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Effects of Medical Student Gender on Communication during Objective Structured Clinical Examination Medical Interviews

Medical Education.2010;41(1):1-6.

This study aimed to assess how the gender of medical students affects their communication styles and those of simulated patients (SPs) during objective structured clinical examination medical interviews in Japan.
1) Medical interviews conducted by 82 fourth-year medical students (53 male and 29 female) at Nagoya University School of Medicine were analyzed by means of the Roter Interaction Analysis System.
2) Compared with male medical students, female medical students engaged in significantly more emotionally focused talk, particularly empathy, and asked more open-ended questions.
3) With female medical students, SPs engaged in significantly more social talk (personal remarks), gave more biomedical information, and made more total utterances than they did with male medical students.
4) The gender of medical students significantly affected their communication styles and those of SPs. (127 words)

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Education in Medical Ethics and War Crimes Committed by Medical Scientists

Takeshi YOSHINAKA ; Katsuo NISHIYAMA

Medical Education.2010;41(1):13-16.

1) Medical ethics is important in medical education. A questionnaire survey of medical ethics education was conducted at university departments of medicine and at medical colleges in Japan and Germany.
2) The Declaration of Helsinki and war crimes committed by physicians were included in the medical ethics education of most university departments of medicine and medical colleges in Germany but of few in Japan.
3) It is important to continue research into the history of physicians' participation in the 15 years of war and to prepare teaching materials, including primary sources and texts, about war and medicine that can be used in medical ethics education.

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Parasitology/medical zoology pointing toward medical education remodeling

Yuzo TAKAHASHI ; Yuzaburo OKU ; Takashi AOKI ; Nobuaki AKAO ; Junko SHIMADA ; Mamoru SUZUKI ; Hiroyuki MATSUOKA ; Naoki ARIZONO ; Takafumi TSUBOI ; Tamotsu KANAZAWA ; Katsuyuki YUI ; Tsutomu TAKEUCHI

Medical Education.2010;41(1):17-21.

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Experiential practice in assistance during an overnight tour for patients with Parkinson's disease

Tomoya TSUCHIHASHI ; Yuya OKAZAKI ; Takuzo HANO ; Toshiyuki KURIYAMA ; Tetsuya KAWABE ; Tatsuya TAKESHITA

Medical Education.2010;41(1):23-28.

1) The Department of Tourism Medicine was established at Wakayama Medical University in 2006. "Health tourism," a project of the department combining sightseeing with health care, has involved patients with a variety of diseases.
2) As a part of training to promote the compassionate care of patients, students participated in an overnight tour for patients with Parkinson's disease and kept the patients company all the time with various types of assistance.
3) The students could understand the daily condition of patients with Parkinson's disease, which they could not do in the hospital, and had favorable relations with the patients' families. This experiential practice was an effective means for promoting the compassionate care of patients.

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Curriculum development of narrative-based medicine in undergraduate medical education: The narrative-based medicine course at Sapporo Medical University

YASUSHI MIYATA ; Yutaka TERADA

Medical Education.2010;41(1):35-40.

1)In the 2008 academic year, we developed a new narrative-based medicine (NBM) curriculum at Sapporo Medical University.
2) The program includes lectures on the concept of NBM, the clinical practice of NBM, and the illness narratives of patients' families, and exercises in narrative competence (significant event analysis, parallel chart, and life story).
3) Although some students had negative attitudes about the program, most students evaluated the course positively. We need to continuously improve the curriculum to develop narrative competence in medical students.

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Teaching experience for medical students to complete problem-oriented medical records in undergraduate medical practice

Tadanari HARADA ; Yohei FUKUMOTO ; Setsu KOBAYAKAWA ; Sayako ONO ; Momoe SANECHIKA ; Fujio MURAKAMI ; Masaru KAWASAKI

Medical Education.2010;41(1):47-50.

1) A possible reason that medical students do not complete problem-oriented medical records is a problem in putting information received from patient into a problem list.
2) We invented a clinical case and asked students to list problems from the case and to establish an initial plan for admission. The exercise was effective for teaching students to complete medical records.

