Background: The processes through which healthcare professionals learn interprofessional communication and develop related perceptions remain insufficiently understood.　Methods: Semi-structured interviews were conducted with eight healthcare professionals with over 10 years of experience. Transcripts were analyzed thematically, and changes in learning and perception were examined using the framework of communities of practice.　Results: Four themes emerged regarding learning processes: (1) observing colleagues, (2) engaging in conversations to learn patient care from other professions, (3) collaborating while mutually understanding professional roles, and (4) practicing collaborative care while maintaining professional responsibilities. Regarding perceptions, four themes were identified: (5) tools for accurate information sharing, (6) tools for fostering mutual understanding, (7) tools for enabling teams to achieve common goals, and (8) competencies essential for healthcare professionals.　Conclusion: Findings suggest that as experienced professionals deepen their participation in communities of practice, interprofessional communication evolves through a process of reinterpreting prior experiences and understandings, leading to gradual transformation and reconstruction of learning and perceptions.

Objective: To clarify the characteristics of medical students' motives for choosing their profession.Methods: A nationwide, cross-sectional, quantitative web survey was conducted using the Profession Choice Motivation Scale for Education Students. Results: Valid responses were obtained from 1,804 medical students, and the applicability of this scale was demonstrated. Medical students considered "contribution to others," "fulfillment in the profession and studying medicine," "financial aspects," and "evaluation by others" to be important, while "mental and physical comfort" was deemed less important. Mean scores for "contribution to others" were significantly higher among female students, public medical school students, students attending their first- or second-choice medical schools, regional quota students, public high school graduates, and first-generation college students. Conversely, students with very low scores for "contribution to others" showed opposite demographic backgrounds. Discussion: The Profession Choice Motivation Scale for Education Students was applicable to the analysis of medical students, and a correlation was observed between demographic backgrounds and profession choice motives.

Background : Health Advocacy (HA) is an important competency for physicians, but education in this area remains underdeveloped in Japan. This study aimed to qualitatively analyze the educational effects of the Child Advocacy Training (CHAT) program designed for pediatric residents in Japan and to derive implications for future educators.　Methods : Semi-structured interviews were conducted with six pediatric residents who participated in all sessions of CHAT after program completion. The obtained transcripts were analyzed using thematic analysis.　Results : Three categories and 12 themes were extracted : “Deepening of Conceptual Understanding,” “Expansion and Quality Improvement of Practice Content,” and “Expansion of Considerations for Practice Environment.” Participants demonstrated long-term understanding of HA concepts, acquired the ability to systematically combine HA methods, and developed changes in their practical environment. Additionally, they gained perspectives on educational recall and educational expansion.　Discussion : Through CHAT learning, participants not only acquired superficial HA knowledge and skills but were also confirmed to engage in self-reflection and form new values or reconstruct existing ones, suggesting the possibility that CHAT promotes the experiential learning cycle.　Conclusion : The CHAT program may promote awareness and behavioral transformation related to the HA role and serve as a foundation for developing practical HA competencies through experiential learning cycles.

This study aimed to identify new competencies for an educational program designed to cultivate the ability to improve health professions education from an overview and interactive perspective, in response to its increasing complexity. At the Center for Medical Education Development, Gifu University, a competency framework was drafted based on systems thinking, design thinking, and adaptive leadership. A questionnaire survey was conducted to assess the needs of potential participants. The survey targeted 138 medical university staff members who attended the 91st Medical Education Seminar. Multiple regression analysis revealed that willingness to participate was significantly associated with being a healthcare professional and having strong motivation for collaborative improvement. Based on these findings, four competencies were identified: (1) organizational analysis, (2) problem evaluation, (3) improvement design, and (4) collaborative improvement. This study introduces a marketing-informed perspective into FD/SD development, offering a learner-centered approach to educational design and highlighting the importance of collaboration between healthcare professionals and administrative staff in driving educational reform.

Objective: Perceptions of citizens and health professions educators towards the socioeconomic backgrounds of medical students were investigated to elucidate the challenges of selecting medical students who will be responsible for the future of healthcare in Japan.Methods: Ten focus groups, comprising 14 citizens and 26 health professions educators, were conducted regarding the presented information on the socioeconomic backgrounds of Japanese medical students. Data were analyzed using an inductive thematic analysis approach.Results: Six themes related to family backgrounds, such as higher economic status, five themes related to social backgrounds, such as social and educational disparity, and four themes related to expectations for medical education, such as selection of medical students with diverse backgrounds were extracted.Discussion: Both citizens and health professions educators were aware of the problem of the skewed socioeconomic backgrounds of medical students and the need to expand diversity. This finding will contribute to the reconsideration of future medical school admission criteria.

In recent years, non-cognitive abilities have garnered attention, and their significance is attributed to overall well-being. Social Emotional Learning (SEL) is an educational program specifically focused on the social and emotional aspects of non-cognitive abilities. The domains of SEL are divided into self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These can be incorporated into various educational settings, including classroom instruction and extracurricular activities. While SEL is primarily introduced in elementary education, non-cognitive abilities remain crucial for higher education and professional training as they both learners and educators.

Undergraduate medical education requires learning in both science and art. We have developed a learning model for use in first-year medical education that applies art-based research, which has been developed in sociology.　This is a method in which medical students themselves conduct research while creating works of art to solve local medical, health, and welfare problems, deepening their learning. They also share their artworks with other students.　The methodology consists of four steps: [I] groundwork, [II] collection of materials, [III] fieldwork and artwork, and [IV] appreciation of interactive artwork.　In the class, students take the initiative by creating works that are full of individuality and assertiveness. This learning model is a relatively new model for medical education through which students can deepen their understanding of the art of medicine.

To improve resident performance in clinical practice, the R2C2 model was developed for supervisors who need to guide their residents’ reflection. It consists of four stages: Relationship building, exploring Reactions, exploring Content, and Coaching. It has been shown to effectively engage residents in reflective, goal-oriented discussions and in developing a Learning Change Plan with their supervisors. This paper introduces the Japanese translated version of the model and the evidence of its use.

Over the past 20 years, the Center for Medical Education Development Center, Gifu University has been working on training medical educators across the country. The Center offers a wide variety of programs to meet participants’ various needs and levels, targeting medical educators and administrative staff in various fields such as dentistry, pharmacy, nursing, physical therapy, and occupational therapy. This paper introduces the “Medical Education Starter Kit,” “Fellowship Program,” and “Master’s Course of Health Professions Education” among the programs. The objectives, target participants, and features of each program are outlined, including future prospects.