学会誌

学会誌編集委員会

Editorial Board of Medical Education (Japan)

学会誌編集委員会
研究推進委員会

Editorial Board of Medical Education (Japan)
Edication Research Committee

中村 純奈*　中村 教泰*

要旨：
本研究の目的は，学習管理システムMoodleの小テスト機能を活用したオンライン問題ドリルを組織学実習に導入し，その学習支援効果を検討することである．対象は2019年度から2021年度までの3年間にわたる医学科2年生の成績であり，コロナ禍を含む期間における学習成果を比較した．その結果，遠隔授業が主体となった2020年度においても，成績の低下は認められず，むしろ平均点の上昇がみられた．また，対面授業が再開された2021年度には，成績のさらなる改善が確認された．特に，下位層の学生では2020年度に減少した問題ドリル受験回数が2021年度に増加を示し，成績の向上に関連している可能性が示唆された．これらの結果から，オンライン問題ドリルはコロナ禍においても成績の維持・向上に寄与し，対面授業の再開とあわせて多様な学修層への支援を促進する有効な学習ツールとなり得ることが示された．
キーワード：組織学実習，コロナ禍，Moodle，オンライン問題ドリル，学修支援効果

Junna Nakamura*　Michihiro Nakamura*

Abstract:
The aim of this study was to evaluate the educational support effects of introducing online question drills, developed using the quiz function of the Moodle learning management system, into histological practice. We compared the academic performance of second-year medical students over a three-year period from 2019 to 2021, which included the
COVID-19 pandemic.
The results showed that despite the predominance of remote learning in 2020, no decline in academic performance was observed; rather, average scores increased. Furthermore, with the resumption of face-to-face classes in 2021, further improvement in performance was confirmed. Notably, students in the lower-performance group increased their use of the online question drills in 2021 after a decrease in 2020, suggesting a possible link to improved scores. These findings indicate that the online question drills contributed to maintaining and enhancing academic performance during the
COVID-19 pandemic and, together with the return to face-to-face classes, may serve as an effective learning tool supporting diverse student groups.
Keywords: histological practice , COVID-19 pandemic, Moodle, online question drills, learning support effects

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*山口大学大学院医学系研究科器官解剖学講座，Department of Organ Anatomy & Nanomedicine，Graduate School of Medicine，Yamaguchi University

鈴木 康之*1　野村 理*1　恒川 幸司*2　武田 裕子*3　西城 卓也*1

要旨：
目的：人口少数地域勤務を志向する医学生の社会経済的背景を明らかにする．
方法：オンライン質問紙調査により全国40校の医学生1,822名（国公立1,024名，私立798名）の回答を分析した．
結果：卒後勤務地として人口100万人以上の地域を志向した学生は25.2%，20〜100万人36.8%，5〜20万人17.2%，5万人未満 4.8%であった．人口少数地域志向群（人口20万人未満）は都市志向群（20万人以上）に比べ，家族居住地の人口も20万人未満が多く，家族年収や親が医師である割合が低く，国公立高校卒，地域枠在籍が多かった．ロジスティック回帰分析の結果，家族居住地20万人未満（OR 9.46）と地域枠（OR 2.72）は人口少数地域志向の予測因子であった．
考察：医学生の人口少数地域志向と社会経済的背景には関連性があり，医師偏在を検討する上で重要な因子と考えられる．
キーワード：医学生，勤務地希望，人口少数地域，社会経済的背景

Yasuyuki Suzuki*1　Osamu Nomura*1　Koji Tsunekawa*2
Yuko Takeda*3　Takuya Saiki*1

Abstract:
OBJECTIVE: To examine the socioeconomic backgrounds of medical students who intend to practice in less-populated areas.
METHODS: A nationwide online questionnaire survey was conducted among 1,822 Japanese medical students (1,024 from public universities and 798 from private universities) across 40 medical schools.
RESULTS: Regarding preferred future practice locations, 25.2% of students intended to work in areas with populations over 1,000,000; 36.8% in areas with 200,000–1,000,000; 17.2% in areas with 50,000–200,000; and 4.8% in areas with fewer than 50,000 residents. Students who intended to work in less-populated areas (population <200,000) were more likely to have grown up in such areas, come from families with lower annual incomes, have fewer physician parents, have graduated from public high schools, and be enrolled in regional quota programs. Logistic regression analysis identified having a family background in a less-populated area (OR 9.46) and enrollment in a regional quota program (OR 2.72) as significant predictors of the intention to work in less-populated areas.
DISCUSSION: There is a correlation between medical students’ intentions to work in less-populated areas and their socioeconomic backgrounds, which are important factors to consider when addressing the uneven distribution of physicians in Japan.
Keywords: medical students, future practice location, less-populated area, socioeconomic background

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*1 岐阜大学医学教育開発研究センター，Medical Education Development Center, Gifu University School of Medicine
*2 名古屋市立大学医療人育成学，Department of Medical Career and Professional Development, Nagoya City University School of Medical Sciences
*3 順天堂大学医学教育学，Department of Medical Education, Juntendo University, Faculty of Medicine

