Misc

Interviews were conducted with five physicians who were not originally from remote islands but have continued working there. A thematic analysis was performed to explore the reasons behind their decision to pursue a career in remote island medicine and the factors that contributed to their continued practice. The findings revealed that the presence of role models, clinical training during medical school, and underlying personal values and attitudes served as initial motivators for working on remote islands. Additionally, factors such as a sense of belonging as an island physician, awareness of contributing to others, and self-acceptance-arising from the unique, close-knit environment of remote islands-were identified as key reasons for their long-term commitment to island practice.

1.すべての医療・介護専門職が連携を円滑に進めるためには,多職種連携教育(IPE)から実践(IPCP)までを貫く共通能力枠組みが必要であり,その基盤として日本版多職種連携コンピテンシーが開発された.2.日本版多職種連携コンピテンシーは,2つのコア・ドメイン「患者・家族・コミュニティを中心に据えること」と「職種間コミュニケーション」を中核に据え,「職種役割を全うする」,「関係性に働きかける」,「自職種を省みる」,「他職種を理解する」という4つのドメインで構成され,教育目標と実践行動指標の両面で適用できる.3.IPEやIPCPにおける複数の日本語の評価票が開発され,理学療法士のIPEやIPCPの評価に活用することが可能である.(著者抄録)

Keio University conducted practical training based on community diagnosis as part of an interprofessional education program involving three healthcare faculties: the School of Medicine, the Faculty of Nursing and Medical Care, and the Faculty of Pharmacy. This training took place in Wakkanai City (Hokkaido), Minakami Town (Gunma), and Mino City (Gifu). Students engaged in data collection, hypothesis setting, fieldwork-based hypothesis verification, and explored solutions to community issues. Through this process, they learned about the importance of experiencing residents' daily lives firsthand, the interconnectedness of various community factors, and collaborative approaches to problem-solving. The program offered students the opportunity to understand community dynamics and teamwork, while engaging in active trial-and-error learning that fostered independent learning and problem-solving skills.

日本のシミュレーション教育に関する大学教員研修についての全国調査を行った。シミュレーションFDを実施している大学は47校(68%)であった。OSCE関連の項目の実施率が高く、インストラクショナルデザイン、テクノロジー、プログラム評価、総括的評価、などの項目の実施率は低かった。特に、省察的実践、論文執筆の指導については15%に満たなかった。また障壁としては、学生の要因は少なく、シミュレーション教育にかかわる指導者の多忙が90%と最も多かった。(著者抄録)

Contemporary medical education is increasingly dominated by the imperatives of efficiency, measurable outcomes, and technological optimization. While these frameworks aim to improve educational quality, they risk marginalizing essential but non-linear learning experiences. This commentary introduces the concept of “temporal diversity” as a necessary ecological shift in curriculum design. By situating the obsession with efficiency within the broader context of New Public Management and social acceleration, we argue for legitimizing “slow time”—relational, reflective, and unstructured moments. Reclaiming temporal diversity is vital for fostering professional identity formation, preventing burnout, and ensuring a humane foundation for medical education.