1) We found that students of the Graduate Entry Program (GEP) had the will to realize the aim of the recruitment but did not think highly of the GEP and were not highly motivated to contribute to medicine, the school, or the region. These findings reflect their low self-evaluation and their lack of real activities.
2) The GEP students had various proposals about the recruitment and examination methods of the GEP. Most proposals request clarification of how the program fits into the university's future goals.
3) Many GEP students foresaw that 5 to 10 years would be needed to distinguish themselves to from non-GEP students. At that time, more extensive research on GEP should be conducted.

　The education program in all medical schools in Japan has been studied and analyzed every 2 years since 1974 by the curriculum committee of the Association of Japan Medical Colleges. Based on the most recent analysis in 2015, the marked innovation of medical education, such as an integrated curriculum, active learning, and clinical clerkship, was recognized.