Outcome-based education and milestone roadmapAimed at nurturing doctors with a rich humanity
1. 1. Outcome-based education
Current medical education is an outcome-based medical education as its framework. The outcomes of this faculty are the following nine items, which summarize the abilities (competencies) that students should acquire when they graduate from the School of Medicine.
School of Medicine Outcomes
A)Students practice patient-centered medical care
B)Students provide safe medical care
C)Students build good relationships with patients and their families and take responsibility as a member of a team by utilizing communication skills.
D) Students practice medical care based on social systems and laws
E) Students contribute to disease preventions and health promotions
F) Students acquire medical knowledge regarding typical diseases
G)Students provide initial medical care for frequently encountered illnesses
H) Based on EBM, students collect and analyze necessary information and continue our efforts to improve medical treatment abilities for life.
I)Students contribute to the progress of medicine and medical care
In outcome-based medical education, learning outcomes and abilities (competencies) are goals. Students and faculty members and our university need to share this goals and take responsibility for achieving them. It is important to organize lessons and practical training so that you can achieve and acquire this goals by the time you graduate from the School of Medicine, and evaluate whether or not you have achieved them at the milestones. Outcomes can be roughly categorized as three fields: "professionalism," "communication," and "science." Science includes basic medicine, behavioral science and social medicine, clinical medicine, clinical practice and more. Achieving these learning outcomes lead to pass the National Examination.
2. 2. Milestones and roadmap
We create milestones and roadmaps so that you can see at a glance "when and how far you should reach" in the flow of learning. Students, facultymembers and School of Medicine will share this same map and work together to achieve outcomes.
●1st to 2nd year School of Medicine Basic medicine, Behavioral science, Social medicine, General education and Practical training classes, etc.
Pass all subjects
●2nd to 4th year in September School of Medicine Clinical medicine, Behavioral science, Social medicine, Diagnostic training, etc.
Pass all subjects
Pass both common exams (CBT, Pre-CC OSCE)
Student doctor certification ceremony
● Clinical training from October to June of the 6th year of School of Medicine?
Pass all clinical training courses
Pass the comprehensive exam
Passed the Post-CC OSCE
●After 6th year in June School of Medicine
Pass the graduation exam
In the roadmap, each subject is arranged at time series, and in the syllabus, the goals, lessons, and evaluation methods of each subject can be understood at a glance.
CurriculumStudents learn from teachers who work on the front lines of medical fields.
In our faculty, we repeat lectures from the basic contents and study a small number of subjects intensively. In the next year, you acquire knowledge effectively through a method of repeatedly studying the subject from a different perspective. In addition, with the advancement of medical care, learning about humanity and relationships with society have neen becoming more important than ever before. Not only medical knowledge, but also how to interact with patients and the understanding of a society surrounding patients are required. When aspiring to be a doctor, it is important not only to learn the diagnosis and treatment of illness and trauma, but also to learn relationships between patients /doctors and society /doctors.
Itabashi Campus, where School of Medicine is located, is where three medical faculties -School of Medicine Medicine, Faculty of Pharmaceutical Sciences, and Faculty of Medical Technology study together on one campus. In addition, the university building is adjacent to the School School of Medicine Hospital, which is a site of highly advanced medical treatment, and students can experience practical medical care through a wide range of practical training. This is an environment where students from the three faculties can deepen their interactions with each other and effectively learn about "Team Medical Care," which is essential in modern medicine.
Communication education jointly conducted by medical faculties
This class is jointly conducted by the three faculties of School of Medicine, Faculty of Pharma-Science, and Faculty of Medical Technology for the purpose of learning the knowledge, attitudes, and behaviors necessary for Team Medical Care. The class "Human Communication" that removes the barriers of the undergraduate department to develop communication ability as a person before becoming a medical person is conducted in the 1st year, and in the upper grades, The class "Team Medical Care" is also conducted. This class features medical communication between professionals and medical personnel / patients. Each time, a team is formed with members from different faculties, and through lectures and treatment / medical treatment plans, the three occupations learn the significance of Team Medical Care and communication with team members from their respective perspectives.
Simulation education
In recent years, it has become commonplace in the medical fields to learn by using simulators. The importance of simulation education is increasing day by day, and the promotion of Team Medical Care consisting of multiple occupations is also glowing needs. Simulation education also enables active learning for students and healthcare professionals, as well as reflective practices and critical thinking. Therefore, Teikyo University established the Simulation Education and Research Center in 2016. It is used in classes and practical training as a shared facility of School of Medicine, Faculty of Pharma-Science, Faculty of Medical Technology. This center is also used by the Hospital adjacent to the School of Medicine, and the Teikyo Senior Nursing School.
Cutting edge simulation education to enhance clinical ability
Although it is only a five-week clinical training (BSL) in emergency medicine, students improve our clinical abilities by conducting simulation teaching by using the latest equipment, which are rarely conducted in medical settings. In the first half of the class, we implement the principle, and in the second half, we look back on the treatment in a group discussion. This is a class to lead to clinical practice by learning necessary skills for Team Medical Care through similar experiences in clinical settings.
Simulation Education and Research Committee
The Simulation Education and Research Committee operate the center and it has theree main acitivities. ( Improving the equipment and training environment of the Simulation Education and Research Center, disseminating and promoting simulation education, and contributing to society by utilizing it.
FD / SD Training
Conduct workshops for faculty members and staff, and give back results to students
As part of our efforts to improve the quality of School of Medicine educational programs, it is important to improve the teaching skills of faculty members and provide communication education for faculty members. At School of Medicine, various FD activities are actively carried out with the aim of improving the quality of medical education at our university. We are constantly researching new approaches to teaching, taking into account the recent advances and developments in medical education, including the revision of the Medical Education Model Core Curriculum, and the Japanese version of the Medical Education Field Evaluation Standards. Professor actively educates students about FD activities through faculty meetings, etc., and takes thorough measures such as requiring students to submit a notification of absence along with a written reason for absence. Every year, we hold a ``National Examination Workshop'' where all faculty discuss trends and countermeasures for the National Physician Examination, and a ``Workshop on Medical Education'' for faculty members who have been employed within five years with the aim of improving the quality of medical education at our university. In addition, all faculty members participate in ``workshops on curriculum creation, student evaluation, etc.'' for the purpose of improving classes, curriculum, and sharing good practices within the school, and all faculty members participate in lectures and discussions by experts on medical education from Japan and abroad. ``Seminar on medical education'', ``Clinical training instructor seminar with participation in clinical practice'' for clinical training instructors, and ``Educational workshop on community medical training'' for community medical training instructors will be held in lecture format only. Instead, it is conducted in an interactive and participatory manner. This has resulted in tangible results, such as improvements in teachers' teaching skills and the introduction of active learning-style classes, which have improved their motivation to learn and the degree to which they have achieved learning outcomes.
