著者

Motoi Nishi Hirotsugu Miyake Tatsuya Kato Masami Yamazoe Eiji Tanaka Takao Ishii Katsuya Usui

出版者

日本疫学会

雑誌

Journal of Epidemiology (ISSN:09175040)

巻号頁・発行日

vol.9, no.5, pp.315-319, 1999 (Released:2007-11-30)

参考文献数

6

被引用文献数

1 3

---

There have been few reports with regard to the life spans of medical doctors. The status of the medical doctors graduating from 1926 to 1974, alive or dead as of October 1996, was ascertained on the basis of the list of graduates from the School of Medicine, Hokkaido University. Excluding data on female doctors and those who died in battle during World War II, data on a total of 3, 982 doctors were available for study. Their mortality as of October 1996 decreased in parallel with the graduation year. Their mean future life span at graduation was estimated to be about 52.88 years (95% Cl, 52.45-53.31) through linear regression (r=0.992). Their mean age at graduation was 25.17 years. This was not different from the future life expectancy at 25 years of age of the general population (52.35 years). The future life span of surgeons and gynecologists-obstetricians was shorter than that of the doctors of basic medical sciences and internal medicine. This difference might be accounted for by factors peculiar to each speciality (e.g., exposure to blood) or by the degree of stress from work. J Epidemiol, 1999; 9 : 315-319

著者

加藤 竜哉 後藤 真 Tatsuya Kato Makoto Goto

出版者

桜の聖母短期大学

雑誌

桜の聖母短期大学紀要 (ISSN:03868168)

巻号頁・発行日

no.39, pp.25-41, 2015-03

---

The present article describes a method for enhancing peer collaboration and active participation among college students through an alternative Co-Active Poster Session( C.A.P.S.) in an educational setting. The authors set four criteria to define an "effective" peer collaboration-focused poster session: It minimizes the necessity of creating a neatly designed poster which often requires time-consuming preparation; It reduces a presenter's emerging emotional pressure by liberating him/her from having to give a well-organized speech in front of an audience; It allows the audience to ask questions anytime during the session without hesitation; It enhances the dynamics of continuous discussion among all the participants. Three different kinds of educational workshops were conducted in 2014 to compare C.A.P.S. with traditional, presentation-focused poster sessions. The qualitative review of 116 participants' written reflections suggested that C.A.P.S. met all four of the criteria listed above and showed the potential of this co-active learning method.