We investigated the relationship between neonatal blood hemoglobin (Hb) and period of oxygen administration in 4 cases of fetomaternal transfusion syndrome at our hospital. The hematological parameters were as follows. Case 1: Hb 7.0 g/dL, reticulocyte count 177‰, no blood transfusion, and oxygen administration for 3 days. Case 2: Hb 4.7 g/dL, reticulocyte count 132‰, blood transfusion given, and oxygen administration for 7 days. Case 3: Hb 4.1 g/dL, reticulocyte count 202‰, blood transfusion given, and oxygen administration for 12 days. Case 4: Hb 3.6 g/dL, reticulocyte count 48‰, and blood transfusion given. In Case 4, we started artificial respiration and oxygen administration for treatment of neonatal asphyxia. Oxygen administration was stopped at 50 days of age. Artificial respiration was continued, and tracheostomy was attempted at 198 days of age. Case 4 was classified as having acute blood loss based on the reticulocyte count and had a poorer prognosis than Cases 1-3, which were classified as having chronic blood loss. In Cases 1-3, peripheral blood Hb level was inversely related to the period of oxygen administration.

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.