Telemedicine has seen rapid development all over the world due to the COVID-19 pandemic. Compared to other developed countries, the adoption of telemedicine has been sluggish in Japan. Most of the developed countries are focusing on the development of telemedicine as a national policy, which is why telemedicine is developing. Although telemedicine has been available in Japan for some time, it was only an adjunct to face-to-face treatment. However, due to the spread of COVID-19, the introduction of telemedicine is rapidly gaining momentum as regulations have been significantly eased to allow for initial consultations and new prescriptions other than those for on-demand use. This article compares the background and current status of telemedicine in Japan and other countries where telemedicine is making progress, and outlines the future prospects of telemedicine.

1) A BLS training program was held for the first-year students of Tokai University School of Medicine in 2007/08.
2) The training program was based on the objective structured clinical examination. In 2007, our faculty directly instructed first-year students. In 2008, under the guidance of faculty members, fifth-year medical students doing clinical clerkships served as student-instructors for teaching first-year students.
3) To assess the BLS training program, questionnaires were completed by both the first-year students and the fifth-year students. The results of the survey showed that all students participated in this program with high motivation and intensity. The first-year students rated the guidance given by student-instructors more highly than that given by faculty members. Moreover, the program appeared to be enjoyable and challenging for the fifth-year medical students. Thus, the preceptor-based BLS training program (the Yanegawara method) potentially motivates both first-year and fifth-year medical students.

Background: For enhancing nursing education, we conducted concept synthesis and empirical validation of the essential genetic/genomic nursing competencies on cancer medicine for all nurses.　Methods: First, 41 articles were reviewed to produce a prototype concept of the essential genetic/genomic nursing competencies on cancer medicine (Study A). Second, focus group interviews were conducted with 21 standard-level nurses in cancer care, genetic/genomic nursing practices were extracted, and these were synthesized into Study A results. Consequently, although two new nursing practices were generated, analysis was terminated because no new concepts were created (Study B). Lastly, two experts performed empirical validation for all subjects.　Results: The following seven concepts were identified: "Utilization of genetic/genomic information," "Prevention of cancer including family members," "Adjustment of genome-related resources," "Attitude toward diversity in individuals," "Fulfillment of basic responsibilities," "Acquisition of specific medical knowledge," and "Awareness of the contribution of genetic/genomic medicine."　Discussion: Compared with the existing genetic nursing core competencies, cancer management systems and technological reforms have led to the addition of "administration management of molecularly targeted drugs" and "harmonization with organizational and regional policies." Thus, the nursing practice behind the concept has shifted from the legally prescribed "medical treatment for injured and ill persons" to "assistance in medical care" involving family members. Others concepts included core competences of general genetic/genomic nursing similar to cancer care.