Beginning in 2009, Akita University introduced a mandatory coursework curriculum to promote career development for physicians. For first-year students, the seminar focused on activities to promote self-awareness, based on the use of worksheets and group discussions. For third-year students, an active-participation course based on the use of scenarios, group discussions, and role model demonstrations was initiated. At Akita University, we firmly believe in the importance of equally supporting the career development of male and female physicians, and are striving to create an environment in which all physicians can work together with full cooperation and mutual respect. This paper discusses the ways in which these considerations were incorporated into the career development curriculum, in line with our work environment philosophy, and addresses necessary changes for the future.

Members of Japan Society for Medical Education have various background. Some of them have chosen medical education as their specialty. Others specialize in a particular clinical fields and apply their knowledge to medical education. In this manuscript, I propose a survey be done for future collaboration on the background of members and established subcommittees. It is very important to maintain cooperation between medical education and clinical or basic medicine to provide effective education for under graduate students, residents and life-long learners. In the annual conference I propose to establish a program to study medical education systematically, show milestones and overcome language barriers for learner centered education.

Following the revision of the structure and content of the Model Core Curriculum for Medical Education to be more outcome-based and the legal status of the medical practice performed by medical students in the clinical clerkship, we have revised the Guideline for Participatory Clinical Clerkship. The following items were revised or newly described : significance of enhancing the participatory clinical clerkship, scope of medical practice, confidentiality, patient consent, patient consultation and support service, objectives of the clinical clerkship, simulation education, departments where the clinical clerkship is conducted, assessment in the clinical practice setting, CC-EPOC, and entrustable professional activities. A foundation has been established to promote seamless undergraduate and postgraduate medical education. However, future work is needed to examine the specific level of performance expected at the end of the clinical clerkship and department-specific clinical practice goals and educational strategies.

At the 71st Annual Meeting of the Japan Society for Oriental Medicine in August 2021, we conducted a special program focusing on education in Kampo medicine, “Pre-graduate and post-graduate Kampo medicine education for the next generation.” As part of this project, we directed a symposium on the model core curriculum (core curriculum) in medicine, dentistry, pharmacy and nursing. The core curriculum in these fields includes Kampo education. Each institution shall promote education in accordance with the core curriculum, considering the characteristics of the field and the circumstances of the educational institution. We introduced the core curriculum in each field, and summarized and reported the current status of Kampo education in the field, points to note and suggestions for multidisciplinary cooperation, issues related to clinical practice and lack of educators, and future prospects.