-Report on Experiments and Clinical Cases-

A Freshman Orientation Program to Provide an Overview of the Medical Learning Roadmap

Terumichi Fujikura^1,5, Takehiro Nemoto^2,5, Kazue Takayanagi¹, Masami Kashimura³, Yoshiaki Hayasaka¹ and Kazuo Shimizu⁴

¹Center for Medical Education, Nippon Medical School
²Department of Physiology, Nippon Medical School
³Department of Medical Psychology, Nippon Medical School
⁴Division of Endocrine Surgery, Department of Surgery, Nippon Medical School
⁵Working Committee of the Small Group Learning, Nippon Medical School

International accreditation of medical education was introduced in Japan in 2013 and is planning to be applied in late 2014 or 2015. Students will need to cope with the resulting changes and to recognize by what route they will learn medicine. Therefore, a freshman orientation course, which was based on problem-based learning (PBL) and had been held for first-year students, was modified as an awareness reform program in which students would learn "how to learn medicine." We investigated whether this program has led to useful changes in students' recognition of the way of learning in medical school and their directions as learners. The program was held for 114 first-year medical school students in 2013 and consisted of PBL tutorials, large-classroom lectures, simulation learning using role-play with simulated patients, and team-based learning (TBL), presented in this order. Learning modules that is made with an integration of the clinical sciences with the basic biomedical and the behavioral and social sciences were provided. A nonanonymous questionnaire survey asking "what learning methods are effective for you?" was conducted before and after completion of the course. Furthermore, group answers obtained in TBL were investigated. The score for the question "To what extent can you imagine your route of learning during your 6 years?" significantly increased from 3.1±0.99 (mean±SD) before the course to 3.5±0.88 (p<0.01) after the course. The score for the question "To what extent is the small-group learning, such as PBL, useful for you?" significantly increased from 3.9±0.73 to 4.2±0.71 (p<0.05). Group responses in TBL sessions indicated that students desired classes that presented tasks and regarded "emphasis on reflection" and "observation of senior physicians as role models" as the most important methods for learning interview skills. We believe students should acquire active learning attitudes as adults early in their 6 years of medical school. The level of understanding of "how to learn as adults" was 3.7 and indicated a moderate result. This course employed many educational strategies, and we believe it helped students understand what they learn and how to learn during their 6 years of medical and to get an overview of the learning roadmap.

J Nippon Med Sch 2014; 81: 378-383

Keywords
problem-based learning, team based learning, adult learning theory, self-directed learning, cooperative learning

Correspondence to
Terumichi Fujikura, Center for Medical Education, Nippon Medical School, 1-1-5 Sendagi, Bunkyo-ku, Tokyo 113-8602, Japan
teru-fujik@nms.ac.jp

Received, June 16, 2014
Accepted, July 30, 2014