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.

The role of academic journals evolves with the times. Academic publishing is diversifying, shifting from traditional paper-based formats to broader dissemination through open access. In response to these developments-and to contribute to ongoing progress in medical education-Medical Education (Japan) has undertaken a comprehensive revision of its submission guidelines. As of January 17, 2025, all submissions, peer reviews, and editorial processes are being conducted in accordance with the updated guidelines.　The Editorial Board convened a round-table discussion to explore recent developments, beginning with the revision of the submission guidelines. This discussion elaborates on the journal's role and its relevance to the academic community, including society members, authors, and readers. It features statements from participating editorial committee members and highlights the key issues discussed, including the criteria each member uses to evaluate manuscripts. The aim is to offer insight into the journal's editorial stance and decision-making process.

At Juntendo University, we offer an elective program for third-year medical students to explore social determinants of health (SDH). Among the topics is ensuring healthcare access for deaf and hard-of-hearing patients. We have implemented role-playing in outpatient clinic scenarios to simulate language barriers. In these role-plays, individuals who are deaf or hard of hearing and use sign language take on the role of healthcare professional, while the students assume the role of patient. This original program was developed by the University of Rochester School of Medicine and Dentistry. Through participation in the program, students learn sign language and deaf culture while having a transformative learning experience that helps them recognize unconscious biases within themselves.

This article focuses on inclusive education for deaf and hard-of-hearing students in Rochester, New York, which prepares them to become healthcare professionals or researchers in health science fields. We highlight the unique programs for deaf and hard-of-hearing students to develop their careers at the Rochester Institute of Technology (RIT), the National Technical Institute for the Deaf (NTID), and the University of Rochester (UR). These universities also foster an inclusive work environment that caters to the needs of deaf and hard-of-hearing clinical professionals and faculty specialized in health research, enabling them to play leadership roles in their fields. Notably, Strong Memorial Hospital at UR supports deaf staff by providing interpreter services, allowing them to actively engage in their clinical work as professionals. Such seamless support, spanning from higher education to professional careers in Rochester, demonstrates a compelling model for enabling deaf and hard-of-hearing individuals to pursue and thrive in their chosen professions.

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.