In this manuscript, the background and basics of curriculum development are discussed.
●A curriculum statement is expected to be a guide for learners, teachers, and managers to fulfill their obligations in an educational program.
●Student-centered education and outcome-based education are basic concepts of curriculum planning. Essential competencies of medical students and physicians should be discussed and described as intended outcomes of undergraduate education and postgraduate training.
●In curriculum development, the overall purposes of the program are developed on the basis of related global, national, and local needs and context, after which intended learning outcomes, educational strategies, assessment, and management and program-improvement systems are constructed. Modules, integrated learning, spiral curriculum, and workplace-based learning facilitate the acquisition of professional competencies.
●Learners, who are important stakeholders, should also participate in the curriculum-development process. The public should be informed of the outcomes and quality of programs to ensure the accountability of medical education and the quality of graduates and physicians.

　Curriculum／program evaluation is not just a survey for participants after the teaching session but is also a purposive and comprehensive evaluation of a planned educational program／curriculum.
　The key questions are as follows.
　・　What are the goals of the evaluation
　・　Whose opinion matters?
　・　What should be evaluated, and what information should be collected?
　・　What methods will be used to collect the information?
　・　Who will collect the information?
　・　From whom will the information be collected?
　・　When will the evaluation be conducted?
　・　What decisions can be made as a result of the evaluation?
　The purpose of the evaluation is to change the curriculum／program on the basis of the results.

1）The paper reviewed the previous literature on teaching competencies in medical education required for medical educators. The competencies as well as its quality assurance were comprehensively proposed for both current medical teachers and trainers in faculty development programme in Japan.
2）Teaching competencies is not just a talent or a character of the physicians and can be aquired and developed through the learning. To clarify of its expertise will enable us to construct the outcome–based programme with appllying it as outcome of the medical educators. It also will enable us to evaluate the level of the teaching competencies and also assure the quality of medical educators which will contribute to the accreditation of medical education.
3）The domains of the teaching competencies on medical education are classified as, ability of practical teaching and learning facilitation, evaluation and assessment, desining a curriculum／programme, and management・leadership・development. Scholary activities as an continuing professional development is essential to continue to seek an excellence of teaching.

  In this manuscript, the basics of development, management, and usage of the results of assessment of learners are discussed.
●Formative assessment facilitates individual learning and is essential in the student-centered and outcome-based medical education. The purposes of high-stakes summative evaluations, which certify program completion or qualifications to be health professionals, is to judge whether the examinees possess the required level of competencies of health professionals.
●Measured scores are interpreted as the generalized ability of examinees. An adequate generalization process should be confirmed by obtaining validity evidence, including reliability and consequences of examination.
●To perform valid assessment, medical educators plan, manage, score, judge, use the results, and evaluate and improve the process of assessment according to the purpose of evaluation.

1)We applied a spiral curriculum devised by Harden to plan a sequential curriculum in outcome–based medical education at the Chiba University School of Medicine.
2)To plan a sequential curriculum, Miller's pyramid was applied to create a model for developing the competencies of physicians.
3)Competence levels based on the developmental model were used to plan learning objectives for each unit, and students and teachers were encouraged to understand the relevance of each lesson to competencies.

1) Japan Society for Medical Education launched a committee for the graduate education of medical educationists in Japan. The committee proposed a direction toward establishing the system, by way of discussion among the members, needs assessment, information gathering of overseas master courses, and discussion at the open meeting.2) To promote medical education in Japan, we should establish 2 systems concurrently: (1) a graduate education for medical educationists who have a broad base of theories and can lead future medical education, and (2) a broader certificate system for medical teachers who have good practical teaching skills.

1) The committee for the graduate education of medical educationists, Japan Society for Medical Education, investigated needs for the education system of medical educationists.2) A questionnaire was sent to 1831 leaders in healthcare education and the society members, and 644 replied (recovery rate 35.2%). Fifty % of the respondents agreed the necessity of medical educationists. Certificate level was most popular, however, master and PhD degrees were also considered to be necessary. 3) These results support the establishment of educational system for medical educationists in Japan.

1) The University of Illinois at Chicago provides an internationally recognized master's program for health professions educators. This program's mission is to produce exemplary leaders and scholars who will advance the field of health professions education in order to improve health care.2) Students acquire competencies of leadership, scholarship, the foundation of education, and oral and written communication through core and elective courses and producing their master's thesis.3) To respond to social needs and maintain high-quality education and learning outcomes, the MHPE is continuously improved by systematic curriculum evaluation and the efforts of the faculty and staff.

Technical skills have traditionally been taught by "learning by doing". This teaching method is mainly associated with potential risks for patients. Teaching technical skills using simulators has emerged in recent years but their effectiveness has not been adequately tested. The objective of this study was to examine the effectiveness of a central venous catheterization (CVC) training program using a simulator.1) Twenty residents were randomized to either receive a training program using a simulator on CVC (simulator group, n=10) or not (non-simulator group, n=10). They were evaluated for their technical competence in performing CVC on patients and their personal concerns about their first experience of CVC.2) There was no difference between the two groups in resident and patient characteristics; however, the simulator group scored significantly higher in the 4-point performance score than the non-simulator group (2.80±0.33 versus 2.30±0.48, P=0.035).3) The completion rate of CVC was higher in the simulator group (90% versus 60%, P=0.12), and they required fewer attempts at needle insertions (1.67±0.71 versus 3.00±1.26, P=0.022).4) Residents in the simulator group noted the effectiveness of this program more frequently than those in the non-simulator group (86% versus 36%, P=0.057) and showed fewer concerns about their first experience of CVC on patients.5) The CVC training program using a simulator improved residents' skills and is likely to be effective to diminish the fears of residents about performing CVC on patients.