PERSPECTIVES IN MEDICAL EDUCATION 5. Implementing a More Integrated, Interactive and Interesting Curriculum to Improve Japanese Medical Education

Rao, Kanchan H.; Rao, R. Govinda

doi:10.2302/kjm.56.75

Cited by 24 publications

(24 citation statements)

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“…According to Professor Amano, who has almost single-handedly shepherded this initiative through a long and painful gestation and no doubt against deep and vociferous opposition from entrenched interests, an organ system-based curriculum is scheduled for implementation at Keio with the class of 2012. What is particularly fascinating is that the new curriculum includes a provision for shortening the preclinical years much as we have recommended, 2,5 so that clinical studies could begin as early as the fourth year of the six year curriculum, i.e. three years of clinical training, instead of two.…”

Section: What Is the Current State Of Curriculum Reform At Keio Univementioning

confidence: 99%

“…[1][2][3][4][5][6][7][8] Looking back, we are conscious that a journey that started out as a voyage into the unknown has evolved into a voyage of discovery that has, in all humility, enriched, informed and educated us in a way that we never imagined when we embarked upon it. One of the more amazing aspects of this voyage has been a recurring theme involving the willingness of those in the field of medical education at every location we visited in Japan to accept the deficiencies in the system and to enthusiastically embrace the need for reform.…”

Section: Introductionmentioning

confidence: 99%

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Perspectives in Medical Education

Rao

2010

Keio J. Med.

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Reform of medical education at Keio University has been underway since 2003. We measure the progress made since then in five specific categories that span fifteen recommendations presented in our"Blueprint for Reform"at the outset of the effort. These are effectiveness of leadership, curriculum reform, recognition of teaching, clinical competence, and comprehensive training in general internal medicine (GIM). First, effective leadership is being sustained through a succession of Deans, although a potentially crippling loss of leadership in the Department of Medical Education must be offset through timely appointment. Second, curriculum reform is awaiting the implementation in 2012 of an integrated, organ system-based curriculum with an emphasis on ward clerkships, but the introduction of PBL has been delayed indefinitely. Third, teaching is being recognized through the use of student feedback to reward good teachers and through funds for six full-time equivalent salaries dedicated to medical education, but promotions still depend exclusively on research, without consideration of teaching ability. Fourth, clinical skills training is still lacking, although enthusiasm for it seems to be building, thanks to the presence on the wards of a (still miniscule) cadre of dedicated teachers. Finally, exposure to GIM remains non-existent; however, visionary leadership in a newly-independent Emergency Department and the wide variety of medical problems seen there provide a remarkable opportunity to craft a uniquely Japanese solution to the problem. The changes implemented to date are impressive, and we remain enthusiastic about the future, even as we recognize the magnitude of the task that lies ahead. (Keio J Med 59 (2) : 52 -63, June 2010)

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Section: What Is the Current State Of Curriculum Reform At Keio Univementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perspectives in Medical Education

Rao

2010

Keio J. Med.

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“…More than dozens of medical schools offered the integrated courses in U.S. and Canada in the 1980s (Spencer, Brosenitsch, Levine, & Kanter, 2008). A few Chinese and Japanese medical schools have begun the integrated curricula in recent years (see e.g., Huang et al, 2014;Rao, & Rao, 2007). Generally, integrated curricula have been widely adopted all over the world at moment since the curricular integration was designed to enhance medical students' learning efficiency and understand clinical medicine well.…”

Section: Introductionmentioning

confidence: 99%

Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

Pan¹,

Cheng²,

Zhou³

et al. 2016

IJHE

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The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students' study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the integrated courses on cardiovascular and respiratory systems were performed to part of year 1 and year 3 medical students while non-participant students acted as control. We tried to explore the optimal time through comparison of the exam results and questionnaire of participated students. It was demonstrated that year 3 participant students got better exam score than year 1 students did, and the questionnaire showed that it might be due to the year 1 participants difficultly caught up with the contents of integrated courses without appropriate background knowledge. Three years later, the participant students got higher ability to analytical thinking of clinical diseases in comparison to non-participant students, while it did not improve the acquirement of their clinical practical skills. Taken together, our study in Jinan University School of Medicine indicated that the integrated courses would be approximately effective if combined to conventional medical teaching at year 3 after the students obtain relevant basic sciences knowledge.

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“…The report of that visit was the subject of a previous paper in this series, and the reader is referred to that for details of our observations and specific recommendations. 9 With this as the background, we returned to Keio in July 2008, having been invited by Professor Amano with the specific purpose of facilitating the further implementation of an integrated Anatomy curriculum. This paper is based on an address made to the Keio Medical Society during that visit, and the main points form the basis of our report to Professor Amano of that visit.…”

Section: Introductionmentioning

confidence: 99%

Perspectives in Medical Education

Rao

Rao²

2009

Keio J. Med.

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Professor Takahiro Amano, on how to approach and undertake the task of reforming the medical school curriculum to enhance clinical skills training, in keeping with the mandate established by the Ministry of Health in Japan. 1 The main thrust of the recommendations that emerged, based on observations made during those visits, was to de-emphasize didactic teaching in favor of problem-based learning and the acquisition of clinical skills. [2][3][4][5] This set in motion a process that, as noted earlier, is more-or-less a recapitulation of the process that played out in the late 80's and early 90's in medical schools across the US. [6][7][8] Once the need for such reform was acknowledged at Keio, the next logical step in the progression towards an integrated curriculum at Keio was to reform the preclini- Perspectives in Medical Education AbstractReform of preclinical medical education in Japan requires changes in the curriculum to make it more clinically focused and interactive. At present, course content in Anatomy is usually designed and taught with little or no clinical direction and involves a heavy emphasis on by-rote learning to memorize often minor facts that have little importance in clinical medicine. As a result, the content is boring, it is learned solely for the purpose of passing exams and it is promptly forgotten, with little sense of its need in clinical practice. Successful reform of the curriculum in Anatomy requires two critical changes. The first is that content must be made interesting to students by emphasizing its clinical importance, through a close collaboration between preclinical and clinical departments, Thus, the Surgical Faculty must be incorporated in the organization and teaching of the Anatomy curriculum. Core content can thereby be pared down to only what is considered essential to provide a foundation for the later clinical years, and the clinical importance of that content will, in turn, be self-evident to students. The second change that must be implemented is to make the learning process more appealing to the students. This can be facilitated by the use of any of several commercial IT programs that make learning in Anatomy both dynamic and engaging. These dual strategies will considerably enhance the learning of one of the most basic subjects in the medical school and ensure that the review and retention of the material are enhanced. (Keio J Med 58 (4) : 210 -215, December 2009)

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PERSPECTIVES IN MEDICAL EDUCATION 5. Implementing a More Integrated, Interactive and Interesting Curriculum to Improve Japanese Medical Education

Cited by 24 publications

References 10 publications

Perspectives in Medical Education

Perspectives in Medical Education

Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine

Perspectives in Medical Education

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