トクシュウ トクシマ ダイガク ノ イガク キョウイク オ カンガエル : キソ イガク キョウイク

In contrast to the uniformity of the reforms undergone by the clinical medicine education, the reform of the Japanese basic sciences education has been performed in various ways. In recent years, the Faculty of Medicine of Tokushima University has, indeed, introduced small group teaching like problem-based learning（PBL）, organ-based teaching and clinical clerkship. To keep up with the trend, the School has also introduced a new basic science curriculum, which requires 3rd grade students to spend afternoons doing laboratory research in their field of interest. Another major change scheduled to start in the academic year 2007, is the introduction of medical English education from the 2nd to the 4th grades. Mastering basic sciences is critical to clinical medicine proficiency. These changes are expected not only to develop students’ research capacity, but also enhance their understanding of advanced medical research

Towards Predictable Process and Consequence Attributes of Data-Driven Group Work: Primary Analysis for Assisting Teachers with Automatic Group Formation

Data-driven platforms with rich data and learning analytics applications provide immense opportunities to support collaborative learning such as algorithmic group formation systems based on learning logs. However, teachers can still get overwhelmed since they have to manually set the parameters to create groups and it takes time to understand the meaning of each indicator. Therefore, it is imperative to explore predictive indicators for algorithmic group formation to release teachers from the dilemma with explainable group formation indicators and recommended settings based on group work purposes. Employing learning logs of group work from a reading-based university course, this study examines how learner indicators from different dimensions before the group work connect to the subsequent group work processes and consequences attributes through correlation analysis. Results find that the reading engagement and previous peer ratings can reveal individual achievement of the group work, and a homogeneous grouping strategy based on reading annotations and previous group work experience can predict desirable group performance for this learning context. In addition, it also proposes the potential of automatic group formation with recommended parameter settings that leverage the results of predictive indicators

Supporting “time awareness” in self-regulated learning: How do students allocate time during exam preparation?

The development of technology enables diverse learning experiences nowadays, which shows the importance of learners’ self-regulated skills at the same time. Particularly, the ability to allocate time properly becomes an issue for learners since time is a resource owned by all of them. However, they tend to struggle to manage their time well due to the lack of awareness of its existence. This study, hence, aims to reveal how learners allocate their time and evaluate the effectiveness of the time allocation by examining its effects on learners’ performance. We collect the learning logs of 116 seventh-graders from the online learning system implemented in a Japanese public junior high school. We look at the data in the time window of 34 days before the regular exam. Even though clustering techniques as a Learning Analytics method help identify different groups of learners, it is seldom applied to group students’ learning patterns with different levels of indicators extracted from their learning process data. In this study, we adopt the method to cluster students’ patterns of time allocation and find that better performance can result from the consistency of study time throughout the exam preparation period. Practical suggestions are then proposed for different roles involved in digital learning environments to facilitate students’ time management. Collectively, this study is expected to make contributions to smart learning environments supporting self-regulated learning in the digital era

Spatial profiles of collimated laser Compton-scattering γ\gamma-ray beams

The intensity and energy spatial distributions of collimated laser Compton scattering (LCS) $\gamma$-ray beams and of the associated bremsstrahlung beams have been investigated as functions of the electron beam energy, electron beam phase space distribution, laser optics conditions and laser polarization. We show that the beam halo is affected to different extents by variations in the above listed parameters. In the present work, we have used laser Compton scattering simulations performed with the \texttt{eliLaBr} code (https://github.com/dan-mihai-filipescu/eliLaBr) and real LCS and bremsstrahlung $\gamma$-ray beams produced at the NewSUBARU synchrotron radiation facility. A 500~$\mu$m MiniPIX X-ray camera was used as beamspot monitor in a wide $\gamma$-ray beam energy range between 1.73~MeV and 38.1~MeV

Adaptive challenges of curriculum implementation for enhancing medical student resilience at Showa University in Japan

It has been consistently reported that medical students experience a high rate of psychological morbidity, depersonalization, and low personal accomplishment around the world. Under the circumstances, resilience-enhancing programs have been gathering attention and partially implemented even in Japan. However, most of the programs just imitate resiliency programs in North America even though studies have indicated that there are cultural differences between East Asia and North America in the capacity to cope with a stressful situation. The presenters investigated what factors might affect the similarities or differences in the perception of resilience among experienced palliative care physicians in Canada and Japan in 2017-2018. This study showed that Japanese physicians are more likely to rely on “Relationships” with other persons such as family members, friends, mentors or colleagues; in contrast, Canadian physicians tended to be more focused on individual factors such as “Autonomy” and “Confidence”. As a result, the presenters at Showa University School of Medicine in Japan have implemented a progressively advancing resiliency program in a passed manner for the 1st through 6th year medical students as part of a new curriculum. This represents one of the most drastic revisions of curriculum in the school’s history. This presentation will introduce a course for resiliency programs as part of a new curriculum, including course description, course content, educational objectives, instructional strategies and the tips for the classroom teaching and learning. &nbsp

