1）As in most other US medical schools, clinical curriculum at the Harvard Medical School consists of clerkship in required core specialties in the third year, which provides a clinical base for exposure to the broad disciplines of medicine and experiences essential to credentialing as a licensed physician, and of elective rotations in the fourth year for advanced experiences in interested specialties or fields.
2）Highly–motivated students and teachers enthusiastic in education produce effective participatory clinical training, supported by two–year longitudinal training for clinical skills and patient–doctor relationship and by incentives for residency match and academic promotion.
3）The Harvard Medical School continues to improve its curriculum, most recently by creating longitudinal learning experiences and mentoring,.

1) Clinical education at the Tokyo Medical and Dental University consists of three parts: the preclinical clerkship which prepares students for clerkship, short observatory or partially participatory clinical education, called the combination block, and long participatory clinical education, the clinical clerkship. The clinical clerkship consists of core-and elective-rotations, including ten four-week rotations and two two-week rotations.
2) In implementing clinical clerkship, we sent up to 100 faculty staff to and carefully studied the model used at the Harvard Medical School, and developed our own original one that fits the Japanese setting.
3) To successfully implement the clinical clerkship, we developed a demo movie clip showing students’ expectation and tips for teaching, handed each student a cell phone to carry, allowed students’ charting to the electronic medical record system under supervision, and distributed a handout describing clerkship to all medical and paramedical staff.

1)We visited the Duke–NUS Graduate Medical School Singapore to learn the administration and management of, and the theory behind, team–based learning (TBL), a candidate educational method to replace the problem–based learning tutorial.
2)TBL motivates students to prepare for and engage in discussion. The grading of performance in TBL, certain characteristics of assignments, and the use of peer evaluation all promote individual and group accountability for learning.
3)To obtain the maximum overall benefit from TBL and to exploit group dynamics for effective learning, well–designed assignments are the key.