The extent to which students’ experiences are enriched by incorporating anthropology into clinical education in undergraduate medical education has not been adequately examined. The authors have collaborated to integrate anthropological fieldwork with clinical education in a clinical clerkship course. Reflection on the course has highlighted that the principles of anthropological fieldwork have stimulated changes in the roles of both faculty and students, as well as their interpersonal dynamics. These changes have the potential to promote an ‘education emerged from serendipity in the field’ approach, which tends to be undervalued in the current clinical training driven by the prevailing outcome-based medical education paradigm.

The University of Tsukuba aims to be a university where all members, not only LGBT but also everyone with diverse personalities, can share their abilities. The Bureau of Human Empowerment plays a central role in student support in line with the Basic Principles and Guidelines on LGBT+ Inclusion at the University of Tsukuba (2020 revision). Students' gender information is accessible only to those who need it, such as teachers in charge. Faculty and staff are encouraged to handle information carefully. While basic knowledge of LGBT and others is necessary, it is also important to consider all students based on the premise that there are those with diverse personalities who are not LGBT, rather than treating LGBT and other students specially. We shared our opinions with faculty and the faculty development (FD) committee members at FD meetings.

Introduction: The aim of this study was to clarify the process by which family physicians succeed their parents in their family's clinic and issues that successors experience during this process.Methods: Subjects were certified family physicians in Japan who either succeeded their parents in their clinics or were working regularly at their family's clinic and were planning to succeed their parents. Participants were recruited through a certified family physician mailing list or privately contacted, and participated in a semi-structured individual interview. The text of the interviews was thematically analyzed.Results: Twelve participants were interviewed. All were male. Seven participants succeeded their parents. Family physicians succeeding their parents in their clinics felt implicit expectations towards succession from their family members and communities, which made them think that succession was the goal. They realized that they had no ability to decide on the timing of succession, clinics have customs and continuity, predecessors have different ideas about professionalism, and family businesses are complex. They felt conflict, especially about predecessors, in their emotions towards family members and ideas based on professionalism.Conclusion: We clarified the process of succession by family physicians in their family's clinic, and the issues and conflicts they face during this process.

The University of Tsukuba School of Medicine introduced an education program on the social determinants of health (SDH). It consists of lectures during the 3rd year and a 4-week family practice and community medicine clerkship between 5th and 6th years. In the clinical clerkship, students receive lectures on the first day, are instructed to consider the SDH in a patient they met during the course, give group presentations and hand in written reports on the last day. Most students were able to analyze patients beyond the biomedical model, but only a few students were able to consider the social background and timeline of each patient. Our future challenge is to enhance students' understanding of SDH through educational programs for faculty members.

Introduction: The University of Tsukuba has a one-week in-home care course combining a problem-based learning style tutorial and lectures in the comprehensive community-based learning curriculum for 2^nd year students. This study aimed to investigate what medical students are learning concretely from this course.

Methods: We performed a qualitative date analysis of the contents of all 111 student course reports written in the free description using a modified Steps Coding and Theorization method employing the framework of patient-centered clinical method (PCCM).

Results: Medical students learned with keen interest based on their experiences and in the framework of PCCM such as 'Exploring health, disease and the illness experience', 'Understanding the whole person'. These processes led to the awareness of responsibility as a physician.

Conclusion: The in-home care course in the classroom may provide medical students with an opportunity to become aware of their responsibility as a physician.

This study used a self-administered questionnaire to assess the likelihood of chiikiwaku medical student loan repayment and its associated factors. If chiikiwaku repayment is high, then it can have a negative effect on the chiikiwaku program, which was established to distribute doctors to outlying areas. A total of 112 students (37.8%) reported that the likelihood of repayment was "high" or "somewhat high." The factors statistically associated with repayment likelihood were female gender (odds ratio (OR) 3.2, 95% confidence interval (CI) 1.5-6.8), applying forchiikiwaku mainly due to the higher medical school acceptance rate (OR 2.9, 95%CI 1.2-6.8), private medical school (OR 10.3, 95%CI 2.6-40.3), and stress related to obligation or repayment (OR 2.4, 95%CI 1.3-4.3). The results suggest that to decrease the rate of loan repayment it is important to improve the process of selecting chiikiwaku students and to modify the chiikiwaku system to support students experiencing stress.