あめいろぐ医学教育

出版社: 丸善出版
著者:
発行日: 2022-05-30
分野: 医学一般  >  医学教育
ISBN: 9784621307212
電子書籍版: 2022-05-30 (電子書籍版)
書籍・雑誌
≪全国送料無料でお届け≫
取寄せ目安:4~8営業日

3,850 円(税込)

電子書籍
章別単位での購入はできません
ブラウザ、アプリ閲覧

3,850 円(税込)

商品紹介

【あめいろぐ】シリーズ第6弾「医学教育編」.
激変する医学の世界で,知識を更新し,最新の情報を臨床に活かせていますか
医師免許が生涯免許である日本では育たなかった「医学教育のノウハウ」が,アメリカにはきっとあります
アメリカでは,どんな理念の下に教育システムを構築し,何を,誰が,どう教え,学び,評価しているのか
アメリカ医学教育の専門家が医学教育の最前線を徹底講義
効率的に学び,効果的に教えるヒントがここにあります!

目次

  • ■第1部 医学教育システム
    1章 アメリカの卒後医学教育
    2章 アメリカの卒前医学教育
    3章 医師の国際移動と医学部の国際認証制度
    4章 医師の質担保に求められるシステム

    ■第2部 医師教育の実際
    5章 現場での医学生・研修医教育
    6章 医師の生涯学習
    7章 臨床現場で使える指導法
    8章 今すぐ使えるティーチング法8選
    9章 シミュレーションを用いた医学教育

