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Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education

Medical Education.2007;38(3):161-167. doi:10.11307/mededjapan1970.38.161

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

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Medical Education from the Perspectives of Medical Student with a Hearing Disability

Takashi OHISHI ; Mutsuhiro NAKAO ; Eiji YANO

Medical Education.2007;38(4):285-288. doi:10.11307/mededjapan1970.38.285

1) Persons with hearing disabilities have been allowed to obtain medical licenses in Japan since 2002, and a medical student with a hearing disability has been receiving medical training at Teikyo University School of Medicine.
2) Despite their best efforts, the student's classmates and instructors often did not recognize or understand his disabilities during medical training.
3) Mutual understanding and support of team members are essential for medical students with hearing disabilities to become physicians. To this end, financial support from public institutions and other types of social support are also need

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Peer Evaluation Forms for Oral Presentation in English

Yuzo TAKAHASHI ; Zhiliang WU ; Sachiko Alexandra OKU ; Eng-Rin CHEN ; Thidarut BOONMARS ; Jong-Yil CHAI

Medical Education.2010;41(1):59-64. doi:10.11307/mededjapan.41.59

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Current Status of the Clinical Simulation Laboratory at Kyorin University Faculty of Medicine and Affiliated Hospital

Yasuhiko Tomita ; Itsuko Sakamoto ; Michio Akagi

Medical Education.2011;42(3):141-147. doi:10.11307/mededjapan.42.141

1)Our Clinical Simulation Laboratory (CSL) registered 19,085 training attendances with nurses accounting for the majority of trainees in first three years. Basic Life Support training experienced the highest demand.
2)CSL usage rose markedly in both spring and fall, showing three daily peaks (9 am, 10 am and 5 pm), and lasted for an average of one and a half hours per session.
3)The lending rate of the simulators to areas outside CSL came to about half of the internal use rate. The current simulator–based training program requires improvement to increase attendance by medical students and doctors.

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An introduction of simulation–based influenza education drill for medical students in Japan

Kenichi Akiyama ; Masahisa Fujita ; Koichi Taniguchi ; Katsumi Fujitani ; Fusako Nakamura ; Shuichi Suzuki ; Toshiro Shimura ; Akira Fuse ; Hiroyuki Yokota ; Toshihiko Hasegawa

Medical Education.2011;42(4):217-224. doi:10.11307/mededjapan.42.217

The preparation for influenza pandemic has become very important. However, no standardized educational package against pandemics has been established to date. We developed a simulation–based education drill for Japanese medical students based on the package developed by U.S. medical school. The drill was adapted to 201 medical students, and was evaluated by self–administered questionnaires.
1)More than 90% of the students indicated that the use of this drill is appropriate to experience a simulated pandemic situation, and to learn skills and attitudes such as teamwork and communication.
2)Up to 65% of the students answered they learned a "very clear image" for the "Importance of working as a team with other professionals".
3)The results suggest that this simulation–based education drill make the students aware not only of the need for the preparation for pandemic but also the importance of team–based approach.

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Rewards for utterances and participation by medical students in a large class

Masako Akashi

Medical Education.2012;43(5):377-388. doi:10.11307/mededjapan.43.377

Objectives: To create a system to enhance learning by encouraging students to think for themselves and express their ideas in classrooms. This study evaluates the effects of the new utterance reward system （URS） on student attitudes and achievement.
Methods: Fourth–year medical students in the 2009 Hygiene and Public Health course were informed that they would get marks for each classroom utterance that expressed their ideas. We evaluated degree of classroom engagement in the course by comparing number of utterances before and after introduction of the URS in 2008 and 2009. To assess correlations between classroom engagement and student outcomes, we examined the relationship between number of utterances and exam scores. At the end of the course, we distributed questionnaires on student perceptions of the URS.
Results: The number of utterances in 2009 increased compared with that in 2008. Students who made more utterances achieved significantly higher exam marks （epidemiology, r＝0.36, public health, r＝0.40）. Current grade point average rankings （CGAR）, used as an index of general competency, was a confounding factor in the relationship between the URS and achievement. We stratified students into two groups by median CGARs. Stratified analysis of the relationship between number of utterances and exam scores showed no association within the higher–CGAR group. However, this association was significant in the lower–CGAR group in the public health class （r＝0.31, p＝0.03）.
Conclusions: The URS appeared to increase student participation in the classroom and positive perceptions on participation.

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Current Status and Future Approach of gmegency Medical Care in the Graduate Medical Clinical Training

Editorial Board

Medical Education.1978;9(6):343-343. doi:10.11307/mededjapan1970.9.343

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Transition from 'Apprenticeship Model' to 'the Reflective Practitioner Model' in Medical Education

Tsuneo YAMAGUCHI

Medical Education.2007;38(3):161-167. doi:10.11307/mededjapan1970.38.161

1) The present age is at the turning point of the view of “profession/professional” . The new professional ischaracterized with “the reflective practitioner” .
2) The education of the profession has had three ideal types: “apprenticeship model”, “technical exper model”, and “the reflective practitioner model” .
3) In the relationship between master and apprentice are no educational/instructional interactions. The principle of apprenticeship as an education system has two aspects: “imitation of the creation process” and “self-identification with the master” .
4) Complexity, unstableness, uniqueness, and value-conflict of the problems in the present time revealed the limitation of Technical Rationality. The professionals have newly taken a role of the clarification of the problem concerned or “structuring the problematic situation” .
5) The key concept of “the reflective practitioner” is the concept of “reflection/reflective” . It means that the professional practitioner ends not only to construct the cooperative relations among the persons who are involved in the problematic situation, but to be reflective to the professional community to which the practitioner belongs.

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The Present Situation and the Future of Education for Patient

Editorial Board

Medical Education.1979;10(1):4-4. doi:10.11307/mededjapan1970.10.4

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Problems of Graduate School in Clinical Medicine

Kiyoshi ISHIDA

Medical Education.1990;21(3):201-201. doi:10.11307/mededjapan1970.21.201

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