基本情報
- 所属
- 自治医科大学 医学教育センター 教授 (センター長)
- 学位
- 医学博士(2011年3月 自治医科大学大学院)医学教育学修士(2015年6月 Maastricht University)医学教育学博士(2020年10月 Maastricht University)
- J-GLOBAL ID
- 201401073242179582
- researchmap会員ID
- B000238467
- 外部リンク
経歴
10-
2024年4月 - 現在
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2022年4月 - 2024年3月
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2018年1月 - 2022年3月
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2018年4月 - 2020年3月
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2011年4月 - 2018年1月
学歴
4-
2016年6月 - 2020年10月
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2007年4月 - 2011年3月
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1995年4月 - 2001年3月
委員歴
10-
2023年 - 現在
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2023年 - 現在
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2021年 - 現在
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2020年 - 現在
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2020年 - 現在
受賞
4-
2018年8月
論文
77-
MedEdPublish 14 14-14 2024年3月20日 査読有り
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医学教育 54(4) 389-399 2023年8月 招待有り最終著者学び方のデザイン手法に比して,学習者評価はさほど体系化されていない.医療者教育学における学習者評価の概念は進化し続けており,2000代年前半からvan der Vleutenが提唱したProgrammatic Assessment(PA)により大きく変容した.PAの根底には,評価とは,学習者の能力の一部分を切り取り散逸的なタイミングで学習成果を判定する営み(assessment of learning)ではなく,学習者の能力を体系的に評価しその結果を学習につなげる営み(assessment for learning)だという理念がある.本稿ではPAの構造をその原則とともに概説し,導入例を紹介し,我が国への導入に際しての課題を展望した.PAの導入が,卒前卒後医学教育での学習者評価におけるパラダイムシフトを起こし,学習者評価の有用性を向上させることが期待される.(著者抄録)
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The Asia Pacific Scholar 8(3) 65-67 2023年7月4日 査読有り
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BMC Medical Education 23(1) 408 2023年6月5日 査読有り
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International Journal of Medical Education 13 274-286 2022年10月31日 査読有り
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医学教育 52(6) 503-508 2021年12月 招待有り筆頭著者責任著者2014年から正式運用されている医学教育専門家制度は、今日までに181名の専門家を輩出している。医学教育のグローバル化に対応し、国際基準に沿った教育改善に取り組むことができる実践的専門家を育成する体制が確立したように思われた。しかし、新型コロナウイルス感染症の流行によって対面型の履修コースを開催できなくなり、対面協働学習を活用していた従来の育成体制は見直しを迫られた。2021年2月、フルオンライン型で履修コースを再開した。オンライン学習に集中できる時間を考慮して事前学習コンテンツを充実させ、学習プラットフォームとしてMoodleを使用し、当日のレクチャーやグループワークをZoomで行った。大きな回線トラブルはなく、コース後のアンケートの結果、受講者の満足度、学習の有用度は高かった。本コースが新たな教育体系のgood practiceとなるよう、対面型とオンライン型の強みを取り入れて発展させていきたい。(著者抄録)
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The Asia Pacific Scholar 6(4) 49-64 2021年10月5日 査読有り筆頭著者責任著者
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Human Resources for Health 19(1) 102 2021年8月 査読有り筆頭著者
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月間地域医学 35(7) 625-629 2021年7月 招待有り筆頭著者責任著者<POINT>(1)Learning Management Systemの活用とオンライン教育に詳しい専門家のリーダーシップが迅速なリモート教育導入の鍵であった(2)リモート教育でも体験できる学習対象を明確にした上でコンテンツ開発を進めるとよい(3)リモート教育が難しい精神運動領域と情意領域の学習は、自習教材の工夫とメンタリングの充実化で対応するとよい(4)官民協働オールジャパンで緊急時のリモート教育体制を確立していくべきである(著者抄録)
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International Journal of Institutional Research and Management 5(1) 30-44 2021年6月 査読有り
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BMC Medical Education 21(1) 2021年4月 査読有り<title>Abstract</title><sec> <title>Background</title> Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. </sec><sec> <title>Methods</title> We conducted four focus groups among clinical year medical students (<italic>n</italic> = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. </sec><sec> <title>Results</title> Two contextual attributes of “academic inquisition” and “desire for efficiency” affect social interdependence among a student group in PBL. Academic inquisition is students’ desire to engage in their academic learning, and desire for efficiency is students’ attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. </sec><sec> <title>Conclusion</title> These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning. </sec>
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BMC Medical Education 21(1) 30-30 2021年1月 査読有り筆頭著者責任著者<title>Abstract</title><sec> <title>Background</title> Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. </sec><sec> <title>Methods</title> A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (<italic>n</italic> = 56, female 18, mean age 21.5y ± 0.7) and B (<italic>n</italic> = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. </sec><sec> <title>Results</title> Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (<italic>R</italic>2 = 0.069), regardless of timing of intervention. </sec><sec> <title>Conclusions</title> Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention. </sec>