    ■第3部 未来の教育者の育て方
    10章 医学教育のリーダーの育て方
    11章 今後のシステム変化に対応した教育の変わり方とありかた

この書籍の参考文献

参考文献のリンクは、リンク先の都合等により正しく表示されない場合がありますので、あらかじめご了承下さい。

本参考文献は電子書籍掲載内容を元にしております。

第1部 医学教育システム

P.20 掲載の参考文献
1) Accreditation Council for Graduate Medical Education (ACGME). Mission, Vision, and Values (https://www.acgme.org/About-Us/Overview/Mission-Vision-and-Values). Last accessed on Nov 12th, 2020.
1. 「卒後医学教育の評価法とNAS」(http://ameilog.com/masayukinogi/2015/01/23/040326)
2. 「研修医へのマイルストーン評価法の実際」(http://ameilog.com/masayukinogi/2019/01/27/120006)
2) Beck AH. The Flexner Report and the standardization of American medical education. JAMA 2004 ; 291 : 2139-40.
3. 「Emergency MedicineにおけるFellowship」(http://ameilog.com/yukonakajima/2015/01/03/015242)
3) Osler W. The Natural method of teaching the subject of medicine. J Amer Med Assoc 1901 ; XXXVI (24) : 1673-9.
4) Ahmed A-KH, et al. Allopathic and osteopathic medicine unify GME accreditation : A historic convergence. Fam Med 2017 ; 49 : 374-7.
4. 「秋のメンフィス 小児科フェローシップについて 前編」(http://ameilog.com/norimitsukuwabara/2015/10/29/235903)
5) Accreditation Council for Graduate Medical Education (ACGME). ACGME Data Resource Book 2019-2020 (https://www.acgme.org/About-Us/Publications-and-Resources/Graduate-Medical-Education-Data-Resource-Book). Last accessed Nov 12th, 2020.
6) Accreditation Council for Graduate Medical Education (ACGME). ACGME Common Program Requirements (Residency) (https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/CPRResidency2020.pdf). Last accessed Nov 10th, 2020.
7) Leach DC. A model for GME : shifting from process to outcomes. A progress report from the Accreditation Council for Graduate Medical Education. Med Educ 2004 ; 38 : 12-4.
8) Carraccio C, et al. Shifting paradigms : from Flexner to competencies. Acad Med 2002 ; 77 : 361-7.
9) Weinberger SE, et al ; Alliance for Academic Internal Medicine Education Redesign Task Force II. Competency-based education and training in internal medicine. Ann Intern Med 2015 ; 153 : 751-6.
10) Nasca TJ, et al. The Next GME accreditation system-- rationale and benefits. New Engl J Medicine 2012 ; 366 : 1051-6.
11) ACGME, American Board of Internal Medicine. The Internal Medicine Milestone Project. A Joint Initiative of The Accreditation Council for Graduate Medical Education and The American Board of Internal Medicine (https://www.acgme.org/Portals/0/PDFs/Milestones/InternalMedicineMilestones.pdf)
12) Edgar L, et al. Milestones 2.0 : a step forward. J Grad Med Educ 2018 ; 10 : 367-9.
13) Leach DC. Competence is a habit. JAMA 2002 ; 287 : 243-4.
14) Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990 ; 65 : S63-7.
15) Dreyfus SE. The five-stage model of adult skill acquisition. Bull Sci Technol Soc 2004 ; 24 : 177-81.
16) Norcini J, et al. Workplace-based assessment as an educational tool : AMEE Guide No. 31. Med Teach 2007 ; 29 : 855-71.
17) Bell BM. Resident duty hour reform and mortality in hospitalized patients. JAMA 2007 ; 298 : 2865-7.
18) Rosenbaum L, et al. Residents' duty hours-toward an empirical narrative. N Engl J Med 2012 ; 367 : 2044-9.
19) Desai SV, et al. Effect of the 2011 vs 2003 duty hour regulation-Compliant models on sleep duration, trainee education, and continuity of patient care among internal medicine house staff : A randomized trial. JAMA Intern Med 2013 ; 173 : 649-55.
20) Goitein L, et al. KM. Resident workload-Let's treat the disease, not just the symptom. JAMA Intern Med 2013 ; 173 : 655-6.
21) Bilimoria KY, et al. National Cluster-Randomized trial of duty-hour flexibility in surgical training. N Engl J Med 2016 ; 374 : 713-27. (Available from : https://www.nejm.org/doi/pdf/10.1056/NEJMoa1515724)
22) Desai SV, et al. Education outcomes in a duty-hour flexibility trial in internal medicine. N Engl J Med 2018 ; 378 : 1494-508.
23) Long TR, et al. An early assessment of the ACGME CLER Program : A National Survey of Designated Institutional Officials. J Grad Med Educ 2017 ; 9 : 330-5.
