Survey on Professionalism Education for Undergraduate Medical Students in Japan

DOI Web Site 1 Citations 7 References
  • Asahina Mayumi
    Health Professional Development Center, Chiba University Hospital, School of Medicine Chiba University
  • Komoto Keiko
    Kansai Medical University Center for Medical Education
  • Miyata Yasushi
    Community-hospital-instructor Supporting Center ／ Postgraduate Clinical Education Center, Hokkaido University Hospital
  • Nomura Hideki
    Department of General Medicine, Kyorin University School of Medicine
  • Bito Seiji
    Department of Clinical Education, National Hospital Organization Tokyo Medical Center
  • Itai Koichiro
    Division of Bio-medical Ethics, Department of Social Medicine, Faculty of Medicine, University of Miyazaki
  • Asai Atsushi
    Department of Bioethics, Graduate School of Medical Science, Kumamoto University
  • Amano Takahiro
    Center of Postgraduate Medical Education, International University of Health and Welfare
  • Inoue Chikako
    Aichi Medical University Graduate School of Medicine
  • Ohbu（vice-chairman） Sadayoshi
    Department of Sociology, Rikkyo University
  • Gotoh（chairman） Eiji
    Department of Medical Education, School of Medicine, Yokohama City University

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Other Title
  • 医師養成課程におけるプロフェッショナリズム教育の現状調査
  • 委員会報告 医師養成課程におけるプロフェッショナリズム教育の現状調査
  • イインカイ ホウコク イシ ヨウセイ カテイ ニ オケル プロフェッショナリズム キョウイク ノ ゲンジョウ チョウサ

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Purpose: This is the first survey about professionalism curricula in medical schools in Japan.<br>Methods: Persons in charge of medical education at each school were asked whether they had a formal professionalism curriculum this year or would have one next year or both. Syllabuses from these schools were analysed.<br>Results: Of 80 medical schools, only 12 follow formal and explicit professionalism curricula. Curricula were implemented as a component of multiple courses （9 schools）, a single course （2 schools）, and an integrated sequence of courses （2 schools）. Most curricula were implemented in the preclinical years; only 1 was implemented in the 5th year （clinical） of the 6–year medical school course. Several teaching methods, such as lectures, workshops, interprofessional exercises, and ceremonies, were used. Students were assessed through reports, participation in discussions, rating scales, and portfolios.<br>Conclusions: Providing an explicit professionalism curriculum is important for promoting the professional development of medical students. This study revealed that only 15％ of medical schools in Japan followed an explicit professionalism curriculum. In addition, many of these curricula were implemented in the preclinical years and lacked a means of assessing students. The numbers of schools with professionalism curricula and of curricula in the clinical years are expected to increase.

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