Clinical Question-Centered Remote Learning for Residents
10.11307/mededjapan.57.1_19
- VernacularTitle:クリニカルクエスチョンを核とした研修医向け遠隔教育の実践
- Author:
Atsushi JINNO
1
;
Kento HANADA
2
;
Ken NAGAHATA
1
;
Kazuhito NOMURA
1
;
Hiroshi MIHARA
1
;
Masanori SHIRATORI
1
;
Hiroshi IDA
3
;
Tatsuo MANABE
3
;
Kenta SATO
4
;
Naoki ASAKAGE
5
;
Hideki OKASHIWA
6
;
Yoshihisa TSUJI
7
Author Information
1. Department of General Medicine, Sapporo Medical University
2. Department of Minami-Hiyama Rural Medicine, Sapporo Medical University
3. Department of General Medicine, Shiga Medical University
4. Department of Hospitalist and General Medicine, Shiga Medical University/Teine Keijinkai Hospital
5. Department of Internal Medicine, Chitose City Hospital
6. Department of General Medicine, Sapporo Teishinkai Hospital
7. Urakawa Red Cross Hospital
- Keywords:
remote learning;
cognitive apprenticeship;
reflective practice;
clinical question;
community-based training
- From:Medical Education
2026;57(1):19-26
- CountryJapan
- Language:Japanese
-
Abstract:
Cognitive apprenticeship and reflective practice are fundamental educational theories supporting postgraduate clinical training. Community hospital rotations provide ideal opportunities to apply these theories. However, community hospitals face challenges in securing educational time due to faculty shortages and heavy clinical workloads, leading to on-the-job training becoming the primary educational approach. Consequently, opportunities for structured instruction and reflection may be limited, potentially hindering the implementation of cognitive apprenticeship and reflective practice. To address this mismatch between educational needs and available resources, we implemented a remote educational conference focused on clinical questions (CQs) arising from residents' clinical experiences. Unlike traditional clinical conferences that focus on determining patient management, this initiative centers on reflective dialogue based on CQs formulated by residents themselves. By integrating experiential learning theory and reflective practice theory and focusing specifically on the latter three steps of cognitive apprenticeship, we successfully constructed an effective educational model for remote learning environments. This practice enables high-quality medical education that transcends geographical constraints and is considered valuable for future community-based medical education.
