著者

守屋 利佳

出版者

公益社団法人 日本薬学会

雑誌

YAKUGAKU ZASSHI (ISSN:00316903)

巻号頁・発行日

vol.137, no.4, pp.413-419, 2017-04-01 (Released:2017-04-01)

参考文献数

41

被引用文献数

1 2

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We have experienced a series of big revolutions in medical education in Japan. In undergraduate courses, common guidelines had been established for medical education (the model core-curriculum of medical education). Then, from 2005, a standard achievement testing system [objective structured clinical examination (OSCE) and computer based testing (CBT)] was begun, and clinical clerkships were accordingly promoted. In post-graduate courses, a new clinical resident training system was initiated in 2004, and there are currently approximately 40000 clinical instructors nationwide. Accreditation of Japanese medical schools based on global standards for quality improvement has just begun. Almost the same process has taken effect in the field of pharmaceutical education (PE), such as the preparation of guidelines for PE and clinical training, a shift to a six-year course, and the establishment of an accreditation organization. The educational guidelines were revised in 2013 to provide better clinical training. Both of these educational revolutions aim at providing the proper education to train healthcare professionals committed to practicing “patient-centered medicine” and to becoming lifelong learners. To educate such professionals naturally includes improving their communicative competency, and cultivating their professionalism along with their acquisition of scientific and medical knowledge, based on both quantitative and qualitative study. The Society for Medical Education has begun a new “Medical education specialist (MES) training system” responding to the need of MES in every medical school and training hospital. A new PE specialist educational system can be expected soon, as well.