Purpose: We identified the risk factors for remnant gastric cancer (RGC) based on remnant gastric mucosal characteristics and gastritis morphology in patients undergoing distal gastrectomy. Materials and Methods: This multicenter retrospective study included 100 patients with RGC after distal gastrectomy and 550 patients without RGC treated between 2013 and 2020.Endoscopic findings, including anastomotic redness, red streaks, enlarged folds, bile reflux as anastomotic findings, as well as disappearance of the regular arrangement of collecting venules (RAC), atrophic gastritis, and intestinal metaplasia as background gastric mucosal findings, were evaluated. Disease risk score matching (1:1) was adjusted for baseline characteristics. Logistic regression analysis was used to develop a risk score model to stratify RGC risk into low, moderate, and high categories. Results: After matching, 96 patients with RGC and 96 controls were analyzed. Anastomotic redness and red streaks, as well as the disappearance of RAC and atrophic gastritis, were significantly more frequent in the RGC group than in the control group, whereas enlarged folds and bile reflux showed no significant differences. Risk scores were assigned as follows:anastomotic redness, 2; red streaks, 3; disappearance of RAC, 7; and atrophic gastritis, 3. The total score stratified patients into high (≥15), moderate (7–14), and low risk (≤6). The positive and negative predictive values were 67.7% and 83.3%, respectively. Conclusions The endoscopic findings of anastomotic redness, red streaks, RAC disappearance, and atrophic gastritis were significantly associated with RGC development.The proposed risk-scoring model could serve as a stratification tool for RGC surveillance.

For the visualization of diploma policy (DP) achievement, we analyzed grade point (GP) of classes on subjects associated with competency (CPT). Visualization of students’ DP achievement became possible. When we divided DP into eight items, which responded to each CPT respectively and showed a radar chart with a calculation of the average grade points (AGP) in categorized class subjects. AGP for every item was compared among all students who were classified into six types, Those classifications were as follows all excellent evaluation, confined excellent evaluation, average evaluation high and low evaluation mixture, confined low evaluation and all low evaluation when compared with the average. We administered a self-check DP achievement questionnaire to the students and compared the results with AGP, Students were then classified into four types, self-underestimate, self-overestimate, appropriate low evaluation, and appropriate high evaluation. There were many female students in the self-underestimate type and many male students in the self-overestimate types. AGP analysis of class subjects associated with CPT is useful for the visualization of DP achievement and shows promise as a new student evaluation.

1)The Human Communications course at Tottori University is composed of two elements: "experiential learning to raise awareness," which encourages students to reconsider human relationships in daily life and their own way of life, and "experience involving infants," which helps students to practice what they have learned through these intergenerational relations. In the present study, questionnaires were administered to students to examine the effectiveness of this course.
2)The survey results suggested that the Human Communications course facilitated the cultivation of self–concept in communication and of self–acceptance, particularly among students whose scores were less than the mean on the first day of the course.
3)Establishing a support system for interpersonal relationships and improving methods to assess the effects of the course are challenges for future work.

Teaching evaluations have been performed since 2002 in the Faculty of Medicine, Tottori University. The effects of evaluations over a 3-year period were assessed, and free comments obtained from students were analyzed with the textmining method to identify factors affecting students' satisfaction. A total of 566 lectures given in undergraduate courses were evaluated, and 33, 751 questionnaires were collected for a recovery rate of 74%. The collected questionnaires included 2495 free comments. Each free comment was parsed word by word, and the nouns, adjectives, adverbs, and verbs were selected as key words. The scores for almost all questions on the questionnaire for the 2003 school year were significantly higher than those for the 2002 school year. However, no difference was found between the scores of the 2003 and 2004 school years. Analysis of the free comments suggested that a well-understood lecture improves student satisfaction and that teaching materials, such as handouts and slides, play an important role in the positive evaluation of lectures. The percentage of lectures receiving poor evaluations (scores less than 3) decreased yearly. This finding suggests that teaching evaluations are effective in helping faculty members with low scores to improve their lectures.