The 21st Seminar 

Available only in Japanese

The 20th Seminar

Medical Education in Thailand: Past, Present and Future
Kanokwan Sriruksa, MD, DipMedEd
(Pediatrician, Pediatric Division, Assistant director (Strategic Planning and Assessment) , Medical Education Center, Khon Kaen Hospital, Thailand
DATE: 12.2.2010
SUMMARY : Thailand is a small, lower middle income country in South East Asia. There is approximately 65 millions of population. Although there is some improvement in health care services, we are still facing with the problem of shortage of doctors, especially in rural areas. Western medicine took its root in Thailand since Ayudhya period. The progression of western medicine abruptly ended for more than 100 years before starting again during Bangkok period. Western medicine took its root more firmly in mid nineteenth century when an American doctor came to work in Bangkok. However it is not until late nineteenth century that the first permanent hospital was built. The first medical school; Siriraj Hospital was opened in 1889. Medical education in Thailand improved rapidly over the next 20 years with the help from the Rockefeller Foundation. The first Thai national medical conference was held in 1956. Since then undergraduate medical curriculum was revised to meet with international standard. Educational strategy is moving to more studentcentered, more integration and more community-oriented. Nowadays there are 17 faculties of medicine and 23 medical education centers to cope with doctor shortage. The number of medical college graduates increases from 300 to 1500 per year. We are now getting better comparing to the past; however, we are still far from the best. Many challenges are waiting for us as medical educators to make a better future for medical education.
Documents: PosterPDF

The 19th Seminar

Available only in Japanese

The 18th Seminar

“Preparing Medical Students to Treat Diabetes”
Bob Anderson
, Ed.D
(Professor & Senior Research Scientist, University of Michigan Diabetes Research & Training Center)
DATE: 9.12.2009
Part 1. Our research has demonstrated that a collaborative, patient centered approach to patient care is effective in the treatment of diabetes. However most health professionals who believe they are using this approach are in fact not using it. They have adopted a collaborative, patient centered approach on a conceptual level but have not truly changed their fundamental approach to patient care. The approach to care physicians adopt during their medical training was derived from the treatment of acute illnesses. We will examine why this approach works well in the treatment of acute illnesses but with diabetes it often causes more problems than it solves.
Part 2. I will describe the only course I have seen in my 22 years at the University of Michigan Medical School that addresses this problem effectively.
Part 3. The vast majority of PowerPoint presentations at medical schools & academic conferences are terrible. We will review a dozen evidence-based strategies to develop effective PowerPoint presentations. I will also present a series of before and after examples of my own slides, and provide an annotated bibliography of resources.

The 17th Seminar

Available only in Japanese

The 16th Seminar

“Changes in United Kingdom Medical Education
Professor John Rees

(Dean of Undergraduate Education, Kingʼs College London School of Medicine)
DATE: 13.11.2009
The responsibility for overseeing undergraduate education in the UK lies with the General Medical Council. Their monitoring system involves a quality assurance scheme with regular inspections and questionnaires. Their 1993 publication, Tomorrowʼs Doctors, was very influential in the organisation and assessment of programmes in medical schools in UK and abroad. The latest version of Tomorrowʼs Doctors was published in September 2009. It sets out the responsibilities of students, doctors, medical schools and health care providers.
The overarching outcomes at graduation are divided into three groups, the doctor as scholar and scientist, as practitioner and as professional. The standards for delivery of teaching, learning and assessment are in nine domains. At Kingʼs College London School of Medicine we are evaluating our current curriculum against Tomorrowʼs Doctors and planning how to use the document to develop our programmes. The presentation will outline the challenges of the new Tomorrowʼs Doctors for students, medical schools and health services.

The 15th, 14th Seminar

Available only in Japanese

The 13th Seminar

“Value and Promotion of the Clinician-educator in the United States”
Rebecca A. Harrison, MD, FACP
(Associate Professor of Medicine, Division of Hospital Medicine, 4th Year Clerkship Director, Hospitalist Teaching Program, Oregon Health & Science University / Visiting Associate Professor, IRCME (April – July 2009)
DATE: 15.7.2009
The demand for clinician-educators in internal medicine in the United States (both primary care physicians and hospitalists) has increased because of the increased emphasis on teaching. However, medical schools have historically had difficulty recruiting and retaining experienced clinician educators because promotion decisions are often based on productivity in research. Medical schools have responded by developing academic tracks with promotion criteria that recognize and reward the many roles of their faculty.
The objectives of this talk include:
1) Understand the historical background on the development of teaching hospitals and the clinician-educator
2) Determine what clinician-educators, department chairs, and promotion committee chairs view as most critical to CE promotion
3) Introduce a tool used in tracking the activities of clinician-educators called the educatorʼs portfolio
4) Explore the broader definition of scholarship in medical education including teaching and other learning-related activities, and educational research
5) Discuss the barriers and possibilities of applying these systems to teaching hospitals in Japan

