Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
Search
Advanced search
OR
Browse
Search
Current issue
Displaying 1-13 of 13 articles from this issue
Show all abstracts
    • |<
    • <
    • 1
    • >
    • >|
original research papers
  • Transforming Medical Students' Perceptions Through a Self-Regulated Learning-Driven Emergency Medicine Clerkship Model
    Chiemi Hamada, Chihiro Kawakami, Rintaro Imafuku, Osamu Nomura, Ken Ot ...
    2025 Volume 56 Issue 3 Pages 149-159
    Published: June 25, 2025
    Released on J-STAGE: June 27, 2025
    DOIhttps://doi.org/10.11307/mededjapan.56.3_149
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    Background: Clinical clerkship training does not always provide an ideal environment for self-regulated learning (SRL) among medical students, and how students manage their learning during this period remains unclear. This study aims to explore how medical students perceive their SRL during clinical clerkship training in the emergency medicine department.　Methods: Semi-structured interviews were conducted with 28 fifth-year medical students at University A. Thematic analysis was performed using the SRL cyclical model as a theoretical framework.　Results: Eight themes were identified, including the emergence of professional identity through clinical training, the flexible selection of learning goals and tools in uncertain environments, and the appropriate planning of next-day goals and learning strategies through dialogue.　Discussion: The findings suggest that dialogue with colleagues, participation in team-based care, and clerkship structures grounded in the cyclical SRL model positively influence the transformation of students' perceptions of SRL.
    View full abstract
    Download PDF (864K)
review articles
  • A Scoping Review of Medical Simulation Educators' Competencies
    Ryosuke Miyamichi, Machiko Saeki Yagi, Yoshikazu Asada, Yasushi Matsuy ...
    2025 Volume 56 Issue 3 Pages 161-170
    Published: June 25, 2025
    Released on J-STAGE: June 27, 2025
    DOIhttps://doi.org/10.11307/mededjapan.56.3_161
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    Background: Simulation-based education (SBE) is a practical learning strategy in healthcare education. To ensure its quality, clarifying the competencies required of simulation educators is essential. Given the influence of cultural contexts, this study aimed to comprehensively examine the competencies of simulation educators in Japan and other countries.　Methods: A scoping review was conducted using the framework by Arksey and O'Malley. Literature searches were performed in four databases, including PubMed, to identify studies describing competencies for healthcare simulation educators. A total of 24 articles were selected and analyzed.　Results: The analysis identified nine major themes and 58 subthemes related to educator competencies. While literature from Japan and other countries covered the overall framework, variations were found at the subtheme level. Japanese literature lacked detailed descriptions on debriefing, advanced technologies, and research competencies.　Conclusions: While core competencies for simulation educators show similarities across countries, notable regional differences exist. Incorporating global insights while tailoring competencies to Japan's specific educational and cultural context is essential for developing effective educator training programs.
    View full abstract
    Download PDF (789K)
short reports
  • Socio-economic and Educational Backgrounds of First-Generation College Students in Medicine: A Nationwide Cross-Sectional Online Questionnaire Survey
    Yasuyuki Suzuki, Osamu Nomura, Koji Tsunekawa, Takuya Saiki, Yuko Take ...
    2025 Volume 56 Issue 3 Pages 171-175
    Published: June 25, 2025
    Released on J-STAGE: June 27, 2025
    DOIhttps://doi.org/10.11307/mededjapan.56.3_171
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    Objective: To determine the socio-economic and educational backgrounds of first-generation college students (FGCs) among Japanese medical students, with the aim of contributing to the improvement of medical school admissions.　Methods: A nationwide cross-sectional online questionnaire survey was conducted. A total of 1,849 medical students and 295 nursing students participated.　Results: The proportion of FGCs among medical students was 12.1%, lower than that among nursing students (39.4%). The backgrounds of FGCs were compared with those of non-FGCs (students whose parents were university graduates). FGCs were more likely to come from small cities and from outside the Kanto/Kansai regions. They reported lower annual family incomes and had fewer doctors or dentists among their relatives. FGCs attended cram schools less frequently, were more likely to have graduated from national or public high schools, and had higher academic grades. They applied exclusively to national or public medical schools, were more likely to take regional quota or recommended AO entrance examinations, passed these exams immediately after high school graduation, and were more often enrolled in their first-choice and national or public medical schools. FGCs also expressed a stronger intention to work in less-populated areas in the future.　Discussion: The backgrounds of FGCs differ significantly from those of non-FGCs. Further investigation into the challenges and potential of FGCs in medicine is warranted.
