学会誌

Brian Sanjay HEIST*1,2　岸田　直樹*3　Gautam DESHPANDE *4
濱口 杉大*5　稲葉 竹俊*6　副島 久美子*7　小林 裕幸*8

Abstract:
Background: Virtual Patient Simulation (VPS) is commonplace in Western medical education and, globally, increasingly popular as a means to teaching clinical reasoning. VPS is not popular in Japan. This pilot study evaluates the receptiveness of Japanese junior resident physicians to VPS and the effectiveness of VPS on their clinical reasoning.
Methods: Each first-year junior resident physician at 4 residency programs (n = 54) was assigned a randomized sequence to complete 5 VPS modules. In accordance, online access was provided to each subsequent module at 6 day intervals. We evaluated participants’ change in performance on pre-post administration of a validated instrument of diagnostic reasoning. We developed a scoring rubric and evaluated change in efficiency of selecting items in the history and physical examination portions of the modules. Upon completing the module series, participants received a validated questionnaire on the effectiveness of VPS.
Results: Pre-posttest improvement in diagnostic reasoning scores was not statistically significant (p = 0.07). Improvement in efficiency from 1st to 5th modules was significant for history taking (p < 0.01), but not physical examination (p = 0.697). Mean perceived effectiveness of VPS was superior to traditional methods (mean 3.58-3.71 on 1-5 Likert scale) for understanding methods of diagnosis, medical management, generation of differential diagnosis, and knowledge about clinical cases.
Conclusions: First-year resident physicians demonstrated enthusiasm for VPS. Improvement on the validated measure of diagnostic reasoning was not confirmed and thus, it is premature to draw conclusions on the effectiveness of VPS amongst Japanese junior resident physicians. Larger scale follow-up investigation is warranted.
Key words: Virtual Patient Simulation, Clinical Reasoning, Junior Residency Education

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*1 University of Pittsburgh Division of General Internal Medicine
[UPMC Shadyside Hospital SON #306 Pittsburgh, Pennsylvania, 15232]
*2 Assistant Professor of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. Adjunct Teaching Faculty, Teine Keijinkai Hospital
*3 Naoki Kishida, MD,
*4 Senior Researcher, St. Luke’s Life Science Institute Assistant Clinical Professor of Medicine, University of Hawaii, Department of Internal Medicine
*5 Sugihiro Hamaguchi, MD, MS, Director, Hokkaido General Internal Medicine Education Center
*6 Taketoshi Inaba, PhD, Professor of Media Science, Tokyo University of Technology
*7 Kumiki Soejima, MD MPH, Center for Clinical Epidemiology, St. Luke’s Life Science institute
*8 Hiroyuki Kobayashi, MD, PhD, Professor of General Medicine, Mito Medical Center, Tsukuba University Hospital
受付：2014年2月21日，受理：2014年11月12日

中島 昭*1,4　鯉淵 典之*2,5　石松 秀*3,6　奥村 哲*3,7
椎橋 実智男*3,8　鈴木 敦子*3,9　渡邉 マキノ*3,10

要旨：
日本生理学会では，生理学エデュケーター認定制度を2013年に制定して運用を開始した．認定を受けるためには，年次大会で企画される「モデル講義」と「教育講演」からなる「教育プログラム」を聴講し，その上で教育／研究実績の基準を満たさなければならない．認定制度の最も大きな目的は医療系大学や生命科学系大学に所属する教員や，新たな職を目指す若手研究者やポスドクに対して生理学の講義に関する教育情報を提供することにある．
キーワード：生理学教育，生理学エデュケーター認定制度，教育プログラム

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*1 日本生理学会エデュケーター認定制度委員会委員長，Physiology Educator Accreditation Committee Chair, Physiological Society of Japan
*2 日本生理学会教育委員会委員長，Education Committee Chair, Physiological Society of Japan
*3 日本生理学会エデュケーター認定制度委員会委員，Physiology Educator Accreditation Committee, Physiological Society of Japan
*4 藤田保健衛生大学・医学部，Fujita Health University School of Medicine
*5 群馬大学・医学部，Gunma University School of Medicine
*6 西九州大学・健康栄養学部，Nishi Kyusyu University
*7 静岡理工科大学・総合情報学部，Shizuoka Institute of Science and Technology
*8 埼玉医科大学・医学部，Saitama Medical University Faculty of Medicine
*9 健康科学大学・健康科学部，Health Science University
*10 順天堂大学・医学部，Juntendo University Faculty of Medicine
受付：2014年11月28日，受理：2014年11月29日

Christine KURAMOTO*1 Ruri ASHIDA*2 Junji OTAKI*3

Key words: English-speaking SPs, medical English communication, motivation

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*1 Department of English, Hamamatsu University School of Medicine
*2 English Department, Tokyo Medical University
*3 Department of Medical Education, Hokkaido University
受付：2014年10月28日，受理：2014年11月2日