1.A training method of central venous catheterization using a simulator
Yoshimi MATSUURA ; Taichi SHUTO ; Sachiko OKU ; Akiko OKADA ; Mina MORIMURA ; Kei TSUMURA ; Yasuhiko TAKEMOTO ; Hirohisa MACHIDA ; Akihisa HANATANI ; Kenta ISHIMORI ; Tamotsu KATAYAMA ; Kazuhiro HIROHASHI
Medical Education 2010;41(4):291-294
1) The central venous catheterization (CVC) training program for 2 trainees involves an instructor, a CVC insertion simulator (Kyoto Kagaku Co., Ltd), and a simulated patient.
2) The questionnaire filled out by trainees after the program showed favorable opinions, particularly the method of learning after the practice.
3) It is important that effective simulation programs for trainees are designed to develop practical procedures and professional attitudes as a physician using both a simulator and a simulated patient.
2.The Blended Teaching with Information and Communication Technology-based Learning before Classes and Simulated Clinical Problem-solving Training for the First-year Nursing Students
Hiroki NAMIKAWA ; Yasuhiko TAKEMOTO ; Tomomi TAKESHIGE ; Sachiko OKU ; Ayako MAKUUCHI ; Kazuo FUKUMOTO ; Masanori KOBAYASHI ; Shigeki KINUHATA ; Hiromitsu TOYODA ; Noriko KAMATA ; Yoshihiro TOCHINO ; Mina MORIMURA ; Taichi SHUTO
An Official Journal of the Japan Primary Care Association 2017;40(4):192-194
3.A Nationwide Survey on the Faculty Development for Simulation-Based Medical Education in Japan
Takashi SHIGA ; Kazsuhiko FUJISAKI ; Hiroyuki KOMATSU ; Takami MAENO ; Keiko ABE ; Junji HARUTA ; Yoshihiro TOCHINO ; Yasuhiko TAKEMOTO ; Kazunobu ISHIKAWA ; Taichi SHUTO
Medical Education 2019;50(3):245-250
We have conducted a nationwide survey on faculty development for simulation-based medical education in Japan. The response rate was 90%. Forty-seven (68%) schools have implemented faculty development programs for simulation-based education. The most commonly implemented contents were standardized patient development, task trainer, high fidelity manikin operation, and student evaluation, which were related to objective structured clinical examination objective clinical skill assessment. Only 15 percent of medical schools implemented topics on reflective practice, and scientific writing. A constraint on faculty time was the most commonly perceived barrier to simulation use (mentioned by 62 schools; 90%).
Result Analysis
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