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Laboratory practice in transfusion medicine for medical students and physicians at Okayama University Hospital

Kazuma IKEDA ; Haruko SUGIYAMA ; Tohru IKEDA ; Naomi ASANO ; Hiroaki OGO ; Tomoko MIYOSHI ; Hitomi KATAOKA ; Takaaki MIZUSHIMA ; Yoshio NAKAMURA ; Nobuchika KUSANO ; Hiroki OKADA ; Koji OCHI ; Norio KOIDE

Medical Education.2010;41(1):51-53.

1) All students but 1 correctly typed the ABO blood groups, but only 33.2% of students and 63.9% of physicians properly performed cross-matching.
2) Most failures in cross-matching were due to the inability to detect allogeneic antibodies, but 5.2% of students and 2.9% of physicians failed to detect ABO mismatching.
3) Although laboratory practice is suggested to help students to solidify knowledge and comprehend principles, achieving an official goal of residency - gaining competence in performing and interpreting cross-matching independently - appeared difficult.

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Education and mentoring for physicians in the clinical research program at the University of California, San Francisco

Hiroki MISHINA ; John I TAKAYAMA ; Shunichi FUKUHARA

Medical Education.2010;41(1):55-57.

1) I participated in the postgraduate clinical research training program at the University of California, San Francisco.
2) The program included course work for acquiring knowledge about conducting clinical research and an individual mentoring system that provided effective support for researchers to conduct their own research.
3) To improve mentoring skills, trial programs were implemented, including specific education programs for faculty and performance evaluations.

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Issues to conduct randomized controlled trials in medical education area

Hirotaka ONISHI ; Atsushi WATANABE ; Hirono ISHIKAWA ; Yasutomo ODA ; Sugimoto SUGIMOTO ; Rika MORIYA ; Motofumi YOSHIDA ; Takeshi MORIMOTO ; Akinobu YOSHIMURA ; Ryoko ASO ; Toshiro SHIMURA

Medical Education.2010;41(1):65-71.

1) We conducted a randomized controlled trial in medical education area and explored practical issues through reflection on the processes.
2) In February 2007, 39 fourth-year medical students in Nippon Medical School listened to the lecture about how to ask key questions for the diagnosis. Shortly after they had medical interview with a standardized patient for measurement purpose. They were randomly allocated to study and control groups. The lecture content for the intervention group corresponded to the interview but the one for the control group did not correspond to the interview.
3) We identified the issues related with ethical review for research, how to mask the information of randomization out of assessors, and equity of educational intervention and assessment offered to both groups.

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The relationship between medical students' eagerness in clinical clerkships and their interest in medical departments

Yoshihiro KATAOKA ; Ayumi TAKAYASHIKI ; Tetsuhiro MAENO

Medical Education.2010;41(1):7-11.

Medical students must have motivation to participate in medical care during clinical clerkships. How much interest students have in each department might be a factor in making them more active in clerkships. To make clerkships more effective, we performed a questionnaire survey to investigate the relationship between students' interest in each department and their eagerness in clinical clerkships and to investigate factors to increase their eagerness.
1) Questionnaires were distributed to 92 sixth-year medical students at the University of Tsukuba. The questionnaire consisted of 6-point Likert scales of 4 specific student attitudes in clerkships. We asked the same questions about clerkships at medical departments that each student found more or less interesting.
2) We asked the students to report anecdotes about when they were motivated to learn more in the clerkships. We grouped similar answers into categories.
3) The response rate was 94%. The students were more eager in departments they found more interesting than in departments they found less interesting.
4) Thirty-eight students reported a total of 56 anecdotes. Among the categories, questions or words of encouragement from patients were mentioned in 29 anecdotes, and devoted faculty members were mentioned in 9 anecdotes.
5) These results suggest that medical students' eagerness in clinical clerkships could be increased by deepening their interest in medical departments and by improving communication with patients and physicians.

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