The 12th Seminar

“A Call for Work-life Balance in Academic Medicine in the United States; Influences, Trends and Challengesh
Rebecca A. Harrison, MD, FACP
(Associate Professor of Medicine, Division of Hospital Medicine, 4th Year Clerkship Director, Hospitalist Teaching Program, Oregon Health & Science University / Visiting Associate Professor, IRCME (April – July 2009)
DATE: 17.6.2009
What does the word “balance” mean to todayʼs Japanese physicians?Physicians world-wide are continually balancing their busy professional lives with their personal needs and family roles. Maintaining “balance” is increasingly challenging in todayʼs pressured medical environment and fast-paced lives. While caring for their patients and learners needs, physicians often forget about their own personal well being resulting in dissatisfaction with their careers, personal relationships, and burnout.This talk will describe why balance is important for individual physicians, academic medical centers and the profession of medicine in general. It will cover influences and experiences of work-life balance in the United States academic workforce and will address some of the ways in which physicians have worked to change the system and improve their personal-professional balance.With the recent shift of work values to those of the “baby boomer” generation, along with the influx of women in medicine, there has been a strong call for more “family friendly work environments” in the U.S health care system. Topics in this talk covered include the current shift in career choices of students and residents to more “controllable lifestyles,” the concept of “values clarification,” and the growing movement of part-time careers in academic medicine. As time allows, we hope to begin a dialogue about what work-life balance means for physicians in Japan.
PDFDoc. 1Doc. 2Doc. 3

The 11th Seminar

“Academic Hospitalists Movement in the United States; Opportunities and Challenges for Patient care, Education, and Research
Rebecca A. Harrison, MD, FACP
(Associate Professor of Medicine, Division of Hospital Medicine, 4th Year Clerkship Director, Hospitalist Teaching Program, Oregon Health & Science University / Visiting Associate Professor, IRCME (April – July 2009)
DATE: 20.5.2009
As general internal medicine has changed, the structure of inpatient care in academic and community teaching hospitals in the United States has also evolved.
The most striking change has been the emergence of the academic hospitalist model. Currently, Hospital Medicine is one on the fastest growing careers in internal medicine in the United States. Faculty, (usually general internists) focus a substantial amount of their time and energy on the care of inpatients. This talk will explore the history, success, and challenges of this movement, focusing on patient care, resident and medical student education, and research. The hospitalist model has much to offer academic medicine. It carries the potential to improve the outcomes and efficiency of inpatient care, the teaching of hospital medicine, and the quality of inpatient-based clinical research
Document: PDF

The 10th Seminar

“Transition from Problem-based Learning to Task-based learning
Nurjahan M. Ibrahim, MD, FRACGP, FAFP, AM
(Associate Professor in Family Medicine, Clinical School, International Medical University, Kuala Lumpur, Malaysia/ Visiting Professor, IRCME)
DATE: 22.4.2009
Task-based Learning (TBL) is an innovate tool for teaching and learning in Outcome-based Education. TBL ensures that the learning outcomes are achieved, while advantage is taken of real as well as simulated clinical environments to which medical studentsʼ are exposed in the clinical years. The tasks of the healthcare professional provide the context and the focus for learning just as a ʻproblemʼ provides a focus for learning in problem-based learning.
As PBL has become a popular teaching and learning strategy in medical schools, we need to ensure students will continue to develop skills they have learnt during PBL as they move on to the clinical years. As a continuation of her first lecture, Dr Nurjahan will be illustrating how Task-based Learning strategies can be utilised in the clinical years as a transition from Problem-based learning (PBL). The speaker
will also be sharing the experiences at the International Medical University in implementing TBL. There will be a discussion of the difficulties involved as well as suggestions on how to overcome implementation TBL strategies. There will also be a discussion on how well TBL has been accepted and possible adaptation of this strategy in Japan.