Survey on Professionalism Education for Undergraduate Medical Students in Japan

• Asahina Mayumi

  Health Professional Development Center, Chiba University Hospital, School of Medicine Chiba University

• Komoto Keiko

  Kansai Medical University Center for Medical Education

• Miyata Yasushi

  Community-hospital-instructor Supporting Center ／ Postgraduate Clinical Education Center, Hokkaido University Hospital

• Nomura Hideki

  Department of General Medicine, Kyorin University School of Medicine

• Bito Seiji

  Department of Clinical Education, National Hospital Organization Tokyo Medical Center

• Itai Koichiro

  Division of Bio-medical Ethics, Department of Social Medicine, Faculty of Medicine, University of Miyazaki

• Asai Atsushi

  Department of Bioethics, Graduate School of Medical Science, Kumamoto University

• Amano Takahiro

  Center of Postgraduate Medical Education, International University of Health and Welfare

• Inoue Chikako

  Aichi Medical University Graduate School of Medicine

• Ohbu（vice-chairman） Sadayoshi

  Department of Sociology, Rikkyo University

• Gotoh（chairman） Eiji

  Department of Medical Education, School of Medicine, Yokohama City University

Bibliographic Information

Other Title

• 医師養成課程におけるプロフェッショナリズム教育の現状調査
• 委員会報告 医師養成課程におけるプロフェッショナリズム教育の現状調査
• イインカイ ホウコク イシ ヨウセイ カテイ ニ オケル プロフェッショナリズム キョウイク ノ ゲンジョウ チョウサ

Abstract

Purpose: This is the first survey about professionalism curricula in medical schools in Japan.<br>Methods: Persons in charge of medical education at each school were asked whether they had a formal professionalism curriculum this year or would have one next year or both. Syllabuses from these schools were analysed.<br>Results: Of 80 medical schools, only 12 follow formal and explicit professionalism curricula. Curricula were implemented as a component of multiple courses （9 schools）, a single course （2 schools）, and an integrated sequence of courses （2 schools）. Most curricula were implemented in the preclinical years; only 1 was implemented in the 5th year （clinical） of the 6–year medical school course. Several teaching methods, such as lectures, workshops, interprofessional exercises, and ceremonies, were used. Students were assessed through reports, participation in discussions, rating scales, and portfolios.<br>Conclusions: Providing an explicit professionalism curriculum is important for promoting the professional development of medical students. This study revealed that only 15％ of medical schools in Japan followed an explicit professionalism curriculum. In addition, many of these curricula were implemented in the preclinical years and lacked a means of assessing students. The numbers of schools with professionalism curricula and of curricula in the clinical years are expected to increase.

Journal

• Igaku Kyoiku / Medical Education (Japan)

  Igaku Kyoiku / Medical Education (Japan) 43 (6), 447-452, 2012

  Japan Society for Medical Education

Keywords

• medical education
• professionalism
• undergraduate medical education
• educational curriculum
• nationwide survey

Details

• CRID: 1390282679077400192
• NII Article ID: 10031162067
• NII Book ID: AN00013280
• DOI: 10.11307/mededjapan.43.447
• ISSN: 21850453
• ISSN: 03869644
• NDL BIB ID: 024210526
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I024210526
• Web Site: https://search.jamas.or.jp/link/ui/2013132063
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed