일본 의학교육 시스템 관련

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한-중-일 의학교육 시스템 비교(Neuroint, 2013)

Comparison of Medical Education and Requirements for Training in the Interventional Neuroradiology in China, Japan and Korea

Lin Bo Zhao, MD1, 2, Shigeru Miyachi, MD3, Hai Bin Shi, MD2, Dae Chul Suh, MD1

The difference between China and the other two countries is that there are several education paths in Chinese medical schools, which are listed in Table 1 [8].

Similar with Japan, there is an obligatory initial postgraduate clinical training program which lasts two years.

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Neurointervention. 2013 Feb;8(1):3-8. doi: 10.5469/neuroint.2013.8.1.3. Epub 2013 Feb 28.

Comparison of medical education and requirements for training in the interventional neuroradiology in china,Japan and Korea.

Zhao LB1, Miyachi S, Shi HB, Suh DC.

Author information

• 1Department of Radiology and Research Institute of Radiology, University of Ulsan, College of Medicine, Asan Medical Center, Korea. ; Department of Radiology, First Affiliated Hospital of Nanjing Medical University, First Affiliated Hospital of Nanjing Medical University, China.

Abstract

The interventional neuroradiology (INR, or neurointerventional surgery) became a rapidly emerging specialty since the first Working group inInterventional Neuroradiology (WIN) meeting was held in Santa Barbara in 1980 by 15 pioneers. Although the specialty has been led by neuroradiologists, other specialists of neurosurgery and neurology have become involved. Due to diverse background of the specialties with inadequate requirement of education and training, proper level of training standard and quality assurance may be achieved for outcomes of treated patients with neurovascular diseases. In East Asia, there are less inter-relationship of education and training among China, Japan and Korea when compared to the learning opportunities in western countries from the three nations. Therefore, we present the current status and difference of medicaleducation system and compare INR training to improve understanding of INR development in the adjacent countries.

KEYWORDS:

Interventional neuroradiology; Medical Education; Training

PMID:

 

23515458

 

[PubMed] 

PMCID:

 

PMC3601278

 

Free PMC Article

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전통적 임상의학교육의 개선: TMDU의 경험 (Med Teach, 2009)

Reform of a traditional clinical curriculum in Japan: Experiences at Tokyo Medical and Dental University

SUSAN E. FARRELL1, KAZUKI TAKADA2, ELIZABETH G. ARMSTRONG1, YUJIRO TANAKA2 & H. THOMAS ARETZ1

1Harvard Medical School, USA, 2Tokyo Medical and Dental University, Japan

Introduction Historically, Japanese undergraduate clinical training has consisted of students’ observations of clinicians’ work. Under the direction of the 1948 Japanese Medical Practitioner Law, any one who did not hold a physician’s license could not perform medical acts. As a result, the traditional clinical learning environment was akin to an observership. Traditional societal expectation has been that students will not be involved in direct patient care. In 1991, the Japanese Ministry of Health and Welfare redefined the medical acts in which medical students were allowed to legally participate (Ministry of Health and Welfare 1994). This legislative change provided incentives for the creation of clerkships in which students could participate in clinical medicine under structured guidance (Kozu 2006; Coordinating Council on Medical and Dental Education 2007; Plotnikoff & Amano 2007).

Tokyo Medical and Dental University (TMDU), established in 1946, enrolled over 200 students at the time of this study. In 2006, TMDU, in collaboration with Harvard Medical International (HMI), initiated a reform of TMDU’s traditional undergraduate clinical curriculum.

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Med Teach. 2009 Oct;31(10):947-9. doi: 10.3109/01421590902799302.

Reform of a traditional clinical curriculum in Japan: experiences at Tokyo Medical and Dental University.

Farrell SE1, Takada K, Armstrong EG, Tanaka Y, Aretz HT.

Author information

• 1Brigham and Women's Hospital, Harvard Medical School, Boston, MA 02115, USA. sefarrell@partners.org

Abstract

BACKGROUND:

Until recently, Japanese legislative guidelines dictated that undergraduate clinical training consisted of students' observations of clinicians' work. In 2006, Tokyo Medical and Dental University initiated a reform of their traditional undergraduate clinical curriculum. The reformintegrated students into patient care teams, and included the implementation of a clinical faculty 'tutor'.

AIMS:

This short communication describes a formative assessment of the reform work.

METHOD:

In 2007, students, residents, and tutors were surveyed to determine their perceptions of students' integration into clinical activities, and patients' acceptance of students in their medical care. An external consultant observed students' patient care activities, and assessed the methods of and perceived barriers to clinical teaching.

RESULTS:

Surveys indicated that students were most engaged in history-taking, procedures, and case presentations. Observations revealed students' activities and teaching to be focused on students' case presentations. Perceived barriers to teaching included insufficient time and personnel. Respondents felt that patients were accepting students in their clinical care.

