ABSTRACT
Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends' SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends' SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends' SC. In conclusion, social connections have the power to enhance the motivation of university students' academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner's motivation to evolve into autonomous intrinsic motivation and prevent amotivation.
ABSTRACT
We provide “student-selected components (SSCs) “ for 3rd-year students at our school. They work with local NGOs and identify SDH that affect the underserved population including people in isolation, poverty and/or homelessness. Since most students are from privileged families, those encounters made a strong impression on students who create a short video to advocate for people they have met. We describe the process of developing this program and explain the models and theories that underpin this education.
ABSTRACT
Radical changes were made last year in the educational program of liberal arts at Juntendo University School of Medicine. The number of required courses was decreased, and students were given more freedom to choose electives. A survey at the end of the first semester evaluating the reforms showed great satisfaction on both sides: students were highly motivated to study, and the teachers were ready to answer their needs.
ABSTRACT
I had an opportunity to attend the 10th Forum of Leaders of Medical Education, which was sponsored by the Japan Medical Education Foundation. Guest lecturers were Dr. Michael Rosenblatt, Executive Director of Harvard Medical School/Beth Israel Hospital Foundation for Research and Education, and Dr. Frank Harris, Dean of the Faculty of Medicine, University of Leicester. Both their lectures gave implicit suggestions for the future reform of Japanese medical education. The main suggestions to improve medical education were that 1) lectures on the clinical medicine should be minimized and self learning through a tutorial system should be encouraged; and 2) except for the basic medical sciences, teaching in medical schools and hospitals should be limited to the training of skills, including communication skills, for medical examinations. In addition, the system for evaluation of instructors at Harvard Medical School is impressive because it stresses educational ability and educational achievements rather than research achievements.
