Introduction: The organ-system-based curriculum was developed in response to the demand for integrating basic sciences. It is an integrated curriculum with interdepartmental collaboration as an essential feature. We investigated its implementation in medical schools in Japan. Methods: The basic science/clinical medicine curricula of 80 medical schools were classified as either discipline-based or organ-system-based according to the self-report for the accreditation for medical education and the description in the latest version of “the Status Quo of the Medical School Curricula.” Results: According to the self-report, 12 schools introduced organ-system-based curricula in basic sciences and 52 in clinical medicine. Of the other medical schools, three in basic sciences and 16 in clinical medicine were classified as having an organ-system curriculum based on the “Status Quo of the Medical School Curricula.” Discussion: The concepts toward organ-system-based curricula differ between basic sciences and clinical medicine. The integration level of the organ system curricula is expected to increase in the future as subject committees and cross-departmental collaboration progress.

Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.
Accreditation ; Asian Continental Ancestry Group* ; Curriculum ; Education ; Education, Medical* ; Fellowships and Scholarships ; Humans ; Japan ; Korea ; Schools, Medical ; World War II

Introduction: In Japan, the number of female physicians is increasing rapidly. The importance of education focused on career development and the work-life balance is increasingly being recognized.

Methods: In February 2008, we sent a questionnaire regarding the working status and life events to 1,374 female physicians who graduated from Okayama University Medical School or who were working at university-affiliated hospitals and facilities at the time of the investigation.

Results: Of the 376 respondents (26.8% response rate), we analyzed 360 respondents whose specialty is clinical medicine. Among them, 75.9% (n=269) of female physicians have partners, 70.2% (n=233) have children, and most of the female physicians experience these life events from age of 25-29 years. Although 82.1% (n=216) regarded the timing of their marriage as appropriate, 65.2% (n=144) regarded it as appropriate about having first child. Of the 174 respondents who returned to clinical work, 32.2% (n=56) returned to the same position as a full-time worker, and 27.6% (n=48) changed their position from full-time to part-time. Important factors to return to work easily, 〈understanding from their supervisors〉, 〈support from their family〉, and an appropriate amount of work were the top three reasons.

Discussion: It is important to educate medical students about career development based on the life stage and work-life balance for gender equality in medicine.

Introduction : To promote disease management in the community, general physicians should refer their patients to specialists in a timely and appropriate manner. In this study, we propose an indicator for evaluation of such referrals.
Methods : We analyzed all referrals in an urban clinic from September 1, 2011 to August 31, 2012. Symptoms and diagnoses documented by general physicians were collected from medical records, and the final diagnoses by specialists were collected from their reports. The symptoms and diagnoses were classified using the International Classification of Primary Care second edition (ICPC-2). Referral rates, hospitalization rates, and place of referral were analyzed.
Results : The average number of encounters in the candidate clinic was 1402 per month, and the mean number of referrals was 23 (1.6% of encounters). Of patients who received a referral, 6.75 (29.1%) were admitted to hospitals. The symptoms and diagnoses of the referred patients were distributed across all chapters (A to Z) of ICPC-2. Diagnoses of admitted patients included pneumonia (R81) (24%), urinary tract infection (U70 and U71) (9%), and acute gastroenteritis with dehydration (D73 with T11) (9%).
Conclusion : We identified the referral rates, hospitalization rates, and distribution of referral patients as indicators of the triage function of primary care physicians. These should be evaluated further as potential indicators of “the quality of medical care.”

Purpose : The objective of this qualitative study was to clarify rewarding and positive aspects of comprehensive community care practices by clinic nurses.
Methods : Semi-structured interviews were conducted for six nurses who had been working for more than five years at community-based clinics in the surrounding areas of Tokyo. Responses were analyzed using the Modified Grounded Theory Approach proposed by Kinoshita. Concept diagrams were drawn from the themes.
Results : Nurses regarded the integrated care of individual patients, their family and community as meaningful and rewarding because they were able to provide truly holistic care. They were also satisfied with “value of individual experiences of nurses”, “frontier spirit of community nurses providing pathless integrated care”, “appropriate work-life balance”, “independent position in the clinic” and “community-based team approach including medicine, health and welfare”.
Conclusion : Nurses felt easier providing their psychosocial intervention in a community-based clinic as part of a medical system. Nurses obtained rewards by using their holistic care ability. Since nurses and family physicians have similar perspectives with respect to patient-centered care, some nurses felt conflicts with their physicians, because patient-centeredness is not the only strength of such nurses.

