We evaluated the “Learning in a Laboratory” program, which was introduced into the curriculum at the Kyushu University School of Medicine in order to motivate students in the area of basic medical sciences. Students were assigned to a laboratory and conducted scientific research on particular subjects. We found that the program improved the image held by students of the basic sciences and scientists. However, contrary to teachers' expectations, the program exerted little influence on student choice of specialty after graduation. More appropriate objectives of the program may be development of a faculty of medicine with enhanced ties to the basic sciences and an open attitude toward continuous learning. Evaluatoin of the curriculum and feedback to teachers was necessary to improve the program.

A 21-hour education program for fifth-year medical students in terminal care was started at Kyushu University in 1991 with the participation of more than 20 lecturers from different specialties. Problems encountered as this curriculum was introduced are discussed. We believe that establishing a professorship in terminal care is essential for improving this curriculum.

In March 2001, Research and Development Project Committee for Medical Educational Programs proposed a model core curriculum for undergraduate medical education. In this curriculum, implementation of the clinical clerkship is strongly recommended. Two similar curriculum models were later presented by other organizations, and some differences were observed among them. We, Undergraduate Medical Education Committee, have evaluated and compared themodel core curriculum 2001 with the Japanese newer proposals as well as those of USA and UK. Here is reported our proposals for a better rewriting of the learning objectives in the model core curriculum 2001, with some emphasis on the nurture of the competence of the case presentation and decision making process.

In order to implement, or enhance the quality of clinical clerkship, it is necessary to develop good educational environment which will be appropriate to allow medical students participate in medical team services. Important things to be considered will be, (1) Systematic management of the individual department's program by the faculty of medicine, (2) Developing educational competency within the medical care team function, and (3) Nurturing students' awareness forself-diected learning and cooperative team work, and teaching- and medical staffs' awareness of their educational responsibilities. In this paper, to develop better educational environment for clinical clerkship, we propose a desirable situation of the educational organization, dividedly describing on the roles of dean, faculties, board of education, department of medical education, clerkship director, teaching physicians, residents and medical students.