Dissection of lung parenchyma using electrocautery is a safe and acceptable method for anatomical sublobar resection

BACKGROUND: Anatomic sublobar resection is being assessed as a substitute to lobectomy for primary lung cancers. However, persistent air leak after anatomic sublobar resection is prevalent and increasing surgical morbidity and costs. The use of electrocautery is being popularized recently in anatomic sublobar resection. We have retrospectively evaluated the safety and efficacy of intersegmental plane dissection using electrocautery. METHODS: Between April 2009 to September 2010, 47 patients were treated with segmentectomy for clinical T1N0M0 non-small cell lung cancers. The intersegmental plane was dissected using electrocautery alone or in combination with staplers. We evaluated the methods of dividing intersegmental plane (electrocautery alone or combination with electrocautery and staplers), intraoperative blood loss, duration of chest tube placement, duration of surgery, preoperative FEV(1.0) %, incidence of prolonged air leak, length of postoperative hospital stay, postoperative pulmonary function at 6 months after surgery and the cost for sealing intersegmental plane. RESULTS: Among the 47 patients, 22 patients underwent intersegmental plane dissection with electrocautery alone and 25 patients did in combination with electrocautery and staplers. The mean number of stapler cartridges used was only 1.3 in electrocautery and staplers group. Mean age, gender, number of patients whose FEV(1)% < 70 % were similar between two groups. There was no statistical difference between electrocautery alone and combination with electrocautery and staplers group in duration of surgery (282 vs. 290 minutes), intraoperative blood loss (203 vs.151 ml), duration of chest tube placement (3.2 vs. 3.1 days), postoperative hospital stay (11.0 vs.10.0 days), postoperative loss of FEV(1.0) (13 vs.8 %), loss of FVC (11 vs. 6 %) or incidence of minor postoperative complications [9 % (2/22) vs. 16 % (4/25), p = 0.30)]. However, incidence of prolonged air leak was higher in electrocautery alone group than in combination with electrocautery and staplers group [14 % (3/22) vs. 4 % (1/25), p = 0.025)]. The cost of materials for sealing air leaks amounted to €964 per patient in the electrocautery alone group and €1594 per patient in combination with electrocautery and staplers group. CONCLUSIONS: The number of patients with prolonged air leak was higher in the electrocautery alone group. The use of staplers in addition to electrocautery may lead to reduced prolonged air leak. However, the use of electrocautery for intersegmental plane dissection appeared to be safe with acceptable postoperative complications and effective in reducing costs

Culturally-adapted resilience-building curriculum for medical students: a comprehensive approach at Showa University School of Medicine, Japan

The growing prevalence of psychological morbidity, depersonalization, and low personal accomplishment among medical students underscores the need for resilience-enhancing programs tailored to their specific needs. Incorporating cultural perspectives and societal context into these interventions is crucial to ensure their effectiveness and relevance. In response, Showa University School of Medicine in Japan has pioneered a culturally-adapted, resilience-based curriculum for medical students from their first through sixth years since 2020. This presentation will outline the comprehensive framework of the resilience-focused curriculum, including course objectives, content, learning resources, timetables, and pedagogical approaches. Key components of the curriculum encompass self-assessment and reflection, stress management strategies, effective communication and conflict resolution skills, and fostering a growth mindset. Additionally, interdisciplinary collaborations with psychology and social work departments provide individual supports and resources for students. Emphasizing the distinct challenges faced by medical students, such as academic stressors, relationships with senior clinical educators, patient and family interactions, and managing errors and burnout, the presentation will highlight the classes on the curriculum, support systems and mentorship programs in promoting mental well-being and resilience. The experiences and outcomes of the 2020-2022 cohorts will be shared, offering valuable insights into the effectiveness of the resilience-building curriculum in the Japanese context. Lessons learned from the implementation process, including challenges faced and strategies employed, will provide practical examples for other medical schools seeking to develop similar programs

Development and validation of the short version of metacognitions questionnaire-Insomnia

Waine, Broomfield, Banham, & Espie (2009) developed and validated the Metacognitions Questionnaire-Insomnia (MCQ-I) to assess metacognition about sleep, which was hypothesized to have a two-factor structure consisting of metacognitive belief about sleep, and metacognitive plans about sleep. However, it is unclear if the MCQ-I reflects metacognition about sleep as hypothesized because no item analysis or factor analysis was conducted. The present study was designed to develop a short version of MCQ-I using selected items and investigate its reliability and validity. A cross-sectional survey using the MCQ-I was conducted with undergraduates (N=330) and 27 patients with chronic insomnia disorder. Results of factor analysis and item analysis of their responses indicated that MCQ-I has a two-factor structure as hypothesized, and 25 items had high internal consistency. Moreover, the MCQ-I-25 was correlated with metacognition about worry, comprehensive dimensions of cognitive arousal, and sleep disturbances. Furthermore, the MCQ-I-25 score was higher in insomnia patients than healthy students. These results suggest that MCQ-I-25 reflects metacognition about sleep and could predict cognitive arousal and insomnia