Objective: To clarify the characteristics of medical students' motives for choosing their profession.Methods: A nationwide, cross-sectional, quantitative web survey was conducted using the Profession Choice Motivation Scale for Education Students. Results: Valid responses were obtained from 1,804 medical students, and the applicability of this scale was demonstrated. Medical students considered "contribution to others," "fulfillment in the profession and studying medicine," "financial aspects," and "evaluation by others" to be important, while "mental and physical comfort" was deemed less important. Mean scores for "contribution to others" were significantly higher among female students, public medical school students, students attending their first- or second-choice medical schools, regional quota students, public high school graduates, and first-generation college students. Conversely, students with very low scores for "contribution to others" showed opposite demographic backgrounds. Discussion: The Profession Choice Motivation Scale for Education Students was applicable to the analysis of medical students, and a correlation was observed between demographic backgrounds and profession choice motives.

Aichi Medical University, a peer teaching support system was introduced in the 2018 academic year to assist students with low academic performance. While the initiative yielded some positive outcomes, variations in group motivation occasionally resulted in a lackadaisical attitude. Furthermore, limited faculty involvement restricted the scope of in-depth discussions. The onset of COVID-19 in 2020 further disrupted learning modalities, leading to an increase in the number of students repeating academic years. To address these challenges, several revisions were implemented in the learning support system starting in the 2022 academic year. These changes included confirming students’ willingness to participate in study sessions, increasing the number of faculty tutors, and enabling students to form study groups autonomously. This paper discusses the evolution of our learning support system and the experiences that led to these revisions.

This paper presents a method for organizing and categorizing educational objectives in medical education using revised Bloom’s taxonomy tables. The revision proposed by Anderson et al. in 2001 introduced a taxonomy table consisting of the Knowledge Dimension and the Cognitive Process Dimension. In this study, some of the educational objectives in the “Model Core Curriculum for Medical Education, revised in 2022, are classified using the taxonomy table, and practical methods for organizing them are presented. We also highlight the need for step-by-step reorganization of complex educational objectives that encompass multiple knowledge and cognitive processes, and propose a method to systematically organize the structure of educational objectives by utilizing taxonomy tables. Additionally, we propose a teaching method using the taxonomy table and demonstrate that this method enables the visualization and systematic organization of educational objectives.