The Practice and Educational Significance of Inquiry-Based Learning by Medical Students in the Community: From the Perspective of “Third-Generation Health Professions Education”
10.11307/mededjapan.56.3_189
- VernacularTitle:医学生による課題探究型学習の地域における実践とその教育的意義― “第3世代の医療者教育” の視点から―
- Author:
Miyuki TAKAHASHI
1
;
Osamu NOMURA
2
;
Ritsuki TAKAHA
1
;
Yuito TAKADA
3
;
Fumiya ASANO
3
;
Hiroaki KAWASHIRI
4
;
Takuya SAIKI
2
Author Information
1. Department of Community-Based Co-Creative Hida-Takayama Health Professions Education, Graduate School of Medicine, Gifu University
2. Medical Education Development Center, Gifu University
3. School of Medicine, Gifu University
4. Department of Medical and Health Care, Takayama City Hall
- Keywords:
project-and inquiry-based learning;
third-generation health professions education
- From:Medical Education
2025;56(3):189-193
- CountryJapan
- Language:Japanese
-
Abstract:
In health professions education in the 21st century, there is a need to move toward a third-generation educational practice oriented toward the transformation of healthcare and social systems. However, few examples of the development of such an educational model have been reported. In the context of community-based health professions education-where universities, governments, and hospitals are attempting to co-create a new type of health professions education, we have developed an educational model grounded in the principles of third-generation health professions education, including problem inquiry and interdisciplinarity. It is a project- and inquiry-based learning model that suggests the possibility for second-year medical students to contribute to social change, however small, through their proactive involvement in the inquiring, investigating, and proposing solutions to local problems. Further dissemination and validation of this model, which embodies the philosophy of third-generation health professions education, are anticipated.
