淺田 義和

BACKGROUND: Competency in the use of information science and technology (IST) is essential for medical students. This study identified learning objectives and competencies that correspond with low self-assessment related to use of IST and factors that improve such self-assessment among medical students. METHODS: A questionnaire was administered to sixth-year medical students across 82 medical schools in Japan between November 2022 and February 2023. RESULTS: Three learning objectives were identified as difficult for the students to achieve: (1) provide an overview of the regulations, laws, and guidelines related to IST in medicine; (2) discuss ethical issues, such as social disparities caused by the digital divide that may arise in the use of IST in medicine; and (3) understand IST related to medical care. Further, problem-based learning, engaging with IST beyond class, and learning approach impacted the students' acquisition of competencies related to IST. Furthermore, it was recognized that the competencies required by medical students may change over the course of an updated medical school curriculum. CONCLUSIONS: It is important for medical students to recognize the significance of learning, establishing active learning methods, and gaining experience in practically applying these competencies.

データの可視化や分析の知識はIR担当者に必要な素養の1つである。効果的な意思決定のためには適切に処理されたデータ分析が重要であるが、このような能力に長けた人材は不足しており、IRの普及を困難にしている。この状況を踏まえ、IRで実践的に利用するデータサンプルを提供し、IRスキルの涵養や質向上を目指すプラットフォームを立ち上げる。データサンプルは合成データを配布し利用可能とする。この合成データに基づいたデータ分析のサンプルや教材の配布、またデータそのものの改善等を集約し、 IR人材の育成とその質向上を目指す。本稿では、プラットフォーム立ち上げの背景からコンセプト、将来構想について論述する。

To maintain the effectiveness of the training (1st-Training Session: 1st-TS) to accurate describe facts in the medical incident reports (IRs) in Japanese, a refresher TS was designed and its effectiveness was examined. First, textual analysis showed that IRs' accuracy significantly decreased six months after the 1st-TS. Based on this result, the refresher TS was designed and conducted with 64 residents. To verify the refresher TS' effectiveness, IRs after the 1st-TS, six months later, and after the refresher TS were compared via text analysis. The results showed that the refresher TS restored the description rate of patient's background, safety check procedures, original work procedures, information on equipment used, reporter's actions, and post-incident response. The questionnaire was also administered and showed that the refresher TS contributed to residents' motivation to learn about IRs. In conclusion, the refresher TS contributed to sustaining the effect of the 1st-TS on accurately describing IRs.

背景:当大学は「1学年生による自治医科大学と地域医療についてのワークショップ」を実施して18年を数えた。そこでは新入生から見た地域医療のテーマが発表される。方法:ワークショップ(2004-2021年)で取り扱われたテーマのキーワードを抽出し経年的に観察した。結果:304個のキーワードが収集された。全体では「へき地医療」が最多(23回)で,「在宅医療」(11回)や「総合医」(11回)も上位であった。これらはほぼ毎年のテーマになっていた。他方で,「学生寮」「災害医療」「新型コロナウイルス感染症」「遠隔医療」のように一時的または新規に登場したテーマもあった。結論:新入生において地域医療と言えばへき地医療をはじめとする医師不足地域と関連したテーマが継続的に念頭に置かれる一方で,トレンド性のある事象についても敏感に捉えたテーマになっている。この視点は医学生と共同して地域医療教育を進めるために役立ち得る。(著者抄録)

We assessed whether training on writing readable and accurate medical incident reports (IRs) improves the quality of fact description. In this training, 124 residents created fictional IRs. We provided tips, including using When, Where, Who, What, Why, How. We compared the fictional IRs with and without tips, and the trainees' and non-trainees' IRs submitted in the first five months after training. Results indicated that the subject words in IRs were more clarified and the readability was improved. The fictional IRs using tips were more accurate, with increased descriptions of the patient's background, reporter's actions, team members' actions and conversations, safety check procedures, result of the error, and post-incident response. The reporter's actions, work procedures, and environment were more clarified in the trainees' IRs than in the non-trainees' IRs. This training may help analysts comprehend the sequence of and underlying factors for reporter's actions based on IRs.

Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement in critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.

背景:近年、国内外において、脱出ゲーム(ER)を用いた教育実践が増加している。方法:医学部1年生に対し、既存知識の確認とチームでの協力性を学習させる目的でERを用いた授業を行った。70分の授業時間のうち45分をERに用いた。パズル的な謎に加え、BLSなどのタスクも含めた運用を行った。また、最終的な回答を複数用意した分岐の導入など、学生の意欲を高めるための方策を取り入れた。結果:授業の運営を通じて、謎やストーリーの作成にかかる負荷、当日の人員確保などの課題が明らかになった。考察:ERを用いた教育実践に関しては包括的な調査が少ない。事例の整理を通じ、効果的な実践方法の検討を重ねる必要がある。(著者抄録)

Institutional research is an essential topic in the medical education field. In this regard, curriculum mapping and competency assessments based on the model core curriculum (MCC) and diploma policies (DPs) are required topics for achieving global standards. This study investigated initial practices using a Moodle-based e-syllabus to gather and analyze curriculum information. Although some MCC elements were connected to several classes, results showed that others had no such connections. Since the MCC is defined as "a common, national, systematically organized curriculum taught in each medical faculty/university,"it should thus be improved so that each MCC element is fulfilled throughout the whole curriculum. Although the Moodle-based e-syllabus contained some problems that require improvement (especially for usability), the data integration and analytics aspects were better than those of the previous Excel-based syllabus.