I summarized what we medical educators expect from cultural anthropology from the following 2 points. One is the viewpoint of cultural relativism. Japanese medical educators tend to be Western supremacists. We expect cultural anthropologists to promote discussion in the medical／healthcare professions from the viewpoint of cultural relativism. The other point is to promote the teaching of anthropology in a clinical context. Referring to an explanatory model as a good example, we expect anthropologists to consider what physicians or healthcare professionals should know about cultural anthropology.

　Many research studies in medical education fail to follow a line of inquiry that will lead over time to advances in the field. A basic reason is the lack of opportunities for medical teachers to learn educational theories and terms. We recommend that novices in medical education research engage in a dialogue with experts to develop research questions. The theoretical framework plays an important role in research by allowing the same phenomena to be viewed through a different lens. Verbalization is important both in conducting qualitative research and writing the discussion section of papers.

　Since the proposal of Best Evidence Medical Education (BEME) by Harden in 1999, there has been an increase in the trend of discussing problems related to medical education using the results of medical education research primarily conducted in English-speaking countries as scientific evidence. However, if medical education, including professionalism and other issues, is discussed without taking into consideration cultures and systems, its essence may be overlooked. The present paper introduces a theory of professionalism regarding Japanese physicians using bushido (samurai spirit) as its model. I hope that the present paper will serve as a foundation for discussions concerning education on professionalism for physicians in Japan.

1) At the University of Dundee, the postgraduate certificate, diploma and Masters programme in medical education has been designed to meet the teacher training needs of health professions' teachers at a range of levels.2) In this programme, outcome-based approach was used in curriculum development, reflection is encouraged throughout the coursework, and linking theory with practice was emphasized.3) At the end of this programme, participants will understand the theory of medical education in general with the ability to apply it to their own institutions as well as the basics of how to conduct medical education research.

1) The Foundation Programme, consisting of 2-year rotations for residents, was introduced as a new postgraduate training scheme in 2005.2)In the Foundation Programme, medical students are requested to apply for Foundation Schools in each district.3) Foundation physicians are assessed with a Foundation Learning Portfolio, which is characterized by high validity and is based on medical education theory.4) The Foundation Programme is strongly influenced by the National Health Service, which is a social democratic health-care system. Therefore, we may describe British medical education as "social democratic medical education."5) In Japan, physicians and professional medical educators are requested to seek a new model of postgraduate training system balancing liberalism and social democracy.

1）Relationship between Japan and The Netherland in Medical Education started when Pompe van Meerdervoort visited Japan in 19th century.
2）Medical Education in The Netherland has been changing based on evidence in medical education since 1970s.
3）Utrecht University adapts Z type curriculum, spends 4 weeks for most of the clinical rotations, and has culture in which residents teach medical students.

  In this manuscript, several approaches and methods of assessment based on Miller’s pyramid of competence are demonstrated.
●Deliberate assessment and its planning regulate a learner’s approach to learning and drives learning.
●In the design and conduct of assessments, the educational effect and the effect on learning should be taken into account.
● While knowing does not necessarily guarantee competence, competence does not necessarily guarantee knowing.
●It is important to design and perform an informative, continuing, comprehensive programmed assessment to maximize the benefits of outcome-based education.
●The importance of assessment should be understood by the members of an institution, and the assessment must be feasible with regards to the available educational resources.

1. We participated in the 6th Jakarta Meeting on Medical Education held in Indonesia in 2013.
2. In Indonesia, medical education has been attracting more and more medical faculties. We are supposed to disseminate more academic outputs in the future.

　The theoretical framework for interprofessional education is drawn from a number of academic disciplines. To put theory into practice, it is necessary to analyze major theories and use metacognitive frameworks focusing on the micro, meso, and macro levels.
　As major theories, social constructivism and social capital were introduced. Social constructivism emphasizes the necessity of interaction with the social environment and proposes that persons play a large role in cognitive development. In social capital, people tend to share a common idea as “the social network has value.”
　On the basis of social welfare theory, we have described several theories focusing on the micro, meso, and macro levels. In micro-level analysis, successful application of adult learning theory, or andragogy, is a key mechanism for well-received interprofessional education. In addition, contact theory provides appropriate ways to reduce prejudice between members of a group, and social identity theory provides a concept for explaining intergroup behavior. In meso-level analysis, team learning, the theory of cooperation, activity theory, and Tuckman’s team development model were introduced. In macro-level analysis, we explained that healthcare professionals are socialized in complex systems focusing on organizational learning or practice.
　Finally, the literature for interprofessional education focusing on a metacognitive framework was introduced. We expect that, through multifaceted reflection over time, a theoretical framework for multidisciplinary cooperation will be developed.