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A Blueprint for Planning the General Education of Medical Students and Residents as Physicians: Beyond Introduction to Clinical Medicine, Problem-Based Learning, and the Clinical Clerkship.
In my previous lectures I have traced the history of the clinical clerkship, described how to use cases as the basis for integrating teaching in the basic science years with the clinical training of the final two years, and demonstrated the difficulties faculty members have in evaluating the clinical skills of learners.
My final two lectures will present a general theory for the education of physicians based on the models in use in most western, English-speaking countries.
The lecture on February 20 will outline the broad goals for teaching clinicianship?the fundamental skills which every physician needs to be an effective physician. I will emphasize the importance of a broad, general education both before and during medical school. I will review the importance of the medical school admissions process in selecting and training physicians who are compassionate, dedicated, ethical, and committed to their own, their colleaguefs, and their patient's educations. Finally, I will outline the importance of training medical students and residents in generalist settings before they choose a subspecialty and as the basis for advanced, post-residency subspecialty training.
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Summing Up: An American Educator's Impression of Japanese Medical Education - Strengths and Opportunities.
In my final lecture I will summarize some of the themes of my earlier lectures and discuss fifteen challenges for consideration by Japanese medical educators. The challenges will include the importance of superb clinical care as the basis for the training of outstanding clinicians by university teaching hospitals, the role of professional self-regulation in improving the standards of patient care and teaching, the introduction of searches and competition for the best residents and faculty members, and direct participation in the international marketplace of medical care and education by both sending Japanese physicians abroad for clinical training and attracting foreign physicians for training in Japan. I will also touch on strategic planning for clinical and educational excellence and the need for diversity of interests in building a medical school faculty.