We conducted a nationwide survey to examine the primary care (PC) curricula for undergraduates at Japanese medical schools. The present status of PC curricula and the degree of recognition of the need for improvement were examined. Seventy (88%) of the medical schools in Japan responded. PC education programs have been organized and are carried out by various departments in each school. Of the 69 medical schools, 42% have a PC education program with lectures to teach the role of PC physicians, 65% have a program to provide experience in community medical care, and 80% have programs to provide experience in health care institutions and welfare facilities. Although the number of schools with lectures and experience programs for PC has increased at least three-fold in the past decade, many medical school presidents (more than 60%) recognize PC education should be improved. By comparing medical schools with and without experience programs in clinic more presidents of schools without such programs recognized the need to improve PC education.

This is the report of the 1st Workshop on Basic Clinical Competence Education held on November 22-24, 1996, in Tokyo. Twenty eight medical teachers from 28 medical schools in Japan participated in the workshop. The many aspects of clinical skills education were discussed ; Goals, teaching strategy and evaluation of clinical skills, Teaching methods of medical interviewing and physical examination, Training methods of standardized patients, and Organizing OSCE. Post-workshop questionnaire revealed a great satisfaction among participants. Many participants expressed the need to have this kind of workshop on a regular basis.

In April, 1995, 392 teaching hospitals were surveyed by questionnaire regarding status quo of general medicine in Japan. Independent department of general medicine was established in 11 university and 16 non-university teaching hospitals (11.6% of the respondents). There were another 23 hospitals-3 universtiy and 20 non-university hospitals-in which general medicine was practiced at other department. Therefore, 50 hospitals (21.5% of the respondents) had a group of physicians practicing general medicine in one way or another.
Many problems surrounding general medicine, however, were raised, especially about conceptual gaps between generalist physicians and specialists or patients. It is mandatory for clinicians and educators in general medicine to make the concept of general medicine explicit in understandable words for other specialists and lay people. In addition, high quality practice, education and research products are essential to attract more doctors of younger generation.

The aim of this study is to report and analyze the results of a questionnaire concerning the present programs for the junior residents in the postgraduate clinical course in Japan.
A questionnaire was sent to the administrators or the persons in charge of the programs of 347 institutions including 80 university hospitals and 267 clinical training hospitalsas designated by the Ministry of Health and Welfare.
Answers to a questionnaire were returned by 271 institutions (78.1%). The results were analyzed and summarized as follows.
(1) About 95% of both university and clinical training hospitals have their own programs at present.
(2) In the substantial formula of programs, university hospitals have had straight or rotation form while the clinical hospitals have selected rotation or super rotate (comprehensive) form.
(3) The programs of university hospitals have started in majority before 1992 while those of clinical hospitals have began after 1993.
(4) The programs of university hospitals have contained the clinical training at the other departments or institutions in a significantly higher ratio compared to those of clinical hospitals.
(5) The check system for the evaluation of the programs has well functioned in half of both hospitals.
(6) For the assessment of the programs used, about half of the staffs of both university and clinical hospitals feel unsatisfactorily in their active programs.
(7) Concerning the intention to renewal or modification of their programs used, there were rather passive agreements in both university and clinical hospitals.

In 1991, the committee on postgraduate clinical training proposed revised behavioral objectives for basic clinical training in the initial two years. We present here a model for a clinical training program that should enable most residents to attain these objectives within two years.
The program begins with orientation for 1-2 weeks, including a workshop on team care, and nursing practice.
Basic clinical skills for primary care and emergency managements should be learned by experience during rotations through various clinical specialities. All staff members, even senior residents, should participate in teaching beginning residents in hospitals.

Objective.-To survey a broad sample of Japanese internists regarding the effects of postgraduate training on their ability to provide ambulatory care.
Design.-Analysis of internists trained at university or non-university hospitals (as designated by the Ministry of Health and Welfare) by written questionnaire.
Results.-74.0% of respondents (127 in total) had undergone ambulatory care training. 30.7% were trained in outpatient clinic sessions that were held more than once a week on average. 85.8% of respondents said they recognized the differences between ambulatory care and inpatietn care. Furthermore, the percentage of respondents who understood such differences during their postgraduate training periods was higher in the group that had had ambulatory care training than the group that had not. Many respondents also suggested the necessity of training in non-internal medicine specialties (e. g. dermatology, OB-GYN, otolaryngology, orthopedics, urology and ophthalmology) that were not popular postgraduate training programs.
Conclusion.-Postgraduate training had a large effect on the ability of internists to provide ambulatory care. Japanese postgraduate training is still not sufficient in this regard. Residency training programs should put more emphasis on ambulatory care.

Our previous study concerning evaluation methods of postgraduate clinical training showed a usefulness in improving clinical training, especially in the fields of clinical skills and knowledge. However, it also pointed out the unsolved problem of assessment of those behaviors in which no significant differences were shown throughout the residency period. In order to solve this problem, a feedback system has been introduced, consisting of self-evaluation during the residensy, and appropriate counseling regarding hortcomings.
In the present study, the effect of this feedback system on clinical training, particularly on physician behavior, has been analyzed. The study was performed by comparing evaluation scores, based on a five-point scale, from two groups: 35 residents who did not undergo the feedback system, and 84 residents who had. Clinical skills, knowledge, positiveness, behavior with patients and colleagues, and patients' records, were each evaluated after discussions by the teaching staff.
Our results showed that there was a significant improvement not only in clinical skills and knowledge, but also in physician behavior in the group using the feedback system. Thus, it appears that this feedback system is useful in improving postgraduate clinical training.

The aim of this study is to report the results of the workshop which was designed to define several indispensable conditions for the implementation of the compulsory clinical training. These conditions discussed include the guarantee of position and improvement of labor conditions for trainees, standard for the authorization of institutions receiving trainees, training curricula and teaching staff of institutions, and the certificate of qualification for the trainees after the compulsory training. The products of the workshop showed plans and guidelines to these conditions as seen in this paper.