Developing competencies relating to information science and technology in Japanese undergraduate medical education.

In response to the growing expectation and recognized potential for integrating information and communication technology (ICT) into medicine, the Model Core Curriculum for Medical Education in Japan incorporated 'the ability to use information science and technology' as a new competency in its 2022 revision. This study aimed to identify specific learning objectives that medical students should achieve to acquire this competency. The research team developed an initial list of 107 learning objectives through a literature survey.

Implementing digital transformation in the revision process for Japan's Model Core Curriculum: A qualitative document analysis.

Purpose: Digital transformation (DT) is significantly impacting medical education. Despite advancements such as virtual reality and remote education, the influence of DT on the development of curricula and guidelines has not been thoroughly explored. This study aims to explore the enabling factors and impacts of DT on the revision process for Japan's Model Core Curriculum (MCC) in 2022.

Competencies required to make use of Information Science and Technology among Japanese medical students: a cross-sectional study.

Background: Competency in the use of information science and technology (IST) is essential for medical students. This study identified learning objectives and competencies that correspond with low self-assessment related to use of IST and factors that improve such self-assessment among medical students.

Methods: A questionnaire was administered to sixth-year medical students across 82 medical schools in Japan between November 2022 and February 2023.

The effect of refresher training on fact description in medical incident report writing in the Japanese language.

To maintain the effectiveness of the training (1st-Training Session: 1st-TS) to accurate describe facts in the medical incident reports (IRs) in Japanese, a refresher TS was designed and its effectiveness was examined. First, textual analysis showed that IRs' accuracy significantly decreased six months after the 1st-TS. Based on this result, the refresher TS was designed and conducted with 64 residents.

Training residents in medical incident report writing to improve incident investigation quality and efficiency enables accurate fact gathering.

We assessed whether training on writing readable and accurate medical incident reports (IRs) improves the quality of fact description. In this training, 124 residents created fictional IRs. We provided tips, including using When, Where, Who, What, Why, How.

Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan.

Background: Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e.