Introduction : The objective of this research was to evaluate and to seek out factors that affect the usefulness and necessity of postgraduate community-based training programs in Saku Central Hospital (SCH) after the implementation of the New Postgraduate Training System for Physicians (NPTSP)
Methods : A questionnaire survey of physicians who entered the residency program of SCH between 1996 and 2007 was conducted.
Results : The questionnaire was sent to 111 physicians, and responses were received from 73 (65.8%). Of the reasons for selecting SCH for residency training, three showed significant increases after the implementation of NPTSP : the training system, the general medicine department/general outpatient clinic, and the overall ambience of the SCH staff. The usefulness of the community-based training program showed a 3.77 times higher odds ratio (OR) in male residents (95% CI, 1.31-10.9). Necessity was decreased after the implementation of NPTSP, showing an OR (95% CI) of 2.99 (1.05-8.55).
Conclusion : Of the reasons why residents selected SCH, the management system for the residency program and the environment for general practice in the hospital became more important after the implementation of NPTSP. The need for a community-based training program in SGH was decreased after NPTSP emphasized primary care.

  Committee for Information Infrastructure in the 16th term of JSME Board Members was newly created to edit Medical Education White Book issued every four years and to provide sooner and more comprehensive information infrastructure provision. MEAL was opened as a website for medical education information since August 2011. MEAL consists of glossary, articles, books and more resources using a system like Wiki or Blog on the Web. By such technological progress, not only one–way information provision from JSME but also bidirectional communication between JSME members and committees／board members became available. Internationally, similar websites are known, such as MedEdPORTAL by AAMC （Association of American Medical Colleges）, and expected to be new scholarly information added to journals.

1) We conducted a randomized controlled trial in medical education area and explored practical issues through reflection on the processes.
2) In February 2007, 39 fourth-year medical students in Nippon Medical School listened to the lecture about how to ask key questions for the diagnosis. Shortly after they had medical interview with a standardized patient for measurement purpose. They were randomly allocated to study and control groups. The lecture content for the intervention group corresponded to the interview but the one for the control group did not correspond to the interview.
3) We identified the issues related with ethical review for research, how to mask the information of randomization out of assessors, and equity of educational intervention and assessment offered to both groups.

The Indonesian government and authorities, moving rapidly in 2004 to rectify Indonesia's chronic shortage and regional imbalance in the number of physicians and to improve the standard of medical care, enacted the Medical Practice Act 2004 and established the Indonesian Medical Council (IMC). The IMC drew up a list of standard competencies to be acquired by all medical graduates; on the basis of this list, representatives from the Ministries of Health and National Education, medical school faculties, and the Indonesian Medical Association drew up the National Competency-Based Curriculum, which was subsequently approved by the IMC and adopted by all medical schools. This curriculum markedly improved Indonesia's core curricula for undergraduate medical education. By requiring that the medical competence of all physicians be evaluated before they receive a license to practice and requiring that all physicians renew their licenses every 5 years, the IMC has taken 2 major steps toward ensuring patient safety and improving the quality of medical services.

The interval between undergraduate medical education and graduate medical education causes residents to become disorganized when they start their first-year residency programs.This disorganized transition may be stressful for residents and preceptors and may cause resident to make medical errors.We performed a pilot study to examine the degree to which program directors agree about the abilities required for the start of the first of year residency.
1) We asked the residency directors at university hospitals and residency hospitals nationwide (343 institutions) to indicate what abilities residents were expected to have at various stages of the residency program.The data received were then analyzed.
2) A total of 134 residency directors (39%) returned the questionnaire.We calculated the percentage (expectation rate) of institutions that reported expected prerequisites at the start of the first year of residency and calculated the accumulated values (cumulative rate) of the percentages.
3) Only 43 (30%) of 141 abilities upon the completion of residency-preparatory programs had a cumulative rate of more than 50%.
4) Domains for which the expectation rate was more than 50% at the start of residency were medicine and related knowledge and practical skills for obtaining physical measurements.
5) Physical examination and practical skills for which the cumulative rate was less than 50% on completion of residency-preparatory programs were those for the reproductive and urinary systems and pediatrics and the insertion and maintenance of intravenous lines and indwelling urinary catheters.
6) Disparities are likely between the abilities of residents and the tasks expected of them upon entry into a residency program.This problem must be urgently addressed through medical education and graduate medical education.