We report three cases of skin disease successfully treated with juzentaihoto. Juzentaihoto has been used traditionally for deficiency of both Ki and Ketsu, and, at present, clinically for the treatment of various skin diseases. Toll-like receptors (TLRs) have recently been characterized as the receptors of innate immunity, which are mainly expressed on antigen-presenting cells. We previously reported that juzentaihoto enhanced interleukin-12 (IL-12) and interferon-γ (IFN-γ) production through modulation of TLR4signaling pathways in murine peritoneal exudative macrophages. Since Langerhans cells, a kind of the antigen-presenting cell, are known to exist in epidermis, we speculate that juzentaihoto improves T helper1and 2 (Th 1/2) balance through modulation of TLR signaling pathways in Langerhans cells. Our cases suggest that influence to acquired immunity through the innate immune signaling is assumed to be one of the mechanisms of juzentaihoto for controlling morbid states of the skin.
juzentaihoto ; Skin Diseases ; seconds ; Mechanism ; Possible

This paper describes the concepts of assessment theory which are necessary to implement the most desirable assessments, with a particular focus on validity and utility. Validity, classically defined as a trinity of content, criterion-related, and construct, is now encompassed by construct validity. By distinguishing between validity and validation, the process of reinforcing validity through argument-based validation is proposed. Furthermore, we refer to the concept of utility, which takes into account practicality (acceptability and cost) and educational impact, in order to make the assessment practice sustainable. Finally, we will address how learner assessment relates to program evaluation.

Supporting learners in difficulties is difficult. It is the responsibility of hospitals, universities and other medical education institutions to respond effectively. Traditionally, there has been a bias against focusing on the learner and a tendency to be persuaded by teachers’ beliefs. However, the factors that can lead to learners having difficulties in education include not only the learners but also the educators and the environment. There are also pedagogical, psychological, and cultural approaches to analyzing each factor. In the future, we would like to suggest that a single supporter have more than one perspective. However, because of the context in which supporters are placed, there is a limit to the number of perspectives that can be taken. Therefore, it is hoped that medical education institutions will be able to provide a support system in which multiple supporters, from multiple positions and with multiple perspectives, can ensure a broad perspective.