The 64th Seminar
| “Teaching and Evaluating Professionalism in Medical Trainees” |
| Speaker Joyce Pickering, MD, FRCPC, FACP Associate Professor, Vice Chair, Education, Department of Medicine McGill University, Montreal, Canada/ Visiting Associate Professor, IRCME (October 2013 – March 2014) |
| Date: 26.03.2014 |
| Summary: Professionalism is currently an important topic in medical education. It is based on three fundamental principles: primacy of patient welfare, patient autonomy, and social justice, and encompasses a set of professional responsibilities. We will review the concept of professionalism, how it is taught in medical school, and the various ways in which it is evaluated in medical trainees. Aspects that may be particular to teaching and evaluating professionalism in Japan will be discussed. |
| Documents: Poster、PDF, VIDEO |
The 63rd Seminar
| “Community-based Interprofessional Collaboration (COMIC) Programme: an interprofessional learning for medical and health professional students in Indonesia?” |
| Speaker: Dwi Tyastuti, MD, MD, MPH, PhD Assistant Professor, Faculty of Medicine & Health Science Islamic State University, Indonesia |
| Date: 20.03.2014 |
| Summary: Background: Community-based Interprofessional Collaboration (COMIC) program is a pilot model to promote interprofessional learning (IPL) in Indonesia and provide the opportunity for medicine, nursing, pharmacy, and public health students to acquire hands-on experience of IPL in community settings. Methods: At the preparation phase, we conducted (1) the validation scales in Indonesian version for the scale of conflict in group, atmosphere in group, and readiness for interprofessional learning scale (RIPLS); (2) the IPL training for tutors; and (3) training of standardized patient (SPs). The study was conducted at the State Islamic University in Jakarta, Indonesia in 2012 and involved 62 students. Students attended a four-day workshop, a two-day simulation session, and practised at the community for two months. A mixed-method design and Kirkpatrickʼs evaluation were implemented to evaluate the effectiveness of the programme. Results: The study demonstrated a significant positive impact on the studentsʼ satisfaction (Level 1), knowledge, attitude, and skills (Level 2), the ability to transfer the studentʼs competency in practice (Level 3) and positive impact for organization (Level 4A). Conclusion: COMIC programme demonstrated to be an effective program to develop the attitudes, knowledge and skills of students in IPL. |
| Documents: Poster、PDF, VIDEO |
The 62nd Seminar
| “Practical Issues in Curricular Renewal” |
| Speakers: 〇Joyce Pickering, MD, FRCPC, FACP Associate Professor, Vice Chair, Education, Department of Medicine McGill University, Montreal, Canada / Visiting Professor, IRCME (October 2013 – March 2014) 〇Hirotaka Onishi Assistant Professor, IRCME 〇Daisuke Son Assistant Professor, IRCME |
| Date:18.02.2014 |
| Summary: In Japan, the need to meet accreditation standards raises a number of issues. Some examples include the need to analyse performance of students and graduates in relation to our mission and intended educational outcomes, and the need to ensure that the curriculum prepares the students for lifelong learning. Other issues relevant currently at Tokyo University include the adoption of a credit system, and reviewing the length an “academic hour”. In this seminar, three speakers will address these issues from various standpoints. Dr. Onishi will discuss outcome-based education, Standards for Establishment of Universities, and academic hours and the credit system. Dr. Son will review the current situation and recent changes at the University of Tokyo. Dr. Pickering will compare with the systems in North America and consider the evidence and practical issues for a number of teaching methods. Discussion is welcome. |
| Documents: Poster、PDF, VIDEO |
The 61st Seminar
| “A Demand Side Approach to Medical School Curricula” |
| Speakers: 〇Joyce Pickering, MD, FRCPC, FACP Associate Professor, Vice Chair, Education, Department of Medicine McGill University, Montreal, Canada / Project Professor, IRCME, Graduate School of Medicine, The University of Tokyo (October 2013 – March 2014) 〇 Kenji Shibuya, MD, DrPH Department of Global Health Policy, the University of Tokyo |
| Date: 15.01.2014 |
| Summary: Medical school curricula can be driven by both supply and demand. Supply refers to providing medical students with information and skills that faculty members are most able to deliver – typically this is based on history (what has always been taught) along with the particular interests or convictions of members of the faculty. Demand refers to assessing the needs of the population for various types of medical care and tailoring curricula to meet these needs. Most medical curricula combine elements from both supply and demand. In this presentation, we argue for a more explicit focus on demand when designing medical curricula. This requires quantitative data on what conditions are most important in a given population, as well as data on peopleʼs preferences for care. In this context, Dr. Kenji Shibuya will describe the Global Burden of Disease 2010 Project, along with Japan specific results. Other methods of addressing demand, such as those recently carried out by the Medical Council of Canada in revising the blueprint for the Canadian national licencing exam, will be described. Implications for health manpower training at various levels will be discussed. |
| DOCUMENTS:Poster、PDF（1）、PDF（2）, VIDEO |
The 60th Seminar
| “Key Features Testing for Clinical Reasoning: What is it, and how useful is it?” |
| Speaker: Joyce Pickering, MD, FRCPC, FACP Associate Professor, Vice Chair, Education, Department of Medicine McGill University, Montreal, Canada / Visiting Professor, IRCME (October 2013 – March 2014) |
| Date: 12.12.2013 |
| Summary: Key feature items are written test questions which are designed to test clinical decision making. They consist of a written description of a clinical situation followed by questions where examinees are asked to prioritize diagnoses, tests or treatments, using either multiple choice options or short written answers. Key features testing builds on research that has shown that clinical reasoning skills are quite problem specific, and these skills require manipulating a few critical features that are needed for successful resolution. These critical features are called key features. Key feature items were developed by Dr. G. Bordage and Dr. G. Page, and have been demonstrated to have content validity and reliability. Some work has additionally shown them to have outcome validity. They are used currently in the Medical Council of Canada QualifyingExam, Part 1, in the Australian College of General Practitioners fellowship exam, and in a self-assessment exam for colorectal surgeons. Key feature items will be demonstrated using several on-line examples. Key features for a number of clinical situations will be presented. The methods for constructing and scoring key feature items will be reviewed. The content validity of key feature items is high, and the link to outcomes is very |
| Documents: Poster, VIDEO |
The 59th Seminar
| “Accreditation of Medical Schools in North America: What is it, and why do we do it?” |
| Speaker: Joyce Pickering, MD, FRCPC, FACP Associate Professor, Vice Chair, Education, Department of Medicine, McGill University, Montreal, Canada / Project Professor, IRCME, Graduate School of Medicine, The University of Tokyo (October 2013 – March 2014) |
| Date: 29.11.2013 |
| Documents: Poster、PDF, VIDEO |
The 58th – 53rd Seminar
Available only in Japanese