A Nationwide Survey on the Faculty Development for Simulation-Based Medical Education in Japan

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  • Shiga Takashi
    Department of Emergency Medicine, School of Medicine, International University of Health and Welfare Committee member
  • Fujisaki Kazsuhiko
    Medical Education Development Center, Gifu University Committee member
  • Komatsu Hiroyuki
    Center for Medical Education and Career Development, Faculty of Medicine, University of MIyazaki, Miyazaki, Japan Committee member
  • Maeno Takami
    Faculty of Medicine, University of Tsukuba Committee member
  • Abe Keiko
    Aichi Medical University Graduate school of Nursing, Advanced Practice Nursing, Clinical nursing Committee member
  • Haruta Junji
    Department of Primary Care and Medical Education, Faculty of Medicine, University of Tsukuba, Japan Collaborator
  • Tochino Yoshihiro
    Office of Medical Education & Simulation Center, School of Medicine, International University of Health and Welfare Committee member
  • Takemoto Yasuhiko
    Office of Medical Education & Simulation Center, School of Medicine, International University of Health and Welfare Committee member
  • Ishikawa Kazunobu
    Department of Medical Education, Graduate School of Medicine, Osaka City University, Osaka, Japan Committee member
  • Shuto Taichi
    Office of Medical Education & Simulation Center, School of Medicine, International University of Health and Welfare Committee member

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Other Title
  • 医学部医学科におけるシミュレーションに関する大学教員研修についての全国調査報告
  • 委員会報告 医学部医学科におけるシミュレーションに関する大学教員研修についての全国調査報告
  • イインカイ ホウコク イガクブ イガクカ ニ オケル シミュレーション ニ カンスル ダイガク キョウイン ケンシュウ ニ ツイテ ノ ゼンコク チョウサ ホウコク
  • The 20th Learning Strategies Development Committee, Japan Society for Medical Education
  • 日本医学教育学会　第20期　学習方略委員会

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Abstract

<p>　We have conducted a nationwide survey on faculty development for simulation-based medical education in Japan. The response rate was 90%. Forty-seven (68%) schools have implemented faculty development programs for simulation-based education. The most commonly implemented contents were standardized patient development, task trainer, high fidelity manikin operation, and student evaluation, which were related to objective structured clinical examination objective clinical skill assessment. Only 15 percent of medical schools implemented topics on reflective practice, and scientific writing. A constraint on faculty time was the most commonly perceived barrier to simulation use (mentioned by 62 schools; 90%).</p>

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