| アイテムタイプ |
itemtype_ver1(1) |
| 公開日 |
2026-02-27 |
| タイトル |
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|
タイトル |
Towards building a meaningful clinical training program: a comparison of obstetrics and gynecology undergraduate medical education in Germany and Japan |
|
言語 |
en |
| 著者 |
Yoshihara, Masato
Roisenwasser, Lina
Fehm, Tanja N.
Nishigori, Hiroshi
Kajiyama, Hiroaki
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| アクセス権 |
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|
アクセス権 |
open access |
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アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 権利 |
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|
権利情報Resource |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
|
権利情報 |
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International |
|
言語 |
en |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
education |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
medical |
| キーワード |
|
|
主題Scheme |
Other |
|
主題 |
undergraduate |
| キーワード |
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|
主題Scheme |
Other |
|
主題 |
obstetrics and gynecology |
| 内容記述 |
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内容記述タイプ |
Abstract |
|
内容記述 |
Recent reforms in Japan’s medical education, particularly the revision of the Model Core Curriculum, have emphasized hands-on clinical training to improve student competencies. Despite growing awareness, implementation varies across institutions, and clinical education remains largely observational with limited procedural experience. In contrast, Germany’s medical education, rooted in practical training since the Meiji period influence, integrates structured clinical experience throughout the undergraduate curriculum, culminating in the sixth-year “Praktisches Jahr”. The present study compares undergraduate clinical training in obstetrics and gynecology (OB-GYN) between Japan and Germany, focusing on the author’s experience at the University Hospital of Düsseldorf and Nagoya University Hospital. The OB-GYN training program at Düsseldorf emphasizes direct patient care, clinical reasoning, and active learning through the Mini-Clinical Evaluation Exercise, problem-based learning, and simulation-based ultrasound practice. Educator involvement is institutionalized, and dual-feedback systems enhance accountability. The Nagoya program focuses on simulations and observations, with structured learning in professionalism, basic procedures, and journal clubs, but lacks consistent feedback mechanisms and opportunities for independent clinical reasoning. Therefore, Japan may enhance its undergraduate clinical education by incorporating Germany’s practical training approaches, including structured inpatient case assignments, bidirectional feedback systems, and the greater integration of clinical decision-making. These insights support curriculum reforms that foster student engagement and professional competence. Future efforts need to align these adaptations with Japan’s unique educational and institutional contexts to ensure sustainable improvements in medical education. |
|
言語 |
en |
| 出版者 |
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|
出版者 |
Nagoya University Graduate School of Medicine, School of Medicine |
|
言語 |
en |
| 言語 |
|
|
言語 |
eng |
| 資源タイプ |
|
|
資源タイプresource |
http://purl.org/coar/resource_type/c_6501 |
|
タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| ID登録 |
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|
ID登録 |
10.18999/nagjms.88.1.170 |
|
ID登録タイプ |
JaLC |
| 関連情報 |
|
|
関連タイプ |
isVersionOf |
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|
識別子タイプ |
URI |
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|
関連識別子 |
https://www.med.nagoya-u.ac.jp/medlib/nagoya_j_med_sci/874.html |
| 収録物識別子 |
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|
収録物識別子タイプ |
PISSN |
|
収録物識別子 |
0027-7622 |
| 収録物識別子 |
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|
収録物識別子タイプ |
EISSN |
|
収録物識別子 |
2186-3326 |
| 書誌情報 |
en : Nagoya Journal of Medical Science
巻 88,
号 1,
p. 170-177,
発行日 2026-02
|
16_Yoshihara.pdf (1.8 MB)
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