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TOPSCHOOL OF MEDICINE > CURRICULUM

CURRICULUM

Liberal education

Broad knowledge is acquired, and being an educated human being raises the expectation of being a good doctor.

liberal educationIn liberal education, also referred to as liberal arts education, the subjects can be divided into three broad areas: the natural sciences, foreign languages and the humanities and the social sciences. The natural sciences provide the fundamental education necessary to understand medicine scientifically, so acquiring the knowledge of natural sciences is a requirement prior to the pursuit of professional training. For example, science education lectures are given in “Basic Physics”, “Fundamentals of General Chemistry” and “Basic Biology” to establish a program of selectively learning subjects that are not learned in high school. Additionally, there is a variety of practical courses such as “Mathematics (Medical Statistics)”, “Medical Physics and Chemistry”, “Chemistry (Chemistry on the Living Organism)”, “Morphology of Mammalian Animals”, and “Introduction to Informatics”. With the study of foreign languages, education addresses the development of the global community and internationalization. The study of the humanities and the social sciences cultivates the breadth and depth of education and overall judgment, forming a well-rounded and moral character. Our college has concluded an academic exchange agreement with Kwansei Gakuin University, so that courses can be selected independently from among the variety of subjects of liberal studies available at this university, and the courses are taken together with the university students on the same campus. Interaction with a variety of students of the same generation also helps to promote human growth. Moreover, a form of small-group education called tutorial education has been introduced where the students take on a challenge by themselves; they find a problem and develop their capabilities through repeated discussions to arrive at a solution. A faculty member participates in each group as the tutor, to monitor the direction of the discussions and to carry out an evaluation. Presentation methods are also learned, and the students become accustomed to self-education and cultivate their problem-solving skills. One final thing that should not be forgotten is spiritual support. There are more than 20 experienced faculty members to provide support as advisors to the students.

Professional education

A curriculum that simplifies learning, from the basics through to the clinical, and cultivates the ability to self-educate.

A professional education that covers a model core curriculum adequately, this is the objective for every student; making it easy to study in preparation for the nationwide common exam (the common evaluation exam to judge a student’s academic achievement in a medical college education). There are three characteristics to this: an integrated organ type curriculum, unit-style lectures, and tutorial education. For the integrated organ type curriculum, the education is uniformly broad, covering an organ from the basics up to the clinical level. Always conscious of the bedside, the doctor’s motivation for studying basic medicine is also increasing. The unit-style lectures are not run as in the past, with many subjects studied simultaneously in parallel and tested cumulatively at the end of the semester, but rather under a system in which one integrated organ type curriculum is studied roughly in two weeks, and these are tested sequentially when the unit has been completed. With a test given every other week, students can enjoy participating in their club activities and the learning proceeds by promotion, one step at a time. Of course, with time being spent as in a language course, the educational effect will be like that in the conventional system. professional educationWith the tutorial education that is the third characteristic, the students get in the habit of self-education as a continuation of the liberal education, and a faculty member will join each group to serve as a tutor, but all of the students consistently play a major role. Professional education is chiefly from the second to the fourth year, but the general examination for advancement is scheduled before the end of the second year; this is a general summary that reviews the first and second years of college. Moreover, in the fourth year there is “Clinical Dissection of Human Body” and “Practice of Medical Examination” as preparation for the clinical practice. Furthermore, there is a general examination for advancement scheduled before the end of the fifth year, which is a general summary that covers the knowledge learned prior to reaching the final year, the sixth year.

Clinical practice

Thought processes are shaped by performing actual medical procedures, acquiring highly refined problem-solving capabilities.

clinical practiceThe goal of doctor training at our college is a sense of mission imbued with a rich spirit, to develop a practicing clinician with highly refined problem-solving capabilities. From this perspective, clinical practice is important; in addition to the traditional bedside learning and mock diagnoses, we have introduced clinical practice based on participation in diagnoses in the core departments of internal and surgical medicine (clinical clerkship). The clinical practice based on participation in diagnoses is carried out during the fifth year at our College Hospital, and involves performing actual medical procedures within a specified range, including clinical work or ward rounds, and outpatient work. In the treatment record (chart) for the student’s use are recorded the patient’s status, problems with the patient’s condition from their own consideration, and also the treatment designed to resolve those problems. In this way the student learns the thought processes and can acquire the skills, knowledge and a sense of the judgment needed to behave as a doctor. In addition, the clinical practice performed at Sasayama Hospital emphasizes primary care. A partnership is built with the patient, to gain experience with diagnosis and treatment within the context of the family and the broader community, to be able to gain knowledge and a sense of judgment that cannot be experienced otherwise in the medical profession. Furthermore, clinical practice in teaching hospitals or nearby community hospitals and selective clinical practice are implemented beginning from the sixth year. The clinical practice in teaching hospitals or nearby community hospitals will involve practical experience in whatever sort of treatments are being carried out at the College-affiliated Hospital or other medical institution where the clinical practice takes place. The selective clinical practice is intensive training in a small group that involves the type of medical treatment in which the students themselves have an interest. Later will come the preparation for the national examination and the graduation examination. As preparation for the national examination, not only lectures on preparation and practice exams, but group study is also emphasized, and support is provided to the student for both study and spiritual needs. The final examination is a general summary over the six years, and successful completion of this exam will be proof that the student has acquired sufficient knowledge to become a doctor.

* All the data in this site was arranged at 2009.