24) Luciano G, et al. Why residencies should fly : Towards a logical approach to duty hour reform. J Gen Intern Med 2020 ; 35 : 3333-7.
P.42 掲載の参考文献
1. 「『 ソフトスキル』を育て, 型を破る人材作りの環境」(http://ameilog.com/masayukinogi/2018/10/15/204647)
1) Cooke M, et al. American medical education 100 years after the Flexner report. N Engl J Med 2006 ; 355 : 1339-44.
2. 「医学教育の日米比較 日本医師の強み・弱み-米国で医療従事者になってみた」(http://ameilog.com/atsushisorita/2013/11/07/174227)
2) Flexner A. The American College : A Criticism. New York, NY : 1908. The Century Co : 1908.
3. 「メディカルスクールは日本に必要? -米国で医療従事者になってみた (16)」(http://ameilog.com/atsushisorita/2013/10/21/212224)
3) Flexner A. Medical Education in the United States and Canada : A Report to the Carnegie Foundation for the Advancement of Teaching. Bulletin No. 4. Boston, Mass : Updyke ; 1910.
4) Markel H. Abraham Flexner and his remarkable report on medical education : A century later. JAMA 2010 ; 303 : 888-90.
4. 「メディカルスクールに行きたい!」(http://ameilog.com/alisasuzuki/)
5) Flexner A. Is social work a profession? Presentation from National conference of charities and corrections at the 42nd annual session held in Baltimore, Maryland. May, 1915.
6) Ludmerer KM. Commentary : Understanding the Flexner report. Acad Med 2010 ; 85 : 193-6.
7) Flexner A. Medicine : A Comparative Study. New York, NY : Macmillan ; 1925.
8) Association of American Medical Colleges. Physicians for the twenty-first century. Report of the Project Panel on the General Professional Education of the Physician and College Preparation for Medicine. Acad Med 1984 ; 59 : 1-208.
9) Association of American Medical Colleges. MCAT and GPAs for applicants and matriculants to U.S. medical schools by primary undergraduate major, 2009 (www.aamc.org/data/facts/applicantmatriculant/table18-facts09mcatgpabymaj1-web.pdf). Last accessed May 31, 2020.
10) Muller D, et al. Challenging traditional premedical requirements as predictors of success in medical school : the Mount Sinai School of Medicine Humanities and Medicine Program. Acad Med 2010 ; 85 : 1378-83.
11) Association of American Medical Colleges (https://www.aamc.org/system/files/reports/1/factsdatachart3.pdf). Last accessed May 31, 2020.
12) Wood DL, et al. Accreditation standards of osteopathic and allopathic medical schools : Could they affect educational quality? Acad Med 2009 ; 84 : 724-8.
13) Blouin D, et al. The impact of accreditation on medical schools' processes. Med Educ 2018 ; 52 : 182-91.
14) Karle H. Global standards and accreditation in medical education : a view from the WFME. Acad Med 2006 ; 81 (12 Suppl) : S43-8.
15) Grecco GG. The science of medicine and the art of medicine : A student perspective on the U.S. medical education system. Med Teach 2019 ; 1-2.
16) Cate OT. Entrustability of professional activities and competency-based training. Med Educ 2005 ; 39 : 1176-7.
17) Cate O. Nuts and bolts of entrustable professional activities. J Graduate Medical Educ 2013 ; 5 : 157-8.
18) Association of American Medical Colleges. Core Entrustable Professional Activities for Entering Residency [Faculty and Learners' Guide] (https://www.aamc.org/what-we-do/mission-areas/medicaleducation/cbme/core-epas/publications). Last accessed May 2020.
19) Angus SV, et al. Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency : An Opportunity to Enhance Communication of Competency Along the Continuum. Acad Med 2017 ; 92 : 785-91.
20) Kassebaum DG, et al. The influence of accreditation on educational change in U.S. medical schools. Acad Med 1997 ; 72 : 1127-33.
21) Kohn LT, et al ; Institute of Medicine (US) Committee on Quality of Health Care in America, editors. To error is human : Building a safer health system. Washington DC : National Academies Press 2000.
22) Leape LL, et al. Five years after to err is human : What have we learned? JAMA 2005 ; 293 : 2384-90.
23) Murphy B. Applications to medical school up big. Is it the "Fauci effect"? December 18, 2020 (https://www.ama-assn.org/residents-students/preparing-medical-school/applications-medical-school-bigitfauci-effect)
