For female physicians, it is important to nurture an environment that enables them to take advantages of support for child rearing as well as for their return to their original jobs. It is also critical for physicians, whether female or male, to receive education to recognize the professional/occupational missions of being a physician. Once they have received environmental support and mission clarification, they will be able to realize an uninterrupted career in order to attain their social contributions.

　The Committee on Studies of Career Education for Female Physicians has set five learning objectives by examining the required abilities and capabilities of a physician.

The proposed five learning objectives are to acquire:

(1) Professional awareness of the missions of being a physician,

(2) Ability to make career plans,

(3) Flexibility to embrace diverse values of the profession,

(4) Appropriate attitudes for both those receiving and those offering the support, because it should be the responsibility of the medical community,

(5) Recognition of social gender differences and acquires the capability to deal with such differences.

All organizations related to medical education should promote these five learning objectives.

　The Committee on Studies of Career Education for Female Physicians set five learning objectives for all physicians to nurture abilities for continuous public participation by women physicians. Next, we discussed the learning objectives corresponding to the learning period and made a road map. Further more, we proposed our new target-based education program and methods for its assessment.

Background: It is a major challenge to support training for simulated patients (SPs) and maintain a SP community. In order to promote the motivation of SPs, we conducted two sessions titled “clinical diagnostics lectures” . This study qualitatively explores the impact of the lectures for SPs.　Methods: Nine SPs who attended the clinical diagnostics lectures took part in focus group interviews. Transcripts were analyzed as per the Steps for Coding and Theorization (SCAT) method.　Results: Fifteen concepts and six categories were generated from the focus group interviews. The categories included , , , , , and .　Discussion: “Clinical diagnostics lectures” provided to SPs offer a deeper understanding of scenarios and motivation for SPs to learn. However, there was concern about deviation from the patient’s perspective.

In this revision, we have attempted to align the Model Core Curriculum for Medical Education competency, "problem-solving ability based on specialized knowledge," with the "Standards of National Examination for Medical Practitioners." The major diseases and syndromes in "Essential Fundamentals" correspond to the basic diseases in Table 1 of the Core Curriculum, symptoms, physical and laboratory examinations, and treatment in "General Medicine" correspond to the items in Table 2 of the Core Curriculum, and the diseases in "Medical Theory" correspond to the diseases in PS-02 of the Core Curriculum. The validity of the diseases in the Core Curriculum was verified using the evaluation results of the examination level classification of the "Research for Revision of National Examination Criteria." Approximately 690 diseases were conclusively selected. This revision mentions the number of diseases in the Core Curriculum for the first time. Hopefully, this will lead to a deeper examination of diseases that should be studied in medical schools in the future.