The 77th Seminar
| “Reflections on the First Trial of Accreditation of the University of Tokyo Faculty of Medicine” |
| SPEAKER: Mary Yu-mee Lee, MD, MS, MA, FACP Tufts University School of Medicine, Special Adviser for Education Innovation, Tufts Medical Center / Visiting Professor, IRCME (October 2014 – March 2015) |
| DATE: 27.3.2015 |
| SUMMARY: Dr. Leeʼs last Medical Education Seminar will focus on the medical school accreditation process. After reviewing the English version of The University of Tokyoʼs (UT) extensive Self-Study Report, she attended the full series of meetings of the UT accreditation site visit. Combining her experiences with accreditation at medical schools and universities in the USA, Dr. Lee will present reflections on the process that may be helpful to other institutions. |
| DOCUMENTS: Poster、PDF, VIDEO |
The 76th Seminar
Available only in Japanese
The 75th Seminar
| “Effective strategies for integrating active learning into your classroom or clinic” |
| SPEAKER: Mary Yu-mee Lee, MD, MS, MA, FACP Tufts University School of Medicine, Special Adviser for Education Innovation, Tufts Medical Center / Visiting Professor (October 2014 – March 2015) |
| DATE: 27.2.2015 |
| SUMMARY: Whether you teach in a classroom or clinical setting, Dr. Lee will discuss a range of methods for integrating active learning methods to engage students in their own learning. She will point out common teaching problems and how active learning approaches can help address them. She will include specific strategies for getting started, and for assessing their effectiveness in engaging students and improving learning. Feel free to email Dr. Lee ahead of time if you would like her to address a particular problem. |
| DOCUMENTS: Poster、PDF, VIDEO |
The 74th Seminar
| “Promoting Professionalism in Medical Education” |
| SPEAKER: Jeffrey G. Wong, MD, FACP Professor of Internal Medicine, Medical University of South Carolina, USA / Visiting Professor, IRCME (October 2012- March 2013) |
| DATE: 2.2.2015 |
| SUMMARY: Professionalism is a cornerstone of medicine. It defines what we strive to do in our roles as physicians and creates very high expectations of us from the public that we serve. The principles of medical professionalism are NOT self-evident. Learners seeking to enter the profession must be trained intellectually to understand these principles. They must then be nurtured continuously by role model exemplars to incorporate these principles into their very being. The public expects, and deserves, no less. This talk will explore ways in which this dynamic educational process can occur. |
| DOCUMENT: PDF |
The 73rd Seminar
| “Letʼs discuss! Open Education and Its Implications for Medical Education” |
| SPEAKERS: 〇宮川 繁 先⽣ マサチューセッツ⼯科⼤学 教授、東京⼤学 ⼤学総合教育研究センター 特任教授 Mary Yu-mee Lee, MD, MS, MA, FACP Tufts University School of Medicine, Special Adviser for Education Innovation, Tufts Medical Center / Visiting Professor, IRCME (October 2014 – March 2015) |
| DATE: 16.1.2015 |
| SUMMARY: Dr. Miyagawa will provide a brief history of Open Education, followed by a description of current MOOC usage including in the “flipped classroom”. Dr. Lee will then describe how MOOCs fit into the Open Education landscape for medical education, with implications for curriculum reform. A lively discussion should follow. |
| DOCUMENTS: Poster、PDF（1）、PDF（2）, VIDEO |
The 72nd Seminar
| “Letʼs Discuss!” Assessment Part II:How do we use student assessment for continuous improvement? |
| SPEAKER: Mary Yu-mee Lee, MD, MS, MA, FACP Tufts University School of Medicine, Special Adviser for Education Innovation, Tufts Medical Center / Visiting Professor, IRCME (October 2014 – March 2015) |
| DATE: 18.12.2014 |
| SUMMARY: In November, we focused on multiple methods of student assessment, particularly for communication skills and professionalism. We will continue our discussion by examining how we can use the results of those student assessments to help faculty continuously improve their courses and programs. Using examples from Tufts and from your own programs, we will uncover new ways of using assessment more effectively to 1) attain your curriculum goals, 2) fulfill your institutionʼs mission, and 3) meet accreditation requirements. |
| DOCUMENTS: Poster、PDF |
The 71st Seminar
| “Letʼs Discuss!” Student Assessment: Do we know students are learning what we think we are teaching? |
| SPEAKER: Mary Yu-mee Lee, MD, MS, MA, FACP Tufts University School of Medicine, Special Adviser for Education Innovation, Tufts Medical Center / Visiting Professor, IRCME (October 2014 – March 2015) |
| DATE: 28.11.2014 |
| SUMMARY: A key standard for medical school accreditation is that we “must use assessment principles, methods and practices that ensure that the intended educational outcomes are met by the students.” Letʼs discuss the range of assessment methods and formats that can be used in the many educational settings where medical training takes place, based on the outcomes that we wish to achieve. Settings will include the interactive classroom, simulation, as well as clinical training where documenting comparable learning experiences across multiple sites and disciplines can be particularly challenging. We will address the use of technology in tracking individual data to provide “formative feedback” to learners as well as aggregate data to support ongoing program improvement which meets another essential “must” for accreditation. |
| DOCUMENTS: Poster、PDF, VIDEO |
The 70th Seminar
| “Tuftsʼ Curriculum Reform and Implications for Medical Education” |
| SPEAKER: Mary Yu-mee Lee, MD, MS, MA, FACP Tufts University School of Medicine, Special Adviser for Education Innovation, Tufts Medical Center / Visiting Professor, IRCME (October 2014 – March 2015) |
| DATE: 30.10.2014 |
| SUMMARY: Calls for medical education reform to improve learning by integrating basic and clinical sciences have been heard for decades, but what changes make a difference for students and faculty? Can major changes be made at a research university where faculty are already working as hard as they can to juggle research, clinical work and teaching? Examples from Tufts Universityʼs integrated curriculum will provide discussion points during this interactive case study̶all 4 years of materials (lectures, syllabi, lab collections, textbooks, journals, etc.) are available online to all students and faculty all the time (including the dental and veterinary curricula); assessment is based heavily on interactive learning and clinical skills where enhanced student-to-student and student-to-teacher relationships drive critical thinking and problem solving skills. During this session, we will discuss key decision points in the reform process, the impact of choices made on both students and faculty, and some key lessons learned. |
| DOCUMENTS: Poster、PDF, VIDEO |
The 69th – 65 th Seminar
Available only in Japanese