24) Dowd B, et al. The impact of COVID-19 pandemic on medical school admissions : challenges and solutions. J Surg Res 2021 ; 258 : 213-5.
25) USMLE Announcement. Work to relaunch USMLE Step 2 CS discontinued. January 26, 2021 (https://www.usmle.org/announcements)
P.57 掲載の参考文献
1) Gouda P, et al. Ireland's medical brain drain : migration intentions of Irish medical students. Hum Resour Health 2015 ; 13 : 11.
1. 「グローバル vs ローカル-自分の国を離れる, という事とは」(http://ameilog.com/hirokisaito/2012/01/22/142730)
2. 「医学部の差別化が進む? 2023年問題」(http://ameilog.com/yujisaito/2014/07/13/163026)
2) Mullan F. The metrics of the physician brain drain. New Engl J Med 2005 ; 353 : 1810-8.
3. 「USMLE step 1の変革とIMGマッチングの動向」(http://ameilog.com/norimitsukuwabara/2020/07/08/040747)
3) Imran N, et al. Brain drain : Post graduation migration intentions and the influencing factors among medical graduates from Lahore, Pakistan. Bmc Res Notes 2011 ; 4 : 417.
4) Chen LC, et al. Fatal flows-Doctors on the move. New Engl J Med 2005 ; 353 : 1850-2.
4. 「アメリカで臨床をしている理由 (転職編) その2」(http://ameilog.com/tomonorinakagawa/2012/01/10/174619)
5) Talati JJ, et al. Migration, medical education, and health care : a view from Pakistan. Acad Med 2006 ; 81 : S55-62.
6) Dambisya Y. Career intentions of UNITRA medical students and their perceptions about the future. Educ Heal Change Learn Pract 2003 ; 16 : 286-97.
7) Tackett S. Examining the Educational Commission for Foreign Medical Graduates Announcement Requiring Medical School Accreditation beginning in 2023. Acad Med 2019 ; 94 : 943-9.
8) Duvivier RJ, et al. A comparison of physician emigration from Africa to the United States of America between 2005 and 2015. Hum Resour Health 2017 ; 15 : 41.
9) NRMP. Press Release : Thousands Of Medical Students And Graduates Celebrate NRMP Match Results. [Internet]. n.d. [cited 2020 Nov 15]. Available from : https://www.nrmp.org/2020-press-releasethousands-resident-physician-applicants-celebrate-nrmp-match-results
10) WHO (World Health Organization) : Global health workforce shortage to reach 12.9 million in coming decades, News release. (https://www.who.int/mediacentre/news/releases/2013/health-workforceshortage/en). Last accessed Nov 14th, 2020. [Internet]. n.d. [cited 2020 Nov 15]. Available from : https://www.who.int/mediacentre/news/releases/2013/health-workforce-shortage/en
11) Solanki A, et al. Medical education in India : current challenges and the way forward. Med Teach 2014 ; 36 : 1027-31.
12) Fazio SB, et al. Grade inflation in the internal medicine clerkship : a national survey. Teach Learn Med 2013 ; 25 : 71-6.
13) Duvivier RJ, et al. Overview of the world's medical schools : an update. Med Educ 2014 ; 48 : 860-9.
14) FAIMER. Top12 operational medical schools in the World Directory. [Internet]. n.d. [cited 2020 Nov 15]. Available from : https://www.faimer.org/research/programs.html
P.68 掲載の参考文献
1) 足利洋志, 香坂俊. アメリカにおける医師免許と専門医制度. 医学書院 ; 医学界新聞 (https://www.igaku-shoin.co.jp/paper/archive/old/old_article/n2006dir/n2677dir/n2677_02.htm)
1. 「研修医へのマイルストーン評価法の実際」(http://ameilog.com/masayukinogi/2019/01/27/120006)
2) 田倉智之. III. 諸外国と他領域にみる技術評価の考え方 : 1. 米国のRBRVS にみる医師技術料評価の考え方. 日本内科学会雑誌 2014 ; 103 : 2899-906.
2. 「米国感染症科専門医試験」(http://ameilog.com/yukiaoyagi/2012/12/23/231659)
3. 「米国の専門医制度は日本と何が違うのか-米国で医療従事者になってみた (10)」 (http://ameilog.com/akihiroasai/2012/11/16/150718)
3) Report of the Council on Medical Education, CME Report 3-A-09 (https://www.ama-assn.org/sites/ama-assn.org/files/corp/media-browser/public/about-ama/councils/Council%20Reports/council-onmedical-education/a09-cme-remediation-programs-physicians.pdf)
4) AMA : Accelerating Change in Medical Education (https://www.ama-assn.org/education/acceleratingchange-medical-education)
5) Brennan, TA, et al. The role of physician specialty board certification status in the quality movement. JAMA 2004 ; 292 : 1038-43.