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BMC Medical Education 20(1) 38-38 2020年2月 査読有り
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BMC Medical Education 19 152 2019年5月 査読有り筆頭著者責任著者
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J Med Eng Educ 18(3) 116-117 2019年 査読有り
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Modern Rheumatology 28(3) 530-541 2018年5月4日 査読有りObjective: Neutrophil extracellular traps (NETs) are peculiar structures composed of the externalized chromatin with intracellular proteins and formed by activated neutrophils in a reactive oxygen species (ROS)-dependent manner. Aberrant NETs are considered to be autoantigens for anti-neutrophil cytoplasmic antibodies (ANCAs) underling the development of microscopic polyangiitis (MPA). However, little is known regarding the therapeutic efficacy of in vivo inhibition of NET formation (NETosis) on MPA pathogenesis. This study determines whether reducing NETosis prevents ANCA production and improves characteristic involvement. Methods: A mouse model of MPA induced by administering a novel extract from Candida albicans was devised. By applying this method to mice lacking phosphoinositide 3-kinase gamma (PI3K-gamma), which is indispensable for ROS production in neutrophils, we investigated the levels of in vivo NETs, ANCA titers and histological damage. Results: Our model exhibited accumulation of NETs in vivo, elevation of ANCA titers and characteristic pathologies mimicking human MPA, including small-vessel vasculitis and crescentic glomerulonephritis. Strikingly, these abnormalities were reduced by genetically and/or pharmacologically blocking PI3K-gamma. Moreover, a pharmacological PI3K-gamma blockade decreased the levels of human NETs. Conclusion: Our results suggest that in vivo inhibition of NETosis by blocking PI3K-gamma could be a promising therapeutic strategy for the pathogenesis of MPA.
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Medical Teacher 40(3) 285-295 2018年3月4日 査読有り筆頭著者責任著者Background and objectives: Previous studies support the notion that East Asian medical students do not possess sufficient self-regulation for postgraduate clinical training. However, some East Asian physicians who are employed in geographically isolated and educationally underserved rural settings can self-regulate their study during the early phase of their postgraduate career. To explore the contextual attributes that contribute to self-regulated learning (SRL), we examined the differences in self-regulation between learning as an undergraduate and in a rural context in East Asia. Methods: We conducted interviews and diary data collection among rural physicians (n = 10) and undergraduates (n = 11) in Japan who undertook self-study of unfamiliar diseases. We analyzed three domains of Zimmerman’s definition of SRL: learning behaviors, motivation, and metacognition using constructivist grounded theory. Results: Rural physicians recognized their identity as unique, and as professionals with a central role of handling diseases in the local community by conducting self-study. They simultaneously found themselves being at risk of providing inappropriate aid if their self-study was insufficient. They developed strategic learning strategies to cope with this high-stakes task. Undergraduates had a fear of being left behind and preferred to remain as one of the crowd with students in the same school year. Accordingly, they copied the methods of other students for self-study and used monotonous and homogeneous strategies. Conclusions: Different learning contexts do not keep East Asian learners from being self-regulated. Awareness of their unique identity leads them to view learning tasks as high-stakes, and to initiate learning strategies in a self-regulated manner. Teacher-centered education systems cause students to identify themselves as one of the crowd, and tasks as low-stakes, and to accordingly employ non-self-regulated strategies.
MISC
18-
医学教育 = Medical education (Japan) / 日本医学教育学会 編 54(2) 194-198 2023年4月
書籍等出版物
8講演・口頭発表等
66-
2023 NUS-Priority Research In Medical Education 2023年4月3日 招待有り
共同研究・競争的資金等の研究課題
9-
日本学術振興会 科学研究費助成事業 2023年4月 - 2028年3月
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日本学術振興会 科学研究費助成事業 2021年4月 - 2025年3月
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日本学術振興会 科学研究費助成事業 2021年4月 - 2024年3月
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厚生労働省 厚生労働科学研究費補助金 2021年4月 - 2024年3月
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日本学術振興会 科学研究費助成事業 基盤研究(C) 2020年4月 - 2024年3月