The role of academic journals evolves with the times. Academic publishing is diversifying, shifting from traditional paper-based formats to broader dissemination through open access. In response to these developments-and to contribute to ongoing progress in medical education-Medical Education (Japan) has undertaken a comprehensive revision of its submission guidelines. As of January 17, 2025, all submissions, peer reviews, and editorial processes are being conducted in accordance with the updated guidelines.　The Editorial Board convened a round-table discussion to explore recent developments, beginning with the revision of the submission guidelines. This discussion elaborates on the journal's role and its relevance to the academic community, including society members, authors, and readers. It features statements from participating editorial committee members and highlights the key issues discussed, including the criteria each member uses to evaluate manuscripts. The aim is to offer insight into the journal's editorial stance and decision-making process.

A 32-year-old woman was diagnosed with Takayasu's arteritis 5 years ago and underwent aortic valve replacement for aortic regurgitation 1 year ago. She had been taking Prednisolone and Azathioprine for Takayasu's arteritis, but these drugs were switched to subcutaneous Tocilizumab 4 months ago. One month ago, she had dyspnea on exertion, and 2 days ago, chest discomfort appeared, and she came to our hospital. Blood tests showed CRP 0.02 mg/dl, and echocardiography and CT showed perivalvular leakage and aortic root pseudoaneurysm, which led us to suspect aortic root pseudoaneurysm due to Takayasu's arteritis and to perform emergency surgery. Although a circumferential pseudoaneurysm was observed at the aortic root, no destruction of the prosthetic valve was observed. The suture from the previous surgery was attached to the sawing cuff of the prosthetic valve, and the prosthetic valve was not fixed to the aortic annulus and could be easily removed. The Bentall operation was performed using a bioprosthetic valve. The histopathological diagnosis was subacute infective endocarditis, and the patient was diagnosed with a pseudoaneurysm of the aortic root due to infection. The patient had a good postoperative course and was discharged home on the 19th day. We report a case of Takayasu's arteritis with valve annular abscess after AVR, which was treated surgically during biologic drug administration.

Objective: When dopamine is administered using a syringe pump, the reduction in drug infusion volume due to syringe replacement can cause hemodynamic instability. To address this, several changeover methods have been developed. This study aimed to investigate the optimal syringe changeover method by comparing the time required for syringe replacement and the drug infusion volume during replacement across different methods. 　Methods: Experiment I. The time required for syringe replacement using the standard syringe changeover method and the flushing method was compared using the Mann-Whitney U test, and the volume of dopamine solution not infused during syringe replacement was estimated. Experiment II. At dopamine infusion rates of 3.6 ml/h (general initial rate) and 6.0 ml/h (standard rate), the dopamine infusion volume over 60 min after syringe replacement was compared between the on-off method or double pumping method and standard syringe changeover method. 　Results and Discussion: There was no significant difference in syringe replacement time between the standard syringe changeover method and the flushing method. The volume of uninfused dopamine solution during the syringe replacement period was less than 0.1 ml for both flow rates. At a flow rate of 3.6 ml/h, the volume of dopamine infused 10 min after the start of infusion was significantly larger with both the double pumping method and the on-off method compared with the standard method. At 30 min and between 50 to 60 min, only the on-off method showed a significantly larger infusion volume compared with the standard method. At a flow rate of 6.0 ml/h, no significant differences were observed at any time point. These findings suggest that higher flow rates may reduce the impact of frictional resistance.

Objective: This study evaluated the inflammatory response in lungs of EAE mice by immunohistochemistry and histochemistry. Methods: Eight adult C57BL/6 mice were injected with myelin oligodendrocyte glycoprotein 35-55 to induce the EAE. Lungs and spinal cords were sampled from the experimental mice at the time of sacrifice and used for the western blotting, histochemistry, and immunohistochemistry. Results: Histopathological examination revealed inflammatory lesions in the lungs of EAE mice, characterized by infiltration of myeloperoxidase (MPO)- and galectin-3-positive cells, as determined by immunohistochemistry. Increased numbers of collagen fibers in the lungs of EAE mice were confirmed by histopathological analysis. Western blotting revealed significantly elevated level of osteopontin (OPN), cluster of differentiation 44 (CD44), MPO and galectin-3 in the lungs of EAE mice compared with normal controls (p < 0.05).Immunohistochemical analysis revealed both OPN and CD44 in ionized calcium-binding adapter molecule 1-positive macrophages within the lungs of EAE mice. Conclusions and Relevance: Taken together, these findings suggest that the increased OPN level in lungs of EAE mice led to inflammation; concurrent increases in proinflammatory factors (OPN and galectin-3) caused pulmonary impairment.

Background: The management of medical student examinations has been affected by the COVID-19 pandemic, necessitating measures to prevent overcrowding at the entry/exit flow line of the examination room. Specifically, one method to mitigate congestion at the examination room exit is to allow students to leave early after completing their exams.Methods: This study utilized the regular final examination in emergency medicine for fourth-year medical students at Hirosaki University. Students were permitted to leave the room early, up until 20 minutes before the 60-minute examination period concluded. We included 130 participants in the study and conducted a multiple logistic regression analysis with the test score (higher (1) or lower (0) than the average score) as the dependent variable and the presence or absence of early withdrawal, gender, bachelor transfer status, and regional quota student status as independent variables.Results: Of the 130 fourth-year medical students included in the study, 14 (10.8%) left the exam room early. The multiple logistic regression analysis indicated that bachelor transfer students (odds ratio (OR) = 4.20, 95% confidence interval (95% CI) 1.24-14.18) and female students (OR = 2.56, 95%CI 1.24-5.25) tended to achieve statistically significantly higher scores. However, early leavers (OR = 1.78, 95%CI 0.53-5.95) and regional quota students (OR = 1.72, 95%CI 0.78-3.78) did not exhibit a significant association with the highest scores.Discussion: We found that there is no significant association between early exit of medical students and exam scores in our emergency medicine examinations. Therefore, implementing early dismissal can be justified as a measure to ensure a smooth flow of students when leaving the room.

In the 2022 revision of the Model Core Curriculum, a new "Educational Strategies and Assessment" section was added as a further development in outcome-based education. By adding a chapter on strategies and evaluation, which is an important element of the curriculum, and linking it to qualities and abilities, we have devised a way for learners and instructors to make use of the Core Curriculum more easily. In addition, 11 example of strategy and assessment cases are included as Good Practice to encourage practical application. However, since these are only examples, we hope this chapter will be further developed as universities create strategies and evaluations that make the most of their unique characteristics.

Globally, there are currently three major competency models for healthcare professions education: CanMEDS 2015 in Canada, Accreditation Council for Graduate Medical Education Six-Competency model in the United States, and Tomorrow's Doctors in the United Kingdom. An investigation by the Revision Committee for the Japanese National Model Core Curriculum revealed that these competency models had been utilized in seven countries. In each country investigated for revision, medical schools were allowed to implement these major competency models flexibly. Although each university has a high degree of freedom in curriculum design and educational delivery, each country is regulated by a quality assurance system that requires accreditation by the World Federation for Medical Education (WFME) and other organizations. The 2022 Revision of the Japanese National Model Core Curriculum has also been translated into English and released to the global audience in the field.