わが国での医学教育改革の潮流 The Stream of Renovation of Medical Education in Japan
ほぼ130年のわが国近代医学教育の歴史をひもとき, それを4期に分けて潮流を分析して温故知新を試みた. 第二次大戦前の70年よりも第2期に始まる戦後の60年の変化が著しく, 新制大学での一元化医学教育とインターン制度は医学部紛争から, 第3期の医大新設ラッシュによって多様化した・医学・医療の質量ともの変化は医師数不足をきたしただけでなく, 医師の資質と能力の向上が求められ, 新設医大での医学教育改革がそれらの問題解決の推進力となった. 最近10年間の第4期は医学教育の構造改革とカリキュラム刷新がことのほか顕著となって今日に至り, モデル・コア・カリキュラムや共用試験の導入につながり, なおその奔流はとめどもなく逆巻いている.
Referencing to one hundred and thirty years history of the modernized medical education in Japan, the author analyzed the stream of its renovation by classified it into four phases according to an old Chinese proverb, “They who want to know what shall be must consider what have been.” The change during sixty years after the World War II (the second phase) had been much more remarkable than that of seventy years before the War (the first phase). The unified medical education at all the new-system universities in the second phase had been diversified multidirectionally at many newlyestablished medical schools in order to meet the nation-wide demand to increase the number of young able physicians who became impulsive power group to innovate the traditional conservative medical society. The third phase had begun in 1991 when the university chartering standards law was liberalized vastly and every medical school could compose its curriculum more freely depending on its and student's demands like as order-made programs. Recent ten years, the fourth phase, are continuing up to today becoming the structure reform of medical education more remarkable and the education curricula core-oriented toward tomorrow's physician training. Now time has changed, “They who want to know what shall be must consider what will be.”
- 医学教育 = Medical education
医学教育 = Medical education 33(2), 71-75, 2002-04-25