第2部 医師教育の実際 ( 現場の風景 )

P.90 掲載の参考文献
1) Graffam B. Active learning in medical education : Strategies for beginning implementation. Medical Teacher 2007 ; 29 : 38-42.
1. 「メディカルスクールは日本に必要? -米国で医療従事者になってみた (16)」(http://ameilog.com/atsushisorita/2013/10/21/212224)
2. 「研修医へのマイルストーン評価法の実際」(http://ameilog.com/masayukinogi/2019/01/27/120006)
2) Spencer JA, et al. Learner centred approaches in medical education. BMJ 1999 ; 318 : 1280-3.
3. 「チーフレジデントって何してるの? (前編)」(http://ameilog.com/masayukinogi/2014/11/29/172240)
3) Hasan T, et al. The scope of student centered learning in medicine. J Basic Appl Sci Res 2011 ; 1 : 638-43.
4) John A. Burns School of Medicine, MD Curriculum (https://jabsom.hawaii.edu/ed-programs/mdprogram/md-curriculum/md-curriculum-overview)
4. 「チーフレジデントって何してるの? (後編)」(http://ameilog.com/masayukinogi/2014/12/02/135821)
5) Daley BJ, et al. Using concept maps to create meaningful learning in medical education. Med Ed Publish 2016 ; 5 : 19.
6) UCLA David Geffen School of Medicine, A New Curricula for A New Age (https://medschool.ucla.edu/md-curriculum-redesign)
7) UNC school of medicine, RIME Framework (https://www.med.unc.edu/medclerk/education/grading/rime-framework)
8) Smith JL, et al. Defining uniform processes for remediation, probation and termination in residency training. West J Emerg Med 2017 ; 18 : 110-3.
9) Ha D, et al. Transitioning from a noon conference to an academic half-day curriculum model : effect on medical knowledge acquisition and learning satisfaction. J Grad Med Educ 2014 ; 6 : 93-9.
10) Randall MH, et al. Effects of an Academic Half Day in a residency program on perceived educational value, resident satisfaction and wellness. Am J Med Sci 2020 ; 360 : 342-7.
11) ハワイ大学内科レジデンシープログラム Scholarly Activities Sessions (https://www.hawaiiresidency.org/internal-medicine-residency/scholarly-activities-sessions)
12) Armson H, et al. Academic Half-Days : Facilitated Small Groups to Promote Interactive Learning. Fam Med 2020 ; 52 : 53-64.
13) Ramanan R, et al. Mentoring in medicine : keys to satisfaction. Am J Med 2002 ; 112 : 336-41.
14) Frei E, et al. Mentoring programs for medical students- a review of the PubMed literature 2000-2008. BMC Med Educ 2010 ; 10 : 32.
15) AAMC. Important guidance for medical students on clinical rotations during the Coronavirus (COVID-19) outbreak. March 17, 2020 (https://www.aamc.org/news-insights/press-releases/important-guidance-medical-students-clinical-rotations-during-coronavirus-covid-19-outbreak)
16) Whelan A, et al. Guidance on medical students' participation in direct in-person patient contact activities, AAMC, August 14, 2020 (https://www.aamc.org/system/files/2020-08/meded-August-14-Guidance-on-Medical-Students-on-Clinical-Rotations.pdf)
P.109 掲載の参考文献
1) 生涯教育ポータルサイト日本医師会生涯教育on-line (https://www.med.or.jp/cme/about)
1. 「総合診療専門医制度について思うこと」(http://ameilog.com/masayukinogi/2018/04/20/120010)
2) Knowles MS. Andragogy : Adult learning theory in perspective. Community College Review 1978 ; 5 : 20-9.
2. 「卒後医学教育の評価法とNAS」(http://ameilog.com/masayukinogi/2015/01/23/040326)
3. 「米国の専門医制度は日本と何が違うのか-米国で医療従事者になってみた (10)」(http://ameilog.com/akihiroasai/2012/11/16/150718)
3) 西岡正子. 生涯学習の創造-アンドラゴジーの視点から. ナカニシヤ出版 ; 2001. p. 137.
4) Choudhry NK, et al. Systematic review : the relationship between clinical experience and quality of health care. Ann Intern Med 2005 ; 142 : 260-73.
5) Mission and Responsibilities-ACCME (www.accme.org.)
6) CME for Maintenance of Certification Program Guide-ACCME
7) American Board of Medical Specialties (https://www.abms.org/board-certification/board-certificationstandards/standards-for-continuing-certification/)
8) Teunissen PW, et al. Lifelong learning at work. BMJ 2008 ; 336 : 667-9.
9) Mazmanian PE, et al. Continuing medical education and the physician as a learner : guide to the evidence. JAMA 2002 ; 288 : 1057-60.
10) Lamki N, et al. The medical educator teaching portfolio : its compilation and potential utility. Sultan Qaboos Univ Med J 2006 ; 6 : 7-12.
P.124 掲載の参考文献
1) Harden RM, et al. AMEE Guide No 20 : The good teacher is more than a lecturer : the twelve roles of the teacher. Med Teach 2000 ; 22 : 334-47.
1. 「米国の専門医制度は日本と何が違うのか-米国で医療従事者になってみた (10)」(http://ameilog.com/akihiroasai/2012/11/16/150718)
2) Irby DM, et al. Does good clinical teaching really make a difference? Am J Med 2001 ; 110 : 231-2.
2. 「総合診療専門医制度について思うこと」(http://ameilog.com/masayukinogi/2018/04/20/120010)
3. 「研修医へのマイルストーン評価法の実際」(http://ameilog.com/masayukinogi/2019/01/27/120006)
