Introduction・Purpose: We conducted qualitative research to explore the psychosocial processes by which dental trainees overcome difficulties during clinical training. Our focus was on their resilience.　Methods: Semi-structured interviews with nine trainee dentists were conducted. For the data analysis, we used Modified Grounded Theory Approach.　Results: The three factors, namely, “relationships with others” , “inner strengths” , and “acting autonomously” , contributed to the processes by which negative effects of trainee dentists changed into positive ones.　Discussion: It was suggested that these factors could provide clues to understanding the psychological burden of dental trainees and how to support them in gaining self-confidence.

Purpose: This article aims to show common educational needs in a psychiatric hospital with an emergency ward.　Methods: We conducted a semi-structured interview with 10 manager class staff.　Results: Categories that emerged from the results were “Organization structure and function” , “Psychiatric work” , “How to interact with patients and families” and “Maintenance of mental health” .　Conclusion: Educational needs have been identified as learning points on which many professionals did not receive sufficient education before graduation. However, it is difficult for many professionals to recognize the utilization of evidence.

The Department of Hygiene and Preventive Medicine in Fukushima Medical University has carried out "Family Health Practice Tutorial" as part of social medicine training for undergraduate medical students. In this training, pairs of students, visited the same ordinary homes three times, and studied the Family Health Practices. Further learning was mainly offered in the tutorial, which is regarded as Problem-Based Learning. The visited family evaluated the students and gave feedback to them via their teachers. We herein present the report on the present state, evaluation method and tasks of the training. We also discuss the meaning of this training in medical education as well as future direction.

Physical examination is an important skill that is indispensable for physicians’ practice, but clinical practice tends to be a case dependent experience. In addition, there is not enough opportunity to systematically train the physical examination skills. Hypothesis is driven according to the clinical context. Our objective is to improve hypothesis-driven physical examination skills. Fifth and sixth grade medical students launched an interest group “General Medicine Interest Group” at Chiba University. Flipped classroom and peer teaching were adopted to the General Medicine Interest Group. The educational approach of incorporating flipped classroom and peer-assisted learning was considered useful for improving students’ motivation and physical examination skills. We will report on the activities and their effectiveness.

“Therapeutic self” is the foundation that every healthcare professional should acquire. It is an important theme in professionalism education, which aims to educate learners about the attitudes needed to be a good doctor. It is assumed that as learners gain “resonance (subjective estimation) “ and “objective estimation” , they will be able to improve patient-doctor interactions and achieve a good balance with therapeutic self.　In this article, firstly we explain the concepts associate with therapeutic self, then we introduce the strategy aimed at cultivating the therapeutic self in professionalism education: Through fieldwork training in a community, we aim to make the students more aware of the importance of the trust relationship between doctors and patients. We also aim to raise awareness about how healthcare professionals should be. An objective assessment of the therapeutic self was done using conversation analysis.

For the visualization of diploma policy (DP) achievement, we analyzed grade point (GP) of classes on subjects associated with competency (CPT). Visualization of students’ DP achievement became possible. When we divided DP into eight items, which responded to each CPT respectively and showed a radar chart with a calculation of the average grade points (AGP) in categorized class subjects. AGP for every item was compared among all students who were classified into six types, Those classifications were as follows all excellent evaluation, confined excellent evaluation, average evaluation high and low evaluation mixture, confined low evaluation and all low evaluation when compared with the average. We administered a self-check DP achievement questionnaire to the students and compared the results with AGP, Students were then classified into four types, self-underestimate, self-overestimate, appropriate low evaluation, and appropriate high evaluation. There were many female students in the self-underestimate type and many male students in the self-overestimate types. AGP analysis of class subjects associated with CPT is useful for the visualization of DP achievement and shows promise as a new student evaluation.

The Act for Eliminating Discrimination against Persons with Disabilities stipulates that medical training institutions need to offer the provision of Reasonable Accommodation to students with developmental disorders and/or related characteristics.　Reasonable Accommodation is the consideration to guarantee the rights of students with developmental disorders; thus, educational institutions have an obligation to provide this Reasonable Accommodation.　In this paper, we outlined specific support for students with developmental disabilities and related characteristics in medical training institutions from the aspects of “enrollment,” “university education,” and “employment.”　Essential ways to support students with developmental disorders and related characteristics include the presentation of clear criteria, mutual cooperation, and collaboration between faculty members and administrative staff, as well as understanding the basics of how to interact with such students.

Qualitative approaches have drawn increased attention from researchers in the health sciences who wish to understand the complex phenomena of health and sickness. This paper attempts to summarize the fundamental stances, theories, and characteristics of qualitative studies in the health field. With medical anthropology as the principal theoretical foundation, a few examples are discussed. Importance is placed on how health issues are socio-culturally constructed, thus, how their context can be holistically understood. A qualitative study typically presents a specific case or cases where health issues are bound by a particular time and locale to a social context within the study population. Because they are based on phenomenology and hermeneutics rather than positivism, qualitative approaches are quite different from mainstream quantitative approaches in terms of their objective, focus, process, methods of perceiving reality, and researchers’ stances. Dialogue between qualitative and quantitative approaches should be encouraged.

In the core curriculum for Medical Education, “Ethics and bioethics of medicine” is listed under the heading of “professionalism” . Medical ethics covers research ethics and clinical ethics. Clinical ethics deals with dilemmas encountered in the clinical practice.　When educating students on the four principles of medical ethics (respect for autonomy, beneficence, justice and nonmaleficence), it seems that it is effective for them to learn through experiencing a clinical ethics conference. However, it is difficult for students to experience an actual conference. Tence the in class use of case examples which will be introduced here.　One drawback to this approach is that there are many cases where the ethical dilemma is not clear even when those cases are presented at a clinical ethics conference. It is important to “discover the problem” through conference discussions, and interactions that cultivate ethical sensitivity. This is also one of the major goals of education.