Medical education programs of USA leading to the Medical Doctor are offered not only from 125 medical schools where only those who completed a four-year undergraduate college can apply for admission, but also from a combined post high school M. D. educational programs (PHM) equipped with the one-third of the 125 medical schools. In response to more frequent patient reports of dissatisfaction with their physicians' interpersonal skills and conducts towards patients, medical educators have emphasized the importance of personal and professional conduct among applicants for medical licensure. In 1984, the AAMC published the report entitled “Project Panel on the General Professional Education of the Physician and College Preparation for Medicine (subsequently referred to as “The GPEP Report” )” which ensured medical students' access to opportunities for more active learning, better integrated learning, and more patientoriented learning in medical school. In view of the current situation of the medical school in USA, the author strongly emphasized medical education reform in Japan to restructure the medical education to a four-year undergraduate college plus four-year medical school curriculum. If efforts to reconstruct the medical education system will be successful in the future, the author recommends significant changes in entrance examination so as to reconsider the content, timing and the process of their assessment techniques as well.

1) The Medical (Dental) Education Eligibility Test was developed as the medical school admission test in Korea and was administered for the first time on August 29, 2004. The test evaluates reasoning abilities in language, natural sciences, and spatial relationships.
2) The language section assesses cognitive and communication abilities. The natural science section assesses cognitive ability on the basis of academic knowledge in the field, whereas the spatial relationships section evaluates aptitude expected of dentists in their clinical examinations.
3) Because entrance examinations have traditionally placed too much emphasis on academic knowledge and achievement, assessment of other kinds of aptitudes, such as ethics, cooperativeness, and communication skills, has recently become increasingly important. It remains to be seen how these aptitudes and interpersonal skills can be measured and scaled with admission tests.

A nationwide survey of Japanese teachers belonging to departments of medicine was conducted to investigate their opinions about: 1) expanding medical departments into medical schools and, 2) the required subjects and selection criteria for admitting students to the faculty of medicine. We found that responses to both questions depended largely on the specialty of the teachers. With regard to the medical school design, which will cause a dramatic change in medical education in Japan, 60% of the teachers were in favor of expanding departments into medical schools.