Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

Abstract

In May 2019, the World Health Assembly, in an unprecedented move, endorsed the inclusion of traditional medicine in the International Classification of Diseases, 11th Revision. In Japan, traditional medicine (known as Kampo) is regulated by the government and prescribed by over 90% of physicians along with modern medicine under the national health insurance system. Although Kampo education must be included in Japan's core medical curricula, there are significant challenges to implementation. In the educational context, the flipped classroom teaching method has received considerable attention in recent years. This study developed a Kampo e-learning program and verified the effectiveness of a flipped classroom using Kampo e-learning. The Kampo e-learning Committee determined three courses and assigned an administrator for each. The administrators appointed lecturers who developed Kampo e-learning lessons. Physicians, pharmacists, medical students, and pharmacy students were asked to participate in the e-learning program, and their comments and suggestions were collected after program completion. The flipped classroom was evaluated by implementing Kampo e-learning in the Kampo session with fourth-year students at Keio University School of Medicine in Japan. Seven courses were created, including four based on volunteer suggestions. The 'Systematic Kampo Curricula' featured 88 lessons developed by 54 Kampo specialists. Out of 118 fourth-year medical students who participated in the flipped classroom, 113 registered for the Kampo e-learning program, 100 attended the session, and 88 answered the post-session questionnaire. Among the students who answered the questionnaire, 86.4% were satisfied with the flipped classroom, 79.5% replied that the program made them understand Kampo and 80.7% stated that it should be adopted. The flipped classroom using Kampo e-learning program was shown to be attractive in one medical school. Further expanded study is necessary in the near future to reveal the usefulness of the flipped classroom of Kampo learning.

The Effectiveness of Flipped Classroom during the COVID-19 Pandemic in Higher Pharmaceutical Education

“…The attitude of students to this technology in our study and in other published works is also commensurate. For example, 86.4% of medical students are satisfied with the use of the flipped classroom model in the educational process [53], and 76% of medical students approve of conducting classes using the model in the future [15]. We support the authors who point out the need to develop reliable, uniform tools for objective assessment of short-term and long-term results of the effectiveness of the application of the flipped class model [54].…”

Objective evaluation of tongue diagnosis ability using a tongue diagnosis e-learning/e-assessment system based on a standardized tongue image database

“…The diagnostic ability of computers is rapidly improving, and the feasibility of standardization of tongue diagnosis using machines has been sought ( 27 ). However, only a few research studies have been conducted on educational methods and equipment to improve the ability and skill of human tongue diagnosis ( 28 – 30 ).…”

Construction of a Standardized Tongue Image Database for Diagnostic Education: Development of a Tongue Diagnosis e-Learning System

“…However, little research has been conducted on educational methods and equipment to improve the ability and skill of human tongue diagnosis. Recently, the usefulness of flipped classroom using an e-learning program in Kampo education has been reported ( 33 ). In addition, it should be noted that we previously conducted a WEB-based test for medical students to evaluate the learning effect of Kampo medicine in collaboration with several medical universities and reported its usefulness in learning management using information and communication technology ( 34 , 35 ).…”