Conducting and Writing Quantitative and Qualitative Research

Comprehensive knowledge of quantitative and qualitative research systematizes scholarly research and enhances the quality of research output. Scientific researchers must be familiar with them and skilled to conduct their investigation within the frames of their chosen research type. When conducting quantitative research, scientific researchers should describe an existing theory, generate a hypothesis from the theory, test their hypothesis in novel research, and re-evaluate the theory. Thereafter, they should take a deductive approach in writing the testing of the established theory based on experiments. When conducting qualitative research, scientific researchers raise a question, answer the question by performing a novel study, and propose a new theory to clarify and interpret the obtained results. After which, they should take an inductive approach to writing the formulation of concepts based on collected data. When scientific researchers combine the whole spectrum of inductive and deductive research approaches using both quantitative and qualitative research methodologies, they apply mixed-method research. Familiarity and proficiency with these research aspects facilitate the construction of novel hypotheses, development of theories, or refinement of concepts.

Challenges of Teaching Humanities in Health Professions Education: Classroom Implementation and Educational Effectiveness of 'Mindful Practice' / 医学教育

The goal of medical education is to nurture healthcare professionals who can provide “excellent care.” However, our current medical education has many challenges to overcome to achieve this goal. The reasons are that deep mutual understanding between patients and healthcare professionals, self-awareness, and understanding of humanity, are all necessary for practicing medicine. However they have not been sufficiently verbalized and utilized in education. For medical education to be useful to healthcare professionals, educators, students, and patients, it is necessary to properly articulate these elements and put them into practice as education. This article introduces the “Mindful Practice” approach implemented at the University of Rochester, and explains how it can be used as material for medical education.

5. How Should They Respond to the Suffering of Patients with Illnesses That They Themselves Have Not Experienced? / 医学教育

Physicians are expected to listen and respond to their suffering patients. But how should they respond to the suffering of patients with illnesses that they themselves have not experienced?　The scope of palliative care has expanded to emphasize the provision of palliative care to patients with "SERIOUS ILLNESS," regardless of whether or not they are cured. In addition to cancer, physicians have had to deal with the suffering of patients with heart failure, respiratory failure, cerebrovascular disease, etc., but their treating physicians are still clueless about how to face their suffering and how to respond to their suffering. Whole Person Care is a systematic educational program to enable people to face their suffering patients by helping them to adjust to their own condition. This paper provides an overview of "Responding to Patient Suffering".

4. Cultivating Mindful Awareness and Clinical Congruence / 医学教育

Whole Person Care is educated for medical students as the core curriculum at McGill University. The core of Mindful Medical Practice Course aims to provide students with the experience of moving from "not knowing" to "knowing" and "realizing" to cultivate excellent clinicians who "actualize it." We outline mindful awareness and clinical congruence as the core concepts of the course. Students learn it through a variety of exercises and works. They will deepen their awareness of physical sensations, thoughts and emotions in daily life and practice Whole Person Care with congruence stance.

3. Educational Objectives and Methods of Whole Person Care / 医学教育

Whole Person Care education at McGill University aims to develop competent and compassionate physicians who can relate as a whole person to facilitate healing and provide better medical care to their patients. A step-by-step approach is adopted for the education throughout the four-year curriculum. It includes classes, experiential learning in small groups (20 students), simulation education, and panel discussions. It promotes interactive and unique experiential learning through a variety of exercises and works, and aims at transformational learning. It is essential to develop an attitude of being as a whole person, learning to be mindful and aware of the present moment (self, other and context).

2. How can We Establish Mindfulness Education for Future Healthcare Professions? / 医学教育

Mindfulness can be defined as awareness of physical and psychological processes in a nonjudgmental way. The purpose of adapting the ideas of mindfulness in health professions education is twofold. First, mindfulness education can develop stress management skills and self-care ability. Consequently, it can promote personal and professional identity formation. Second, mindfulness education can urge future healthcare professionals to improve the quality of patient care. Thus, this article will present practical reports from three medical schools that introduced mindfulness education for developing stress management skills and improving patient care and then discuss how universities can establish mindfulness education for future healthcare professions.

1. History of Curriculum Development at McGill University Faculty of Medicine and Training Medical Professionals for the Role of "Healer" / 医学教育

The Faculty of Medicine and Health Sciences at McGill University in Canada there has always been an exploration of effective curriculum development that adapts to new eras and aims to encourage medical students to understand how to enhance patients' well-being. In particular, the current MDCM curriculum, which launched in 2013, offers impressive programs at a conceptual level and at a curricular level. These programs explicate to students two roles for physicians who wish to place their patient's wellbeing at the center of their work: professional and healing. This article introduces the history of curriculum development in the Faculty of Medicine and Health Sciences at McGill University and explores how universities in Japan can develop healing curricula in each context.