We held an integrated seminar program on community medicine for high school students. We used questionnaires to evaluate the usefulness of the seminar.
1)The seminar included lectures about community medicine, active–learning programs, and discussions about medical issues.
2)Before the seminar, 96% of the participants had been interested in a career in medicine.
3)After the seminar, 96% of participants were satisfied with the seminar.
4)The number of the participants who wanted to work in the community in Oita in the future increased from 43% before the seminar to 62% after the seminar.
Our results suggest that this integrated seminar program is useful for getting high school students interested in community medicine.

During the coronavirus pandemic, we focused on Hypothesis-Driven Physical Examination (HDPE), which is performed while considering physical examination and differential diagnosis as issues that can be learned without directly having contact with patients. We created HDPE scenarios with students who elected general medicine in Clinical Clerkship 2, and we implemented HDPE using that scenario on the last day of the clerkship. The scenario was created online and HDPE was conducted face-to-face. Students could learn correct medical examination techniques and manners through mutual learning. In addition, they could acquire communication and lifelong learning abilities through cooperative learning. We were able to enhance the learning effect through mutual learning that works on the students’ own intrinsic motivation in terms of both creating scenarios for the framework of cognitive apprenticeship and implementing HDPE.