CONCLUSIONS:

This clinical reform effort includes an increase in students' interactions with patients through history-taking, and teaching through case presentations.

PMID:

 

19877870

 

[PubMed - indexed for MEDLINE]

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왜 학생들이 의학교육에 참여하는가? (Clin Teach, 2015)

Why do students participate in medical education?

Hirohisa Fujikawa 1 , Jeffery Wong 2 , Hiroki Kurihara 3 , Kiyoshi Kitamura 4 and Hiroshi Nishigori 5

1 Department of Medicine , Suwa Central Hospital , Nagano , Japan

2 Division of General Internal Medicine & Geriatrics , Medical University of South Carolina , Charleston , USA

3 Department of Molecular Cell Biology , University of Tokyo , Japan

4 International Research Center for Medical Education , University of Tokyo , Japan

5 Center for Medical Education , Kyoto University , Japan

Medical education in Japan has experienced rapid change in recent times. Some of these changes include the institution of formal rotating internships in postgraduate training, beginning in 2004, and the introduction of a nationwide objective structured clinical examination (OSCE) and computer- based test (CBT), beginning in 2005. 1 In 2013, work began on developing a national accreditation system for undergraduate medical education. These changes have infl uenced the way that faculty members approach curriculum reform. As an example, medical students have recently become more involved in curriculum development in some, but not all, Japanese medical schools. Furthermore, the importance of student engagement in curriculum development is one of the basic tenets stated in the World Federation of Medical Education (WFME) global standards for quality improvement (World Federation of Medical Education; 2012). 2

THE UNIVERSITY OF TOKYO STUDENT GROUP FOR MEDICAL EDUCATION

Previously, student engagement at the University of Tokyo was not the norm because of strained relationships between students and faculty members, stemming from protest incidents in the 1960s. 3 After nearly 50 years of little to no involvement in curriculum planning, medical students at the University of Tokyo formed a group whose aim was to actively contribute towards planning and improving medical education at their school, with a little assistance from faculty members at the Centre for Medical Education. The University of Tokyo Student Group for Medical Education (UTSME) comprised between fi ve and 10 volunteer members in total from every year.

METHODS

A grounded theory methodology was used for this preliminary qualitative study. 5 From January to May 2012 at the University of Tokyo, the fi rst author (HF), who was a member of the UTSME, conducted individual semi- structured interviews with all seven members working for the group in 2012 with their consent. The interviews varied in length from 40 to 120 minutes, and the students were asked about what motivated them to participate in the process of medical education reform. All interviews were tape- recorded and transcribed verbatim. The transcriptions were fi rst iteratively read by HF and then analysed by the thematic synthesis method. In this method, text coding was performed fi rst, followed by the development of descriptive themes and then, in the last stage, analytical themes were generated. 6 We chose this approach because it is suitable for analysing relatively unstructured, text- based data in an inclusive and rigorous manner. 7 The last author (HN) read the transcripts independently, and through this triangulation process the identifi ed themes were reconciled to achieve higher reliability in the data analysis.

RESULTS

Three main themes emerged as potential explanations describing what motivates medical students to participate in the process of medical education reform: 

(1) extracurricular interaction with faculty members; 

(2) engaging with highly motivated peers; and 

(3) student values for serving the public. 

The students’ narratives were serially numbered using the code numbers S1–S7.

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Clin Teach. 2015 Feb;12(1):46-9. doi: 10.1111/tct.12240.

Why do students participate in medical education?

Fujikawa H1, Wong J, Kurihara H, Kitamura K, Nishigori H.

Author information

• 1Department of Medicine, Suwa Central Hospital, Nagano, Japan.

Abstract

BACKGROUND:

Medical student involvement in curriculum development is important; however, little is known about why medical students become engaged in this activity. The aim of this study was to understand what motivates medical students at one university to participate in the process of curriculum development and gain a wider perspective on student engagement in medical education.

METHODS:

Grounded theory methodology was the foundation of this study. We conducted semi-structured interviews with seven medical studentsfrom the University of Tokyo who developed and participated in a group whose aim was to actively contribute towards improving their medical education. The data from the interviews were analysed by thematic synthesis, with triangulation.

RESULTS:

Three themes emerged as potential explanations for motivating student behaviour: (1) extracurricular interaction with faculty members; (2) engaging with highly motivated peers; and (3) student values for serving the public.

CONCLUSIONS:

Students working to improve educational processes at their medical schools had the opportunity to communicate more with faculty members, enjoyed opportunities for networking with other highly motivated peers and enhanced aspects of their developing professionalism.

© 2015 John Wiley & Sons Ltd.

PMID:

 

25603708

 

[PubMed - indexed for MEDLINE]