Examination of the Rashomon Model as the Educational Method about Clinical Education in the Acupuncture and Moxibustion.
10.3777/jjsam.51.500
- VernacularTitle:しん灸臨床教育における教育方法としての羅生門的モデルの検討
- Author:
Masataka KAWAI
- Publication Type:Journal Article
- Keywords:
clinical education of acupuncture and moxibustion;
educational method;
engineering model;
Rashomon Model
- From:Journal of the Japan Society of Acupuncture and Moxibustion
2001;51(4):500-506
- CountryJapan
- Language:Japanese
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Abstract:
Objective Structured Clinical Examination (OSCE) is one of the assessment methods used in the clinical education of acupuncture and moxibustion, by which Tanzawa et al. successfully conducted a systematic study. Beginning with their success, in recent years, OSCE has been introduced in the clinical education of acupuncture and moxibustion and has attracted researchers' attention.
In this report, we examine various types of educational methods used in the clinical education of acupuncture and moxibustion. To assess the methods, we used “Practice by Simulation”, a practicum introduced by our school in 1993, with the Rashomon Model, a method of developing and assessing curriculums. In addition, we discussed the usefulness of the practicum based on the students' achievements.
The studied “Practice by Simulation” class is summarized below. For this class, the General Instructional Objective (GIO) was to learn the clinical skills necessary for clinical treatment by acupuncture and moxibustion and to improve motivation as a practitioner of acupuncture and moxibustion while cultivating problem-solving ability. This class introduces the role-play method as a teaching strategy, and utilizes review sessions between the faculty and students and between the students. When this method of interaction is applied to the class, any member of the faculty must take creative actions according to the circumstance in response to the students' opinions and suggestions. In this case, importance is placed on “competence as a professional teacher”, which is one of the features of the Rashomon Model, because the class may thus develop beyond expectations. For this class, the teachers evaluate the students' achievements generally based on the observations and records of their contributions to the class and their positive attitudes in the discussions as well as short essays on the assigned subject by comparing with the defined GIO.
More than 70% of the students answered “yes” to the questions “Are you interested in this class?” and “Do you think it is useful?”, showing that “Practice by Simulation” with the Rashomon Model was useful. We will conduct a further study on this subject considering the students' psychological transformations.
