Case：A 57 year-old man, who had received home oxygen therapy and noninvasive ventilation（NIV）as outpatient, was admitted to our hospital because he felt shortness of breath. He could not eat meals because he was required to receive NIV in all days. He therefore was admitted to our palliative care unit（PCU）on a permanent basis in order to improve the quality of his life. In the PCU, he could take a bath, eat meals and appreciate local folk songs while receiving NIV. Complications were only desaturation and feeling shortness of breath while bathing or eating. Conclusions：NIV may be a useful device for the patients with terminal respiratory failure.

We provide “student-selected components (SSCs) “ for 3rd-year students at our school. They work with local NGOs and identify SDH that affect the underserved population including people in isolation, poverty and/or homelessness. Since most students are from privileged families, those encounters made a strong impression on students who create a short video to advocate for people they have met. We describe the process of developing this program and explain the models and theories that underpin this education.

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.

Background: As a complementary medicine we have evaluated the efficacy of Benihuuki green tea, which contains methylated form of tea catechin reported stronger anti-allergic activities than ordinary catechin, on Japanese Cedar Pollinosis (JCP) in comparison with Yabukita green tea, contains ordinary catechin. This study was carried out during the pollination season, Feb.–April, in 2005.
Method: Four hundred eighty six patients with JCP, visiting 12 otorhinolaryngology clinics in Fukuoka prefecture were divided into A and B groups and subjected to quasi-single blind clinical trials. Under ordinary conditions, A-group patients took Benihuuki green tea and B-group took Yabukita green tea every day from February 1^st to the end of Japanese cedar and Cupressaceae pollination season. We compared nose and eye symptom scores, medication scores and disturbance of quality of life (QOL).
Result: There were no differences observed between the two groups with respect to their symptom scores and the disturbance of QOL. However, decreasing trend of the medication scores was observed in A-group (p < 0.1).
Conclusion: It has been suggested that Benihuuki green tea is a possible candidate as a complementary medicine for JCP during the pollination season.

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.