History of Japanese medical education.

Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.

On being a pathologist: a pathway to pathology practice; the added value of supplemental vocational training and mentoring in college and medical school.

Traditionally, vocational training and liberal arts (and premedical) curricula have been separate education tracks. This personal profile describes a program that evolved from the partial fusion of vocational training and a premedical education track. My personal health issue, visual impairment, which presumably resulted as a complication of congenital toxoplasmosis, hampered my ability to read in grammar school and necessitated my placement in remedial reading classes until eighth grade. My father created an independent home-based vocational training program that ran in parallel to my traditional school education all the way through college. In this case study, I provide an overview of this hybrid education program, which we refer to as the Vocational Training/Medical College Curriculum of the Future (VTMC). This term implies that the education of a student from K-12 school through medical college is a continuum. I find it useful to conceptualize a single education continuum beginning with vocational training and ending with medical education, with a large overlap area in the middle. In this paper, I describe a set of my work experiences that leveraged and reinforced my didactic education experiences. Mentors who supported aspects of the VTMC program have included a college president, a US Congressman, a Nobel Laureate, and a Massachusetts General Hospital leader in academic pathology. Elements of this innovative VTMC program have been used in K-12 public schools and in nonmedical graduate school programs.

Putting two and two together? Early childhood education, mothers' employment and care service expansion in Chile and Mexico.

In recent years, several middle-income countries, including Chile, Mexico and Uruguay, have increased the availability of early childhood education and care (ECEC) services. These developments have received little scholarly attention so far, resulting in the (surely unintended) impression that Latin American social policy is tied to a familialist track, when in reality national and regional trends are more varied and complex. This article looks at recent efforts to expand ECEC services in Chile and Mexico. In spite of similar concerns over low female labour force participation and child welfare, the approaches of the two countries to service expansion have differed significantly. While the Mexican programme aims to kick-start and subsidize home- and community-based care provision, with a training component for childminders, the Chilean programme emphasizes the expansion of professional ECEC services provided in public institutions. By comparing the two programmes, this article shows that differences in policy design have important implications in terms of the opportunities the programmes are able to create for women and children from low-income families, and in terms of the programmes' impacts on gender and class inequalities. It also ventures some hypotheses about why the two countries may have chosen such different routes.

Ambition gone awry: the long-term socioeconomic consequences of misaligned and uncertain ambitions in adolescence.

OBJECTIVE: The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. METHODS: Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). RESULTS: Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. CONCLUSION: Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.

Health visiting and district nursing in Victorian Manchester; divergent and convergent vocations.

Community nursing and public health work provided many Victorian and Edwardian women in Britain with the opportunity of a career and professional training. Such work created contradictions, not least the tension between 'inherent' female skills and the role of learnt professionalism. This article discusses Manchester's neglected district nurses alongside the city's more well-studied health visiting scheme. Comparing these occupations in one city highlights continuities in origins and practice, but a clear divergence in terms of class and purpose. These differences provide historians with opportunities to reconsider the inherent tensions and varied identities of employed women in Victorian and Edwardian Britain.

Traditional vocations and modern professions among Tamil Brahmans in colonial and post-colonial south India.

Since the nineteenth century, Tamil Brahmans have been very well represented in the educated professions, especially law and administration, medicine, engineering and nowadays, information technology. This is partly a continuation of the Brahmans' role as literate service people, owing to their traditions of education, learning and literacy, but the range of professions shows that any direct continuity is more apparent than real. Genealogical data are particularly used as evidence about changing patterns of employment, education and migration. Caste traditionalism was not a determining constraint, for Tamil Brahmans were predominant in medicine and engineering as well as law and administration in the colonial period, even though medicine is ritually polluting and engineering resembles low-status artisans' work. Crucially though, as modern, English-language, credential-based professions that are wellpaid and prestigious, law, medicine and engineering were and are all deemed eminently suitable for Tamil Brahmans, who typically regard their professional success as a sign of their caste superiority in the modern world. In reality, though, it is mainly a product of how their old social and cultural capital and their economic capital in land were transformed as they seized new educational and employment opportunities by flexibly deploying their traditional, inherited skills and advantages.

A qualitative study of the role of dental therapy in New Zealand.

OBJECTIVES: To investigate the role of the dental therapy profession in New Zealand, identifying the foundation of the profession, and the influences that have shaped its role. DESIGN: Qualitative study incorporating transcripts from oral archives, national questionnaires, and semi-structured interviews with key people of influence among the oral health professions. METHODS: A selection of data was ordered into a written sequence and presented, to demonstrate key influencing factors in the introduction, training and work of New Zealand's dental nurses. RESULTS: Education for the dental therapy profession was preceded by the school dental nurse vocation and, despite the intention for the dental nurse's role to be one of 'forestalling disease' and 'prevention', the eventual role was very different. CONCLUSIONS: The study provides evidence of the valuable role of Dental Therapy in New Zealand's public health sector, but whether the role has been utilised most effectively is questionable, particularly when considering the original objectives that were given when the School Dental Nurse concept was first introduced.

[The evolution of the vocational training of apothecaries and the pharmacists through the << Salle des Actes>> of the faculty of pharmacy of Paris]. / Evolution de la formation des apothicaires et des pharmaciens à travers la Salle des Actes de la Faculté de pharmacie de Paris.

The visit of la <> of the faculty of pharmacy of Paris brings important knowledge on the evolution of the vocational training of the apothecaries and the pharmacists during nearly five centuries. The characters represented on the portraits played a major role in the formation and dissemination of knowledge.

[Psychoanalysis in the advanced vocational training of social workers, Berlin 1930-1933 (Verein Jugendheim)]. / Psychoanalyse im Fortbildungsangebot für Sozialberufe, Berlin 1930-1933 (Verein Jugendheim).

The Verein Jugendheim in Berlin-Charlottenburg was a holding organisation of welfare institutions and of training facilities for members of the caring professions. In 1928 it founded a Soziales Institute that offered various courses for advanced vocational training. In those courses depth psychology - mainly represented by the Adlerians, least by the Jungians and increasingly by the Freudians - had a prominent place. The role of the Freudian school was supported by the fact that two staff members of the Jugendheim (Hildegard Buder-Schenck, Ursula Graf [Laessig]) started their analytic training at that time. The main teachers of psychoanalysis at the Institute were Siegfried Bernfeld, Edith Jacobson and Steffi Bornstein; notes take by a student at one of Jacobson's seminars are documented in this paper. In general, in the psychoanalytic courses there seems to have been a shift from academic teaching of theory to case oriented supervision. The presence of psychoanalysis in the training program of the Jugendheim indicates the beginning of an institutional rapprochement between pedagogy or social work and psychoanalysis in Berlin, analogous to earlier developments in Vienna. The rise of the Nazis put a stop to this promising, yet hitherto completely unknown, chapter of history.