3) Gerrity MS, Pathman DE, et al. Career satisfaction and clinician-educators. The rewards and challenges of teaching. The Society of General Internal Medicine Career Satisfaction Study Group. J Gen Intern Med 1997 ; 12 : S90-7.
4) Fields SA, Toffler WL, et al. Impact of the presence of a third-year medical student on gross charges and patient volumes in 22 rural community practices. Acad Med 1994 ; 69 : S87-9.
5) Heidenreich C, Lye P, et al. The search for effective and efficient ambulatory teaching methods through the literature. Pediatrics 2000 ; 105 : 231-7.
6) University of Michigan, Teaching and Assessing Clinical Skill (orienting the learner) (https://www.coursera.org/learn/clinical-skills)
7) Anderson LW, et al editors. A taxonomy for learning, teaching and assessing : A revision of Bloom's Taxonomy of educational objectives, complete edition. New York : Longman. 2001.
8) Ende J. Feedback in clinical medical education. JAMA 1983 ; 250 : 777-81.
9) Hattie J, et al. The power of feedback. Review of Educational Research 2007 ; 77 : 81-112.
10) Mayer E. The culture map : breaking through the invisible boundaries of global business. New York : PublicAffairs. 2014.
11) Beaulieu AM, et al. Seeing is believing : an exploration of what residents value when they receive feedback. Acad Psychiatry 2019 ; 43 : 507-11.
12) Bienstock JL, et al ; Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee. To the point : medical education reviews-providing feedback. Am J Obstet Gynecol 2007 ; 196 : 508-13.
13) Wilkinson ST, et al. Preceptor development : providing effective feedback. Hosp Pharm 2013 ; 48 : 26-32.
P.142 掲載の参考文献
1) Natesan S, et al. Clinical Teaching : an evidence-based guide to best practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med 2020 ; 21 : 985-98.
1. 「参加型臨床実習の現場より (2) コア実習・病棟に出るまで」(http://ameilog.com/masatakakawana/2012/04/01/080033)
2) Detsky AS. The art of pimping. JAMA 2009 ; 301 : 1379-81.
2. 「参加型臨床実習の現場より (3) 法的環境」(http://ameilog.com/masatakakawana/2012/04/05/080014)
3) Neher JO, et al. A five-step "microskills" model of clinical teaching. J Am Board Fam Pract 1992 ; 5 : 419-24.
3. 「参加型臨床実習の現場より (4) 学生が貢献できること」(http://ameilog.com/masatakakawana/2012/04/09/130132)
4. 「参加型臨床実習の現場より (5) 臨床実習評価」(http://ameilog.com/masatakakawana/2012/04/16/163202)
4) Irby D. Effective and efficient strategies for teaching in the ambulatory setting. Models that work : The nuts and bolts of faculty development for General Internal Medicine, Family Medicine and General Pediatrics. U.S. Department of Health and Human Services, Health Resources & Services Administration and the Ambulatory Pediatric Association, 1998 : 103-7.
5) Wolpaw TM, et al. SNAPPS : a learner-centered model for outpatient education. Acad Med 2003 ; 78 : 893-8.
6) Nixon J, et al. SNAPPS-Plus. Acad Med 2014 ; 89 : 1174-9.
7) Chinai SA, et al. Taking advantage of the teachable moment : A review of Learner-Centered Clinical Teaching Models. West J Emerg Med 2018 ; 19 : 28-34.
8) Sherbino J, et al. Evaluating"ED STAT! " : a novel and effective faculty development programto improve emergency department teaching. Acad Emerg Med 2006 ; 13 : 1062-9.
9) Ramani S. Twelve tips to improve bedside teaching. Med Teach 2003 ; 25 : 112-5.
10) Stickrath C, et al. MiPLAN : A learner-centered model for bedside teaching in today's academic medical centers. Acad Med 2013 ; 88 : 322-7.
11) Smith JR, et al. Making the Most of Five Minutes : The Clinical Teaching Moment. J Vet Med Educ 2015 ; 42 : 271-80.
12) McGee SR, et al. Teaching in the outpatient clinic. J Gen Intern Med 1997 ; 12 (s2) : 34-40.
13) Weallans J, et al. Guidance for providing effective feedback in clinical supervision in postgraduate medical education : A systematic review. Postgrad Med J 2022 ; 98 : 138-49.
P.168 掲載の参考文献
1. 「私の英語勉強法 3-USMLE Step2CSに受かるまで-」(http://ameilog.com/atsushisorita/2013/03/11/234939)
1) Kohn LT, et al, editors. Committee on Quality of Health Care in America IoM. To Err Is Human : building a safer health system. Washington DC : National Academy Press ; 1999.
2) Makary MA, Daniel M. Medical error- the third leading cause of death in the US. BMJ 2016 ; 353 : i2139.
2. 「チーフレジデントって何してるの? (前編)」(http://ameilog.com/masayukinogi/2014/11/29/172240)
3) Rodwin BA, et al. Rate of preventable mortality in hospitalized patients : a systematic review and meta-analysis. J Gen Intern Med 2020 ; 35 : 2099-106.
3. 「研修医へのマイルストーン評価法の実際」(http://ameilog.com/masayukinogi/2019/01/27/120006)
