreditation.

Present undergraduate medical education with connection to Postgraduate education / 医学教育

Medical education at college is the very first step of life-long learning as a medical doctor. Curricular reforms in Japan took place in the early 21st century, and can be exampled by the development of a model core curriculum, the emergence of the CAT (common achievement test) examination, the development of clinical clerkship and so on. The International accreditation of medical schools has just started spring of 2017. It highlights outcome-based education, which accelerates the connection of undergraduate education with postgraduate training.

A joint survey of medical students' self-assessment of competency after clinical clerkship and learning strategies among 9 universities in Japan / 医学教育

<p>Abstract:</p><p></p><p> This study examined the ability of medical students to self-assess basic clinical competence and learning strategies including simulation-based medical education for sixth-year medical students (n=903) at nine universities in Japan. About 40% of 27 procedures to achieve clinical skills in a model curriculum were taught using simulators with or without clinical training in hospitals. We noted that significant numbers of procedures were not practiced through any learning strategies. Higher self-assessment scores were observed among students in 4 schools who had more frequent learning opportunities through simulation-based education than among those with less frequent opportunities in 5 schools.</p>

A Proposal on the Curriculum of Behavioral Science / 医学教育

<p>Introduction: No formal curriculum has been formulated for teaching behavioral science to undergraduate medical students in Japan.<br>Method: We conducted a survey using the Delphi method to investigate the required competency in behavioral science for graduates in medicine. Then, we developed an outcome-oriented curriculum for teaching behavioral science.<br>Results: We propose an educational module of behavioral science consisting of 15 sessions of 90-minute lectures, small group discussions, and practice.<br>Discussion: We recommend including not only lectures but also practices according to problem-based learning as well as team-based learning in the curriculum to achieve the target outcome.</p>