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
●October of the fourth year to June of the sixth year School of Medicine clinical training
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, houses three medical faculties: School of Medicine, Faculty of Pharmaceutical Sciences, and Faculty of Medical Technology. The university building is adjacent to the School of School of Medicine Hospital, a site of highly advanced medical care, where students can gain practical medical experience through a wide range of practical training. 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
Improving faculty teaching skills and educating faculty members on communication skills are also important efforts toward improving the quality of School of Medicine 's educational program. School of Medicine actively engages in various faculty development activities with the aim of improving the quality of medical education at our university. We are constantly researching new ways of teaching, taking into account 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 Evaluation Standards. The Dean actively promotes faculty development activities through Professor meetings and other means, and we are thoroughly committed to these activities, requiring students to submit a notice of absence with a written explanation if they are absent. Every year, we hold a "National Examination Workshop" where all faculty members discuss trends and countermeasures for the National Medical Licensing Examination, a "Medical Education Workshop" for faculty members who have been with the university for less than five years with the aim of improving the quality of medical education at our university, a "Curriculum Creation and Student Evaluation Workshop" attended by all faculty members with the aim of improving classes and curriculum and sharing good practices within the university, a "Medical Education Seminar" where all faculty members participate in lectures and discussions by domestic and international experts on medical education, a "Participatory Clinical Training Instructor Training Seminar" for clinical training instructors, and an "Educational Workshop on Community Medical Training" for community medical training instructors.These events are not just lecture-style but are interactive and participatory. These have produced visible results, such as improving faculty teaching skills and improving motivation and achievement of learning outcomes through the introduction of active learning-style classes.
