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  [in Japanese] Survey on Professionalism Education for Undergraduate Medical Students in Japan  [in Japanese]

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Author(s)

    • 朝比奈 真由美 ASAHINA Mayumi
    • 千葉大学医学部附属病院 総合医療教育研修センター Health Professional Development Center, Chiba University Hospital, School of Medicine Chiba University
    • 宮田 靖志 MIYATA Yasushi
    • 北海道大学病院 地域医療指導医支援センター・卒後臨床研修センター Community-hospital-instructor Supporting Center/Postgraduate Clinical Education Center, Hokkaido University Hospital
    • 尾藤 誠司 BITO Seiji
    • 国立病院機構東京医療センター 臨床教育部 Department of Clinical Education, National Hospital Organization Tokyo Medical Center
    • 板井 孝壱郎 ITAI Koichiro
    • 宮崎大学医学部 社会医学講座 生命・医療倫理学分野 Division of Bio-medical Ethics, Department of Social Medicine, Faculty of Medicine, University of Miyazaki
    • 浅井 篤 ASAI Atsushi
    • 熊本大学大学院 生命科学研究部 生命倫理学分野 Department of Bioethics, Graduate School of Medical Science, Kumamoto University
    • 天野 隆弘 AMANO Takahiro
    • 国際医療福祉大学 医学教育研修センター Center of Postgraduate Medical Education, International University of Health and Welfare
    • 井上 千鹿子 INOUE Chikako
    • 愛知医科大学大学院医学研究科基礎医学系医学・医療教育学 Aichi Medical University Graduate School of Medicine
    • 後藤 英司 GOTOH Eiji
    • 横浜市立大学医学研究科 医学教育学 Department of Medical Education, School of Medicine, Yokohama City University

Abstract

背景:第16期倫理・プロフェッショナリズム委員会では,プロフェッショナリズム教育の導入を推進しているが,国内の医学部・医科大学でのプロフェッショナリズム教育の実施状況は把握されていない.<br>方法:ユニット機関登録メンバーに対しプロフェッショナリズム教育の公式カリキュラムに関するアンケート調査を行った.<br>結果:プロフェッショナリズムを科目名あるいは学習目標に明示している大学は少なくとも12大学あった.カリキュラムの多くは臨床前に実施されていた.<br>考察:今後さらにプロフェッショナリズム教育が多くの大学で導入され,その教育方法および評価方法についても研究が進んでいくことが期待される.

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, 2012-12-25

    Japan Society for Medical Education

References:  7

Cited by:  1

Codes

  • NII Article ID (NAID)
    10031162067
  • NII NACSIS-CAT ID (NCID)
    AN00013280
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • ISSN
    03869644
  • NDL Article ID
    024210526
  • NDL Call No.
    Z19-586
  • Data Source
    CJP  CJPref  NDL  J-STAGE 
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