    View full abstract
    Download PDF (646K)
  • Analysis of Physicians' Self-Perceived Structure of Clinical Competencies
    Hiroki Aoki, Makoto Kikukawa
    2025 Volume 56 Issue 3 Pages 177-180
    Published: June 25, 2025
    Released on J-STAGE: June 27, 2025
    DOIhttps://doi.org/10.11307/mededjapan.56.3_177
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    Clinical competence in physicians comprises multiple interrelated components. We conducted a quantitative self-assessment survey of 132 physicians affiliated with the Division of Cardiovascular Medicine at Kurume University School of Medicine to investigate how these competencies are perceived. Nine competencies were defined based on national and international guidelines. Correlation analysis revealed significant positive associations among all competencies, indicating that physicians perceive them as interrelated. Hierarchical cluster analysis identified two major clusters: one related to individual traits and another associated with social interaction. These findings suggest that clinical competencies are perceived not in isolation but as structured domains. This provides foundational insight for the development of systematic training programs that align with how physicians experience and develop clinical competence.
    View full abstract
    Download PDF (666K)
practice research articles
  • Implementing PBL on the Credibility of AI-Based Clinical Judgments: Insights from the ARCS Model
    Yuma Ota, Yoshikazu Asada, Yasushi Matsuyama
    2025 Volume 56 Issue 3 Pages 181-187
    Published: June 25, 2025
    Released on J-STAGE: June 27, 2025
    DOIhttps://doi.org/10.11307/mededjapan.56.3_181
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    With the rapid advancement of artificial intelligence technology in medicine, there is a growing demand for medical school curricula to educate students on its use in accordance with evolving legal and ethical standards. Based on previous research findings, we implemented a problem-based learning (PBL) program for fourth-year medical students-prior to their clinical clerkships-to address legal and ethical issues related to AI utilization. A novel PBL case, featuring a medical student responding to a patient who over-relies on a diagnosis from an AI-powered medical consultation app, demonstrated potential educational value, as reflected in student feedback analyzed using the ARCS model.
    View full abstract
    Download PDF (788K)
  • The Practice and Educational Significance of Inquiry-Based Learning by Medical Students in the Community: From the Perspective of “Third-Generation Health Professions Education”
    Miyuki Takahashi, Osamu Nomura, Ritsuki Takaha, Yuito Takada, Fumiya A ...
    2025 Volume 56 Issue 3 Pages 189-193
    Published: June 25, 2025
    Released on J-STAGE: June 27, 2025
    DOIhttps://doi.org/10.11307/mededjapan.56.3_189
    JOURNAL FREE ACCESS
    Show abstractHide abstract
    In health professions education in the 21st century, there is a need to move toward a third-generation educational practice oriented toward the transformation of healthcare and social systems. However, few examples of the development of such an educational model have been reported. In the context of community-based health professions education-where universities, governments, and hospitals are attempting to co-create a new type of health professions education, we have developed an educational model grounded in the principles of third-generation health professions education, including problem inquiry and interdisciplinarity. It is a project- and inquiry-based learning model that suggests the possibility for second-year medical students to contribute to social change, however small, through their proactive involvement in the inquiring, investigating, and proposing solutions to local problems. Further dissemination and validation of this model, which embodies the philosophy of third-generation health professions education, are anticipated.
    View full abstract
    Download PDF (672K)
perspectives
suggestions from students
suggestions from students
    • |<
    • <
    • 1
    • >
    • >|
feedback
 Top