川上 ちひろ*1，2　野村 理*2 　早川 佳穂*2　髙橋 美裕希*3
木原 美波*2　宮地 由佳*2　西城 卓也*1，2

要旨：
本研究は，医療者教育の複雑化した現状に対応するため，俯瞰的・相互作用的視点に基づく教育改善能力を養う教育プログラムの新たなコンピテンシーを同定することを目的とした．岐阜大学医学教育開発研究センターが開発中のプログラムにおいて，システム思考・デザイン思考・適応型リーダーシップを基盤にコンピテンシー素案を作成し，潜在的受講者のニーズ評価を質問紙調査により探索した．第91回医学教育セミナー等に参加した医療系職員138名を対象に実施し，重回帰分析の結果，参加意欲には「医療職であること」と「共創的改善への意欲」が有意に関連していた．これに基づき，教育改善に資する4つのコンピテンシー（①組織分析，②問題評価，③改善デザイン，④共創的改善）を抽出した．本研究は，FD/SD開発にマーケティング的視点を導入し，学習者中心の教育設計に新たな方向性を示すとともに，医療職と事務職員の協働による教育改善の重要性を示唆するものである．
キーワード：人材育成，マーケティング，システム思考，デザイン思考，リーダーシップ

Chihiro KAWAKAMI*1，2　Osamu NOMURA*2　Kaho HAYAKAWA*2　Miyuki TAKAHASHI*3
Minami KIHARA*2　Yuka URUSHIBARA-MIYACHI*2　Takuya SAIKI*1，2

Abstract:
This study aimed to identify new competencies for an educational program designed to cultivate the ability to improve health professions education from an overview and interactive perspective, in response to its increasing complexity. At the Center for Medical Education Development, Gifu University, a competency framework was drafted based on systems thinking, design thinking, and adaptive leadership. A questionnaire survey was conducted to assess the needs of potential participants. The survey targeted 138 medical university staff members who attended the 91st Medical Education Seminar. Multiple regression analysis revealed that willingness to participate was significantly associated with being a healthcare professional and having strong motivation for collaborative improvement. Based on these findings, four competencies were identified:（1）organizational analysis,（2）problem evaluation,（3）improvement design, and（4）collaborative improvement. This study introduces a marketing-informed perspective into FD/SD development, offering a learner-centered approach to educational design and highlighting the importance of collaboration between healthcare professionals and administrative staff in driving educational reform.
Keywords: human resource development, marketing, systems thinking, design thinking, leadership

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*1 岐阜大学大学院医学系研究科医科学専攻医学教育学，Division of Medical Education, Graduate School of Medicine, Gifu University
*2 岐阜大学医学教育開発研究センター，Medical Education Development Center, Gifu University
*3 岐阜大学地域共創型飛騨高山医療者教育学講座，Department of Community-Based Co-Creative Hida Takayama Health Professions Education, Gifu University

Marcellus Nealy*

Abstract:
This report describes an assessment redesign in a first-year Content and Language Integrated Learning (CLIL) course on interpersonal communication for international healthcare. The intervention addressed three challenges: superficial conceptual understanding, limited personal engagement, and the logistical difficulty of providing individualized feedback to classes exceeding ninety students. Students completed a narrative reflective essay requiring them to define key concepts, explain their relevance to future clinical practice, and integrate personal experiences. Feedback was grounded in Self-Determination Theory, sociocultural scaffolding, and constructivist principles, and delivered through a hybrid model combining instructor review with supervised AI-assisted tools. Students then revised their essays, creating a feedback–revision cycle designed to promote deeper reflection and conceptual growth. Findings showed that students moved beyond recall toward more integrated, patient-centered interpretations of professionalism, empathy, cultural competence, history taking, and other foundational topics. Reflections revealed early development of professional identity and increased awareness of the relational dimensions of care. Survey responses indicated high student satisfaction and recognition of the assignment’s value. The workflow also demonstrated that reflective, individualized assessment can be delivered at scale without compromising quality. This approach highlights reflection as a generative core of communication education and illustrates how intentional assessment design—supported by guided feedback and supervised AI—can foster intrinsic motivation, conceptual depth, and early professional identity formation in medical students.
Keywords: Reflective assessment, communication competence, AI-assisted feedback, content and language integrated learning, professional identity formation

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*Faculty of Medicine, Faculty of Health Science Juntendo University, 順天堂大学 医学部、保健医療学部

小串 真澄*1　大滝 純司*2　Sullivan J Daniel*3

Masumi Ogushi*1　Junji Otaki*2　Daniel Sullivan*3

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*1 Beth Israel Deaconess Medical Center
*2 東京医科大学医学・看護学教育推進センター総合診療科，Tokyo Medical University
*3 Beth Israel Deaconess Medical Center Harvard Medical School Beth Israel Deaconess Medical Canter

竹田 若菜*

Wakana Takeda*

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*岩手医科大学医学部医学科1年生　Faculty of Medicine, Iwate Medical University, First Year Student

遠藤 周*

編集：松山 泰
執筆：松山 泰・鋪野 紀好・三原 弘・林 幹雄・黄 世捷・淺田 義和

Amane Endo*

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*順天堂大学医学部　医学教育研究室／小児科学講座，Department of Medical Education, Department of Pediatrics, Juntendo University School of Medicine