Current Status and Issues of Education on Radiation Health Risk Science

Naoki Matsuda; Yoshishige Urata; Masanobu Kitagawa; Masahiko Aoki; Yoshio Hosoi; Kenji Nemoto; Akira Ohtsuru; Tomonori Isobe; Hideyuki Sakurai; Kiyoshi Miyakawa; Ryoichi Yoshimura; Reiko Kanda; Takashi Kondo; Shunichi Takeda; Takeshi Toudo; Kazuo Awai; Teruhisa Tsuzuki; Takeshi Nagayasu

Return

Current Status and Issues of Education on Radiation Health Risk Science

VernacularTitle:放射線健康リスク科学教育の現状と課題〜全国実態調査の結果より〜
Author: Naoki MATSUDA ¹ ; Yoshishige URATA ² ; Masanobu KITAGAWA ³ ; Masahiko AOKI ⁴ ; Yoshio HOSOI ² ; Kenji NEMOTO ⁵ ; Akira OHTSURU ² ; Tomonori ISOBE ⁶ ; Hideyuki SAKURAI ² ; Kiyoshi MIYAKAWA ⁷ ; Ryoichi YOSHIMURA ² ; Reiko KANDA ⁸ ; Takashi KONDO ² ; Shunichi TAKEDA ⁹ ; Takeshi TOUDO ⁹ ; Kazuo AWAI ² ; Teruhisa TSUZUKI ¹⁰ ; Takeshi NAGAYASU ²
Author Information

1. Atomic Bomb Disease Institute, Nagasaki University
2. Working Group for Education of Radiation Health Risk Sciences, Council of Head of National Medical Schools of Japan
3. School of Medicine, Nagasaki University
4. Faculty of Medicine, Tokyo Medical and Dental University
5. Graduate School of Medicine, Hirosaki University
6. Graduate School of Medicine, Tohoku University
7. Yamagata University Hospital
8. School of Medicine, Fukushima Medical University
9. School of Medicine and Medical Sciences, Tsukuba University
10. Graduate School of Medicine, The University of Tokyo
Keywords: Radiation education; Model-core-curriculum; Radiological disaster medicine; Radiation risk communication
From:Medical Education 2019;50(6):581-587
CountryJapan
Language:Japanese
Abstract: In accordance with the new model-core-curriculum for medical education, the current status of education about the science of radiation health was surveyed in all medical schools in Japan. Among the four learning points related to the “Biological effects of radiation and radiation hazards” , about half of the schools covered issues on “radiation and human body” and the “effect of medical radiation exposure” in one, or less than one, 60-minutes class, but did not touch on “radiation risk communication” and “radiological disaster medicine” . A significant deviation of human resources was also observed between schools. Learning tools such as presentation files and video content were preferred as education support materials. Therefore, development and distribution of the learning tools, especially in “radiation risk communication” and “radiological disaster medicine” , may be a first step to promoting high-quality education on the science of radiation health risk in each school’s curriculum.