Effective learning strategies for Japanese Kampo medicine using problem‐based learning and simulator training for medical students: A questionnaire survey. Issue 2 (30th March 2021)

• Record Type: Journal Article
• Authors: Amitani, Marie; Amitani, Haruka; Suzuki, Hajime; Kawazu, Suguru; Fukumoto, Takamasa; Yamaguchi, Kojiro; Oki, Toshimichi; Nitta, Hideaki; Sonoda, Takuro; Uto, Nanami; Numata, Mayumi; Mizuma, Kimiko; Ibusuki, Rie; Takezaki, Toshiro; Owaki, Tetsuhiro; Asakawa, Akihiro
• Is Part Of: Traditional & Kampo Medicine. Volume 8:Issue 2(2021)
• Page Start: 155
• Page End: 162
• Publication Date: 2021-03-30
• Subjects: decoction experience -- Kampo medicine education -- problem‐based learning -- simulator training; Medicine, Oriental -- Japan -- Periodicals; Medicine, Chinese -- Japan -- Periodicals; Medicine, East Asian Traditional; Japan; Medicine, Chinese; Medicine, Oriental; Japan; Electronic journals; Periodicals; Periodicals; 615
• DOI: 10.1002/tkm2.1281
• Languages: English
• ISSNs: 2053-4515

Abstract

Abstract: Background: Kampo medicine was introduced into the core curriculum model of medical education in Japan in 2007, and has been taught at all 80 medical universities across the country. However, as there are differences in terms of content and between universities, Kampo medicine education needs to be standardized. Therefore, this study aimed to examine the effects of combining multiple strategies, including lectures, problem‐based learning (PBL), and simulator training for the development of a standardized educational curriculum for Kampo medicine. Methods: We offered a lectures‐only class (Kampo strategy‐lectures [Ks‐L]), a class with lectures and decoction (Ks‐LD), a class with lectures, decoction, and PBL (Ks‐LDP), and a class with lectures, decoction, PBL, and simulator training (Ks‐LDPS). We analyzed the data from a 12‐item questionnaire conducted by the Faculty Development Committee of Kagoshima University Faculty of Medicine to evaluate the curriculum. Results: Ks‐LDPS was rated significantly higher than the other modules in active learning, and overall satisfaction. Conclusions: The results of this study suggest that combining multiple strategies rather than offering classes with lectures promoted a positive attitude to Kampo medicine and deep self‐learning among students, thereby improving the educational effects of Kampo medicine education.