Journal of Nippon Medical School: Vol.71 No.1 page.011

Journal of Nippon Medical School

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ArticleTitle Implementation of Integrated Medical Curriculum in Japanese Medical Schools

AuthorList Toshiro Shimura¹, Takumi Aramaki¹, Kazuo Shimizu^1,2, Tsuguhiro Miyashita^1,3, Koji Adachi⁴ and Akira Teramoto⁴

Affiliation ¹Academic Quality and Development Office, Nippon Medical School
²Second Department of Surgery, Nippon Medical School
³Department of Radiology, Nippon Medical School
⁴Department of Neurosurgery, Nippon Medical School

Language EN

Volume 71

Issue 1

Year 2004

Page 11-16

Received September 19, 2003

Accepted October 8, 2003

Keywords medical education, integrated, curriculum, structure and function

Abstract Recently, various integrated medical curricula, which can be defined as courses with subject matter classified by organ systems rather than according to departments such as surgery and internal medicine, are beginning to be introduced to bedside-learning in Japan. For example, in such an integrated medical curriculum, lectures in the course on neurological diseases would be given by a team that would include neurosurgeons, neurologists, and pathologists. Using medical education on neurological diseases as an example of an integrated medical curriculum, we analyzed the factors related to the neurological disease course as an example of an integrated medical curriculum in the clinical medicine course at our school. We also compared our course with those of all private medical schools in Japan, using the syllabuses of these private medical schools for the comparison, and considered elements that measured interdisciplinary participation in presenting the curriculum. For an integrated medical curriculum to gain interdisciplinary acceptance, the curriculum should be constituted using all medical disciplines related to the specific organ involved in the disease process under study, including both basic medicine and clinical medicine. In addition, teachers should be informed of the rationale for such a curriculum to promote their participation and a textbook on the integrated medical curriculum is needed. A curriculum committee should play an important role in promoting this type of medical education.

Correspondence to Correspondence to Toshiro Shimura, MD, Academic Quality and Development Office, Nippon Medical School, 1-1-5 Sendagi, Bunkyo-ku, Tokyo 113-8603, Japan
t-simura@nms.ac.jp

ArticleTitle	Implementation of Integrated Medical Curriculum in Japanese Medical Schools
AuthorList	Toshiro Shimura¹, Takumi Aramaki¹, Kazuo Shimizu^1,2, Tsuguhiro Miyashita^1,3, Koji Adachi⁴ and Akira Teramoto⁴
Affiliation	¹Academic Quality and Development Office, Nippon Medical School ²Second Department of Surgery, Nippon Medical School ³Department of Radiology, Nippon Medical School ⁴Department of Neurosurgery, Nippon Medical School
Language	EN
Volume	71
Issue	1
Year	2004
Page	11-16
Received	September 19, 2003
Accepted	October 8, 2003
Keywords	medical education, integrated, curriculum, structure and function
Abstract	Recently, various integrated medical curricula, which can be defined as courses with subject matter classified by organ systems rather than according to departments such as surgery and internal medicine, are beginning to be introduced to bedside-learning in Japan. For example, in such an integrated medical curriculum, lectures in the course on neurological diseases would be given by a team that would include neurosurgeons, neurologists, and pathologists. Using medical education on neurological diseases as an example of an integrated medical curriculum, we analyzed the factors related to the neurological disease course as an example of an integrated medical curriculum in the clinical medicine course at our school. We also compared our course with those of all private medical schools in Japan, using the syllabuses of these private medical schools for the comparison, and considered elements that measured interdisciplinary participation in presenting the curriculum. For an integrated medical curriculum to gain interdisciplinary acceptance, the curriculum should be constituted using all medical disciplines related to the specific organ involved in the disease process under study, including both basic medicine and clinical medicine. In addition, teachers should be informed of the rationale for such a curriculum to promote their participation and a textbook on the integrated medical curriculum is needed. A curriculum committee should play an important role in promoting this type of medical education.
Correspondence to	Correspondence to Toshiro Shimura, MD, Academic Quality and Development Office, Nippon Medical School, 1-1-5 Sendagi, Bunkyo-ku, Tokyo 113-8603, Japan t-simura@nms.ac.jp