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

Using ICT to enable children hospitalized for a long time to learn and play together with their peers. : Driving a motivation to move forward among students in long-term hospital stay by remotely interacting and co-learning with peers at their school

長期入院している児童は、学習の遅れへの不安、前籍校の友達とのつながりが弱くなることへの不安など、長期入院後の前籍校への復帰への不安を抱えて過ごしている。こうした児童の不安を軽減し、児童が前籍校とのつながりを意識して、入院中も前籍校の児童とともに学ぶ機会をつくり、ともに楽しみながら自児童自身の前籍校へ、外界へと「向かう力」を高めるための学習指羽の工夫を行う事が病院内訪問学級の教師に求められている。さて、平成29年3月に公示された新学習指羽要領には、ICTの活用が子供たちの学習への興味•関心を高め、分かりやすい授業や子供たちの主体的・協働的な学びを実現する上で有効であると記述されている。また、国立特別支援教育総合研究所の「デジタル教科書、教材及びICTの活用に関する基礎調査」では、病院に入院している児童生徒の退院後の前籍校への復帰と適応を促す手段としては、Webを通して前籍校の教師や友だちと一緒に学習したり話したりできるICT交流が有効であると述べられている。そこで、長期入院している児童が前籍校とつながり、学びの連続性を保障し、前籍校への復帰を促すためのICT機器を活用した交流及び交流学習の有効性について、3年間の実践を通して検証した。After having been hospitalized for a long time、children tend to become anxious about going back to their normal lives. In particular、they’re worried about being left behind compared to other students due to having missed too much of the curriculum. To alleviate this anxiety、teachers who visit students in long・term hospital stay need to drive their motivation to move forward by maintaining the connection with their peers at school—enabling them to learn and play together. The Government Curriculum Guidelines released in March 2017 proposed that using ICT devices in school lessons is an effective method of driving interest in learning、making it easier for students to understand lessons、and realizing independent and cooperative learning. Additionally、a "baseline survey on utilizing digital textbook and learning tools and ICT devices" released by The National Institute of Special Education suggested that online conversations and co-learning with teachers and peer students at schools using ICT could help hospitalized children return to their schools. This report will verify the effectiveness of using ICT devices to maintain connection between children in long-term hospital stay and their peer students at school、continue their school curriculums、and support them in their return、based on three years of actual practice in Okinawa