1. 学生による学生のための医学教育改革提案
Plan of the reform of the medical education
〜by the students, for the students〜
東北大学医学部医学科6年 今野健一郎
群馬大学医学部医学科6年 柴田 綾子
舟越 優
聖路加国際病院初期研修医 駒井 俊彦
東京大学医学教育国際協力研究センター
大西 弘高
8. 結果3)学生からの意見の重要性
医学生の声=学部教育のアウトカム指標の一つ
The medical school must have a policy on student
representation and appropriate participation in the
design, management and evaluation of the
curriculum, and in other matters relevant to students.
(WFME Global Standards: Basic Medical Education,
4.4 Basic standard)
Teachers and students should be actively involved
in planning programme evaluation and in using its
results for programme development. (同7.2)
9. There must be integrated institutional responsibility
for the overall design, management, and evaluation of
a coherent and coordinated curriculum.
The phrase "integrated institutional responsibility" implies
that an institutional body (commonly a curriculum
committee) will oversee the educational program as a
whole. An effective central curriculum authority will exhibit:
-- Faculty, student, and administrative participation.
(LCME, Accreditation Standards, ED-33)
In assessing program quality, a medical education
program must consider medical student evaluations of
their courses, clerkships (or, in Canada, clerkship
rotations), and teachers, as well as a variety of other
measures. (同,ED-47)
14. ②アウトカムの評価と国民への公表
(医学部の社会的責務)
The objectives of a medical education program must be
stated in outcome-based terms that allow assessment of
student progress in developing the competencies that
the profession and the public expect of a physician.
(LCME, Accreditation Standards ED-1-A.)
A wider range of stakeholders should have access to
results of course and programme evaluation, and their
views on the relevance and development of the
curriculum should be considered. (WFME Global
Standards, Basic standard-7.4)
15. 【参考文献】
■医学部の既定について
<WFME Global Standards>
・Basic Medical Education http://www.wfme.org/
<Institute for International Medical Education(IIME)>
・Global Minimum Essential Requirements in Medical Education
http://www.iime.org/gmer.htm
<US : Liaison Committee on Medical Education>
・LCME:Accreditation Standards
http://www.lcme.org/functionslist.htm http://www.lcme.org/functions2010jun.pdf
<papers>
・World Federation for Medical Education Policy on
International Recognition of Medical Schools’ Programme
Ann Acad Med Singapore 2008;37:1041-3
http://www.annals.edu.sg/pdf/37VolNo12Dec2008/V37N12p1041.pdf
・International recognition of basic medical education programmes
Medical Education 2008: 42: 12–17
http://www3.interscience.wiley.com/cgi-bin/fulltext/119403364/PDFSTART
17. Minimum essential requirements
and standards in medical education
■Institute for International Medical Education(IIME)
・established in 1999 by the China Medical Board of NY
・providing leadership in defining ”global minimum essential requirements”
of undergraduate medical programs.
・A standard is both a goal (what should be done) and
a measure of progress toward that goal (how well it was done)
・The global minimum essential requirements specify the knowledge,
skills and attitudes related to sciences basic to medicine, clinical practice
and ethical values, which the medical curriculum should contain to
ensure that graduates are prepared to begin further graduate medical
education or to start to practice medicine under super vision.
A NDRZEJ W OJ TCZAK, M . ROY S CHWA RZ Medical Teacher,2000,Vol. 22-6
http://www.iime.org/sys/wojtczak_2000.pdf
18. 【医学部の質の保証 ~WHO~】
World Federation for Medical Education (WFME)
<The WHO/WFME Guidelines for Accreditation>
Essential Elements of proper accreditation
• Authoritative mandate·
• Independence from governments and providers
• Transparency
• Predefined general and specific criteria
• Use of external review
• Procedure using combination of
self-evaluation and site visits
• Authoritative decision
• Publication of report and decision
http://www.annals.edu.sg/pdf/37VolNo12Dec2008/V37N12p1041.pdf
19. 世界基準での医学部の質の保証 (cont.
■Systems based on external review have been adopted
in more than 80 countries around the world
(Ann Acad Med Singapore 2008;37:1041-3)
例
・Liaison Committee on Medical Education (LCME、US)
・ Australia and New Zealand (AMC)
・Arabian Gulf region(2001)
・Western Pacific region:regional standards(2001)
■Standardsを国の基準として使用している国
Australia, New Zealand, China,
Malaysia, Korea, the Philippines、Vietnam.
■WHO: 各国の医学部の基準や質をデータベース化に着手
Global Directories of Health Professions
Education Institutions(GDHPEI)
(Medical Education 2008: 42: 12–17 )