4) Flin R, et al. Safety at the sharp end : A guide to non-technical skills. Ashgate Publishing, Farnham ; 2017.
5) Passiment M, et al. Medical simulation in medical education : results of an AAMC survey. Washington DC : Association of American Medical Colleges ; 2011.
6) Curriculum Report, Simulation Center Use at Medical School 2013-2014, AAMC (https://www.aamc.org/data-reports/curriculum-reports/interactive-data/simulation-center-use-medical-schools)
7) Gaba DM. The future vision of simulation in health care. Quality and Safety in Health Care 2004 ; 13 : i2-10.
8) Abe Y. Simulation-based education in healthcare. J Jpn Soc Intensive Care Med 2016 ; 23 : 13-20.
9) Changing in Education Requirements for Nursing Programs During COVID-19, updated 6/22/20, NCSBN (https://ncsbn.org/Education-Requirement-Changes_COVID-19.pdf)
10) Cook DA, et al. Technology-enhanced simulation for health professions education : a systematic review and meta-analysis. JAMA 2011 ; 306 : 978-88.
11) Okuda Y, et al. The utility of simulation in medical education : what is the evidence? Mt Sinai J Med 2009 ; 76 : 330-43.
12) Zendejas B, et al. Patient outcomes in simulation-based medical education : a systematic review. J Gen Intern Med 2013 ; 28 : 1078-89.
13) 重城聡, 野木真将. シミュレーション教育と手技の関係. 日本導入の鍵は「ファシリテーター」養成にアリ. Hospitalist 2020 ; 8 : 351-9.
14) Gaba DM. Anaesthesiology as a model for patient safety in health care. BMJ 2000 ; 320 : 785-8.
15) Al-Elq AH. Simulation-based medical teaching and learning. J Family Community Med 2010 ; 17 : 35-40.
16) Elsey C, et al. Patients embodied and as-a-body within bedside teaching encounters : a video ethnographic study. Adv in Health Sci Educ 2017 ; 22 : 123-46.
17) Riskin J. Eighteenth century wetware. Representations 2003 ; 83 : 97-125.
18) Craig F. Learning to be nurses : Japanese ladies practicing bandaging on a dummy. The Graphic ; 6 Aug 1904. p. 181.
19) Aebersold M. Simulation-based learning : no longer a novelty in undergraduate education. OJIN : The Online Journal of Issues in Nursing 2018 ; Vol. 23, No. 2.
20) Ellis TA 2nd, et al. The anatomy laboratory : a concept ahead of its time. Mayo Clin Proc 2003 ; 78 : 250-1.
21) Cooper JB, et al. A brief history of the development of mannequin simulators for clinical education and training. Qual Saf Health Care 2004 ; 13 : i11-8.
22) Gaba DM. Crisis resource management and teamwork training in anaesthesia. Br J Anaesth 2010 ; 105 : 3-6.
23) Arcoraci V, et al. Medical simulation in pharmacology learning and retention : a comparison study with traditional teaching in undergraduate medical students. Pharmacol Res Perspect 2019 ; 7 : e00449.
24) ハワイ大学SimTikiシュミレーションセンターCourse Catalog (https://www.simtiki.org/)
25) iSIM Improving Simulation instructional methods
26) Ilgen JS, et al. A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment. Med Educ 2015 ; 49 : 161-73.
27) Walsak A, et al. Diagnosing technical competence in six bedside procedures : comparing checklists and a global rating scale in the assessment of resident performance. Acad Med 2015 ; 90 : 1100-8.
28) Escher C, et al. Method matters : impact of in-scenario instruction on simulation-based teamwork training. Adv Simul (Lond) 2017 ; 2 : 25.
29) Rudolph JW, et al. Debriefing with good judgment : combining rigorous feedback with genuine inquiry. Anesthesiol Clin 2007 ; 25 : 361-76.
30) Sawyer T, et.al. More than one way to debrief : A critical review of healthcare simulation debriefing methods. Simul Healthc 2016 ; 11 : 209-17.
31) leardal.com. 5 Most Important Debriefing Questions for Nursing Simulation (https://laerdal.com/jp/information/5-most-important-debriefing-questions-for-nursing-simulation)
32) トヨタ生産方式 (https://global.toyota/jp/company/vision-and-philosophy/production-system)
33) Just in Time Training : Academic Life in Emergency Medicine (https://www.aliem.com/just-in-timetraining)
34) Rourke L, et al. Improving residents' handovers through just-in-time training for structured communication. BMJ Open Quality 2016 ; 5 : u209900.w4090.
35) Kessler D, et al. INSPIRE LP investigators. Impact of just-in-time and just-in-place simulation on intern success with infant lumbar puncture. Pediatrics 2015 ; 135 : e1237-46.
36) Nishisaki A, et al. Effect of just-in-time simulation training on tracheal intubation procedure safety in the pediatric intensive care unit. Anesthesiology 2010 ; 113 : 214223.
37) NEJM Videos in Clinical Medicine (https://libraryhub.nejm.org/wp-content/uploads/2020/04/covid-19-videos-in-clinical-medicine.pdf)

