Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
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Volume 40, Issue 5
Displaying 1-12 of 12 articles from this issue
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  • Effectiveness of a training program using a mannequin-based simulator for central venous catheterization
    Masahiro TANABE, Masami TAGAWA, Tomohito SADAHIRO, Shigeto ODA
    2009 Volume 40 Issue 5 Pages 327-332
    Published: 2009
    Released on J-STAGE: September 01, 2010
    DOIhttps://doi.org/10.11307/mededjapan.40.327
    JOURNAL FREE ACCESS
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    Technical skills have traditionally been taught by "learning by doing". This teaching method is mainly associated with potential risks for patients. Teaching technical skills using simulators has emerged in recent years but their effectiveness has not been adequately tested. The objective of this study was to examine the effectiveness of a central venous catheterization (CVC) training program using a simulator.
    1) Twenty residents were randomized to either receive a training program using a simulator on CVC (simulator group, n=10) or not (non-simulator group, n=10). They were evaluated for their technical competence in performing CVC on patients and their personal concerns about their first experience of CVC.
    2) There was no difference between the two groups in resident and patient characteristics; however, the simulator group scored significantly higher in the 4-point performance score than the non-simulator group (2.80±0.33 versus 2.30±0.48, P=0.035).
    3) The completion rate of CVC was higher in the simulator group (90% versus 60%, P=0.12), and they required fewer attempts at needle insertions (1.67±0.71 versus 3.00±1.26, P=0.022).
    4) Residents in the simulator group noted the effectiveness of this program more frequently than those in the non-simulator group (86% versus 36%, P=0.057) and showed fewer concerns about their first experience of CVC on patients.
    5) The CVC training program using a simulator improved residents' skills and is likely to be effective to diminish the fears of residents about performing CVC on patients.
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  • A survey of hospital managers' interest in conducting clinical research and clinical research education
    Yoko YOKOYAMA, Hiroki MISHINA, Satoshi MATSUMURA, Yoshiaki KORI, Naoki ...
    2009 Volume 40 Issue 5 Pages 333-340
    Published: 2009
    Released on J-STAGE: September 01, 2010
    DOIhttps://doi.org/10.11307/mededjapan.40.333
    JOURNAL FREE ACCESS
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    Background: In Japan, although clinicians have been extremely interested in conducting clinical research, the shortage of clinical researchers is a serious problem. Therefore, it is important to explore barriers to conducting clinical research.
    1) We mailed a cross-sectional survey to hospital managers asking about their interest in and barriers to conducting clinical research and training clinical researchers at their hospitals.
    2) Of 810 eligible hospital managers, 301 completed questionnaires (response rate: 37.2%).
    3) The managers of university hospitals and national medical centers were more interested in conducting clinical research than were managers of other hospitals.
    4) Furthermore, 60.6% of managers of university hospital and 18.8% of managers of other hospitals reported the need to employ physicians who specialized in clinical research. However, given public research grants, about 50% of hospital managers were willing to employ research residents.
    5) Our results suggest there are still barriers to conducting clinical research, such as a lack of time set aside for clinicians and specialists to teach clinical research. A substantial strategy is needed to address the shortage of clinical researchers in Japan.
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  • The Advantage of an Integrated Basic and Clinical Medical Curriculum Exemplified by the Study of Hematology
    Toshiya SUZUKI, Nobuo NARA
    2009 Volume 40 Issue 5 Pages 351-353
    Published: 2009
    Released on J-STAGE: September 01, 2010
    DOIhttps://doi.org/10.11307/mededjapan.40.351
    JOURNAL FREE ACCESS
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    1) At Dundee University, which has an excellent history of medical education and where the objective structured clinical examination was developed, hematology and dermatology play integrated roles in the second semester of the first-year curriculum.
    2) Integrated curriculums, exemplified by the study of hematology, are expected to be introduced to medical schools in Japan.
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  • Development of a peer evaluation form and a self-evaluation form to acquire oral presentation skills
    Yuzo TAKAHASHI, Isao NAGANO, Zhiliang WU
    2009 Volume 40 Issue 5 Pages 355-359
    Published: 2009
    Released on J-STAGE: September 01, 2010
    DOIhttps://doi.org/10.11307/mededjapan.40.355
    JOURNAL FREE ACCESS
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    1) We have developed two forms to evaluate students' oral presentation skills (important but hard to teach in the medical school curriculum): one is a peer review form for an audience to evaluate a presenter's performance, and the other is a form for a presenter to evaluate his or her own performance.
    2) The evaluation process is simple: evaluators fill out the forms by checking the items for evaluation. With these evaluation forms students can get tips for improving their presentations because technical suggestions are written near each item.
    3) The forms were beneficial for both students and instructors, because students could get tips for improving their presentations, and instructors could concentrate their efforts on scientific content after the students' presentations.
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  • A questionnaire survey concerning the distribution and equipment of clinical skills laboratories in Japanese medical schools: Simulation-based skills training courses in clinical skills laboratories
    Toshiya SUZUKI, Masashi BEPPU, Nobuo NARA
    2009 Volume 40 Issue 5 Pages 361-365
    Published: 2009
    Released on J-STAGE: September 01, 2010
    DOIhttps://doi.org/10.11307/mededjapan.40.361
    JOURNAL FREE ACCESS
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    1) Simulation-based training is critical for medical students to acquire clinical skills. We sent questionnaires to all 80 medical schools in Japan asking about the status of clinical skills laboratories and received responses from 73 medical schools.
    2) Fifty-nine schools have skills laboratories. Forty-nine schools have curricula integrating simulation-based skills training. The 3 most common apparatuses are venopuncture trainers, basic life support mannequins, and skin-suturing trainers. Lung and heart sound auscultation trainers, advanced cardiac life support mannequins, and ophthalmoscopy trainers are used at more than 50 schools.
    3) Thirty-two of the 59 schools have simulation-based skills-training courses that are not included in the undergraduate medical curriculum. Medical staff and people in the community are participating. The four most common courses are, in descending order, basic life support, intermediate cardiac life support, advanced cardiac life support, and automated external defibrillation, which are held at more than 16 schools.
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  • Reflection on the Past 30 Medical Education Seminars and Workshops Held by the Medical Education Development Center
    Masayuki NIWA, Kazuhiko FUJISAKI, Tomomi KATO, Keiko ABE, Hideki WAKAB ...
    2009 Volume 40 Issue 5 Pages 367-374
    Published: 2009
    Released on J-STAGE: September 01, 2010
    DOIhttps://doi.org/10.11307/mededjapan.40.367
    JOURNAL FREE ACCESS
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    The Medical Education Development Center has organized seminars and workshops for medical education 30 times from 2000 through 2008 throughout Japan. The participants have numbered more than 3200 and have included educators, physicians, students, and simulated patients. The topics of seminars and workshops have included problem-based learning tutorial systems, medical interview skills, objective structured clinical examinations, evidence-based medicine, coaching technology, simulations, and community medicine in response to educational needs. A questionnaire survey of 1793 participants of the 11th to 30th seminars and workshops (response rate, 85.6%) showed a high degree of satisfaction (4.33±0.13 of 5 points). Invited lecturers and directors from throughout the country often organized these workshops. The results of workshops are reported in our annual monograph, "Trends in Medical Education."
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