The patient was a 66-year-old woman who had a hysterectomy for myoma uteri 20 years before presenting to us, followed by vaginal stump prolapse about 10 years later. At the age of 64 years, she developed dysuria and vaginal stump prolapse and visited the urology clinic. An indwelling urethral catheter was inserted and surgical treatment was recommended. In January 2013, she underwent a complete transvaginal mesh operation for vaginal stump prolapse. Postoperatively, the prolapse was cured but stress urinary incontinence occurred. In June 2013, transobuturator tape was used to treat urinary incontinence. Three months later, transurethral inversion of the bladder became obvious associated with pain, and severe incontinence recurred. In November 2014, urethroplasty and a rectus muscle fascia sling procedure were performed. The transurethral inversion of the bladder was cured and the patient could void without urinary incontinence.

Purpose: This study aimed to identify the teaching competencies of medical residents. Methods: A modified Delphi study was conducted from January to March 2017. Twenty-four panelists (six medical educators, program directors, chief residents, and residents each) from various facilities in Japan participated in the study. The consensus criterion for this study was that more than 80% of the panelists gave a rating of 6 or higher on the 7-point Likert scale (“not at all important” to “extremely important”) without any comments. The modified Delphi approach resulted in a list of 27 resident teaching competencies after three rounds. These competencies were categorized based on Harden and Crosby’s 12 roles of medical teachers. Results: Our study revealed that, of the 12 roles, residents were primarily viewed as “clinical or practical teachers,” “teaching role models,” “on-the-job role models,” “learning facilitators,” and “student assessors.” Conclusion The 27 resident teaching competencies indicate the importance of educational proximity for residents as teachers. It is expected that this finding will contribute to competency-based resident-as-teacher education.

Background: Although there is a growing momentum in Japan to expect residents to play an educational role, the guidelines are still unclear. Objective: The purpose of this study is to examine the characteristics and contents of teaching roles for residents in the new curriculum of each specialty program and uncover current issues. Methods: Two researchers independently searched for and determined the wording related to teaching in the program for all 19 specialties. The research team extracted the relevant issues. Results: Seventeen of the 19 programs included a statement on educational roles for their residents, but almost all of the programs did not include educational competencies and any specific strategy to achieve it. Discussion: The definition of educational competencies and the development of methods to acquire the competencies are issues for the future. It is necessary to develop and expand programs for the Residents-as-Teachers program in Japan.

Residents have teaching roles in clinical practice, and the importance of these roles has been pointed out. This is due to their proximity to learners as Near-Peers. There are two aspects to consider: cognitive proximity, which allows them to share what learners don’t know, and spatial proximity, which allows us to share time and space for an extended period. Residents-as-teachers programs, which aim to improve teaching skills for residents, are being developed all over the world, but are still rare in Japan. We are conducting research to determine what teaching competencies residents should have. We are running a one-year fellowship based on the results of that research. The scale of the program has gradually increased, and in 2020, due to COVID-19, the fellowship went online. We restructured the fellowship in terms of Study/Workload, Enhancing Engagement, and Technical Issues. We received high satisfaction ratings for the online implementation.