Lessons learned in developing family medicine residency training programs in Japan

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<jats:title>Abstract</jats:title> <jats:sec> <jats:title>Background</jats:title> <jats:p>While family medicine is not well established as a discipline in Japan, a growing number of Japanese medical schools and training hospitals have recently started <jats:italic>sougoushinryoubu</jats:italic> (general medicine departments). Some of these departments are incorporating a family medicine approach to residency training. We sought to learn from family medicine pioneers of these programs lessons for developing residency training.</jats:p> </jats:sec> <jats:sec> <jats:title>Methods</jats:title> <jats:p>This qualitative project utilized a long interview research design. Questions focused on four topics: 1) circumstances when becoming chair/faculty member; 2) approach to starting the program; 3) how Western ideas of family medicine were incorporated; and 4) future directions. We analyzed the data using immersion/crystallization to identify recurring themes. From the transcribed data, we selected representative quotations to illustrate them. We verified the findings by emailing the participants and obtaining feedback.</jats:p> </jats:sec> <jats:sec> <jats:title>Results</jats:title> <jats:p>Participants included: five chairpersons, two program directors, and three faculty members. We identified five lessons: 1) few people understand the basic concepts of family medicine; 2) developing a core curriculum is difficult; 3) start with undergraduates; 4) emphasize clinical skills; and 5) train in the community.</jats:p> </jats:sec> <jats:sec> <jats:title>Conclusion</jats:title> <jats:p>While organizational change is difficult, the identified lessons suggest issues that merit consideration when developing a family medicine training program. Lessons from complexity science could inform application of these insights in other countries and settings newly developing residency training.</jats:p> </jats:sec>

Journal

  • BMC Medical Education

    BMC Medical Education 5 (1), 33-, 2005-09-15

    Springer Science and Business Media LLC

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