Background: Simulation-based education (SBE) is a practical learning strategy in healthcare education. To ensure its quality, clarifying the competencies required of simulation educators is essential. Given the influence of cultural contexts, this study aimed to comprehensively examine the competencies of simulation educators in Japan and other countries.　Methods: A scoping review was conducted using the framework by Arksey and O'Malley. Literature searches were performed in four databases, including PubMed, to identify studies describing competencies for healthcare simulation educators. A total of 24 articles were selected and analyzed.　Results: The analysis identified nine major themes and 58 subthemes related to educator competencies. While literature from Japan and other countries covered the overall framework, variations were found at the subtheme level. Japanese literature lacked detailed descriptions on debriefing, advanced technologies, and research competencies.　Conclusions: While core competencies for simulation educators show similarities across countries, notable regional differences exist. Incorporating global insights while tailoring competencies to Japan's specific educational and cultural context is essential for developing effective educator training programs.

A live animal training program is offered to medical students seeking more advanced surgical education. This program requires active participation in all aspects, from planning to implementation.　The program provides medical students with a valuable opportunity to develop their interest in surgical care and to acquire advanced surgical techniques through a step-by-step approach. Additionally, they have the chance to develop various types of non-technical skills by assuming different roles within a team. Instructors offer support for their learning.　Peer learning allows medical students to learn from and discuss with each other, enabling them to acquire a broad range of knowledge and skills. Simultaneously, students are expected to understand the importance of a team approach by participating in this program from the perspectives of various medical professions. Moreover, the program contributes to the formation of their professional identity.

Prevention, early diagnosis, and early treatment of skeletal-related events (SREs) are important in the treatment of potential or current cases of bone metastasis. In August 2020, our hospital established the bone metastasis team and the bone metastasis board (BMB) started actively engaging in activities aimed at improving the outcome of bone metastasis. We retrospectively examined whether a combined modality therapy started in the diagnosis of bone metastases could prevent the onset of SREs and whether it could prolong survival and improve activities of daily living. The 75 advanced cancer patients who underwent BMB at our hospital from August 1, 2020 to July 31, 2022 were divided into two groups according to when BMB performed before and after SREs for comparative analysis. Numerical Rating Scale improved, however Performance Status did not improve in both groups, and there was no difference in survival between the both groups (15.3 vs. 9.0 months, HR: 0.74, 95%; CI: 0.42–1.29, p=0.29). In conclusion, patients who suffered from SREs from the time of bone metastasis diagnosis were treated early. However, the incidence of SREs after BMB in our hospital was 22.6%, and it is necessary to actively work to prevent SREs in the future.

Introduction: Recently, Escape Rooms have been included in educational content.　Method: An Escape Room style class was conducted for first-year medical students to review previously learned content and to learn how to collaborate with others. The class was 70 minutes in total, 45 minutes of that was spent playing games. These included not only puzzles and riddles but also simulation-based tasks such as BLS. Multi-ending style was also used to motivate students.　Result: In addition to the difficulty of making stories and puzzles, the management of staff and organizing of the games were also challenging for the class.　Discussion: There are few comprehensive studies on educational practices using escape rooms. Research is necessary to consider effective and practical training methods.

Introduction: It is important to educate undergraduates about communication errors in clinical sites, but it is difficult for clinically inexperienced students to imagine those errors. Therefore, in this study, a board game (BG) was developed and put into practice to encourage students' understanding.　Methods: The BG consists of a board on which the patient's name is written and cards on which drug names are written. Students place cards on the board according to the teacher's instructions. These instructions include multiple traps based on actual incident cases. Through the game, students experienced errors.　Reflection: This BG contains gamification elements that make learning contents simple and fun and simulation elements that reproduce errors with high fidelity. By combining these elements, it is possible for each aspect of the ARCS model to be provided in a well-balanced manner, even in patient safety education for clinically inexperienced students.