The Faculty of Medicine of Chiba University implements a curriculum for education on professionalism for students in multiple school years. The curriculum is designed to promote education solely for the Faculty of Medicine and that for interprofessional collaboration. Junior students attend lectures and workshops, which also involve patients, to learn about the definition of professionalism and ethics, and undergo the shadowing method to learn the necessary attitudes and behaviors as professionals from physicians prior to clinical training. In the clinical training, students attend workshops twice to reflect on their attitudes and behaviors from the viewpoint of professionalism. The interprofessional education program encourages students in each school year to learn skills required for interprofessional collaboration along with students of the Faculties of Nursing and Pharmacy. Students establish their identities as professionals - the most important goal for medical education, by comparing themselves with other health care professionals. It is important to implement both programs designed for the Faculty of Medicine and the promotion of education for interprofessional collaboration to help students establish their identities as professionals.

　The paper reports a summary of the second session: "Educational strategies: Presentation of cases and SGD + group discussion" of the workshop: "Establishment of a consensus on education on professionalism" . The participants in the session set a goal as a milestone at each of the following stages of professionalism competence, presented educational strategies to accomplish them, and held discussions with each other: (1) Immediately following admission to the university, (2) Junior medical students, (3) Preclinical education, (4) Clinical clerkship, (5) Curriculum for students in multiple school years (for six years) , (6) Clinical training, (7) Life-long education.

 As globalization also influences medical education, Chiba University has provided extensive study abroad programs. This paper reports a medical student's methods to prepare for using such programs and improve his English level, and outlines his actual experience of studying abroad during a 6-year period. It also discusses the significance of medical study abroad, focusing on the following 3 points: meeting medical leaders in other countries; establishing friendships with international medical students of similar age groups, while comparing Japanese students' abilities with international standards; and taking full advantage of being a student, as one is allowed to flexibly develop global perspectives only in his/her school days before starting a long career as a medical professional, to provide guidance for medical students toward such experience and career development based on it.

　This report summarizes the Inohana Interprofessional Education （Inohana IPE） program and describes its current achievements and improvement process. Since 2007, a total of 5,679 students have participated in the program. Students who have graduated include 335 from the Faculty of Nursing, 197 from the Faculty of Medicine, 84 from the Faculty of Pharmaceutical Sciences.
　Through Inohana IPE we have created an environment that encourages students’ self-directed learning and the setting of behavioral objectives and have refined the program contents and evaluation method. As the first phase of the improvement, we developed competencies for interprofessional collaboration with 6 components and then created a matrix of learning-achievement goals and 4 learning steps based on the competencies. Furthermore, the number of faculty members participating in the program has increased.
　The two main tasks for the future are to develop an IPE program for nursing and to integrate IPE for basic education and continuing education.

1)We applied a spiral curriculum devised by Harden to plan a sequential curriculum in outcome–based medical education at the Chiba University School of Medicine.
2)To plan a sequential curriculum, Miller's pyramid was applied to create a model for developing the competencies of physicians.
3)Competence levels based on the developmental model were used to plan learning objectives for each unit, and students and teachers were encouraged to understand the relevance of each lesson to competencies.

1)Professionalism should be explicitly introduced as a fundamental content into curricula/programs of undergraduate medical education, postgraduate clinical training, and of continuing medical education provided by professional societies and the Japan Medical Association.
2)We need to enhance our research activities on goals and objectives which should be accomplished through professionalism education, effective learning strategies, appropriate assessment methods, as well as the impact of informal and hidden curricula.
3)We propose that the medical profession should collaboratively develop various activities to win the trust of the general society in tandem with the introduction of professionalism education.

In the revised Core Curriculum, professionalism is listed as one of the basic qualities and abilities required of physicians. The definition of professionalism and related learning objectives (1. trust, 2. compassion, 3. liberal arts, and 4. bioethics) are also presented. However, the Core Curriculum does not explain why these objectives were listed. Therefore, some of them are difficult to understand or differ from what has been discussed in previous meetings of the current subcommittee (and previous committees). To properly and effectively advance professionalism education, it is necessary to confirm the contents of the revised Core Curriculum that are insufficient or inappropriate. It is also necessary to deepen the discussion for the next revision of the Core Curriculum. A symposium was held for this purpose. The main points of each lecture are presented within this report.

With the enactment of the amended Anti-Discrimination Act, which mandates the provision of reasonable accommodations, the urgent task for all health professional education institutions is to establish a support system for students with developmental disabilities. On the other hand, they are also required to fulfill their social accountability through quality assurance in education, such as the implementation of outcome-based education curriculum. In order to consider how to balance reasonable accommodations for students with developmental disabilities, quality assurance in education, and social accountability in undergraduate medical education, Professionalism Subcommittee held a workshop on April 22, 2023. The participants engaged in active discussions during the workshop.　Through a post-workshop survey, educational needs and challenges in supporting students with developmental disabilities were clarified, providing insights for future Subcommittee activities.