第3部 未来の教育者の育て方

P.195 掲載の参考文献
1) Ortman JM, et al. An aging nation : the older population in the United States [Internet]. 2014 (https://www.census.gov/prod/2014pubs/p25-1140.pdf)
1. 「21世紀型学習に必要な "4C"」(http://ameilog.com/masayukinogi/2018/10/08/110020)
2. 「臨床現場の視点を学ばせる米国の予防医学プログラム」(http://ameilog.com/atsushisorita/2013/12/01/141607)
2) Bartels SJ, et al. The underside of the silver tsunami-older adults and mental health care. New Engl J Med 2013 ; 368 : 493-6.
3. 「UpToDate(R) はどう作られたか」(http://ameilog.com/hirokisaito/2013/08/11/233107)
3) Chapman A, et al. Silver oncologic tsunami : quality issues in the senior adult oncology population. J Oncol Pract 2015 ; 11 : 190-2.
4) Singh D, et al. Demographic and work-life study of chief residents : a survey of the program directors in internal medicine residency programs in the United States. J Grad Med Educ 2009 ; 1 : 150-4.
5) Association of American Medical Colleges. Core entrustable professional activities for entering residency [Faculty and Learners' Guide] (https://www.aamc.org/what-we-do/mission-areas/medical-education/cbme/core-epas/publications). Last accessed May 2020.
6) Whang EE, et al. Implementing resident work hour limitations. Ann Surg 2003 ; 237 : 449-55.
7) Starmer AJ, et al. I-pass, a mnemonic to standardize verbal handoffs. Pediatrics 2012 ; 129 : 201-4.
8) Long TR, et al. An early assessment of the ACGME CLER Program : a national survey of designated institutional officials. J Grad Med Educ 2017 ; 9 : 330-5.
9) Committee CE. CLER pathways to excellence : expectations for an optimal clinical learning environment to achieve safe and high quality patient care, Version 1.1 [Internet]. Chicago : Accreditation Council for Graduation Medical Education ; 2017 [cited 2021 Jan 3] (http://www.acgme.org/portals/0/pdfs/cler/cler_brochure.pdf)
10) AAMC. Best Practices for Conducting Residency Program Interviews. Association of American Medical Colleges [Internet]. 2016 [cited 2021 Jan 3] (https://www.aamc.org/media/44746/download)
11) Berg DN, et al. Middle manager role of the chief medical resident : an organizational psychologist's perspective. J Gen Intern Med 2007 ; 22 : 1771-4.
12) Lawrence C, et al. The hidden curricula of medical education. Acad Med 2018 ; 93 : 648-56.
13) Ramani S, et al. Residents as teachers : Near peer learning in clinical work settings : AMEE Guide No. 106. Med Teach 2016 ; 38 : 1-14.
14) Campbell J, et al. Predictors of persistent burnout in internal medicine residents & colon ; a prospective cohort study. Acad Med 2010 ; 85 : 1630-4.
15) Wang N, et al. A systematic approach to effective conflict management for program. Sage Open 2020 ; 10 : 215824401989905.
16) Goleman D, et al. Primal leadership : unleashing the power of emotional intelligence. Harvard Business Press ; 2013.
17) Farver CF, et al. Developing leadership competencies among medical trainees : five-year experience at the Cleveland Clinic with a chief residents' training course. Australas Psychiatry 2016 ; 24 : 499-505.
18) Salovey P, et al. Emotional intelligence. Imagination Cognition Personality 1990 ; 9 : 185-211.
19) Kotter JP. Accelerate! Harvard business review 2012 ; 90 : 44, 52-4, 8-149.
20) Levine SA, et al. Chief resident immersion training in the care of older adults : an innovative interspecialty education and leadership intervention. J Am Geriatr Soc 2008 ; 56 : 1140-5.
21) Artino AR Jr, et al. Graduate programs in health professions education : Preparing academic leaders for future challenges. J Grad Med Educ 2018 ; 10 : 119-22.
22) Piza F. The Role of Formal Training in Medical Education : New Pathways to Medical Education. Harvard Macy Community Blog (https://www.harvardmacy.org/index.php/hmi-blogs/blogger/felipepiza-hms-harvard-edu)
23) Tekian A, et al. AM last page : master's degree in health professions education programs. Acad Med 2013 ; 88 : 1399.
24) Cohen R, et al. An update on master's degrees in medical education. Med Teach 2005 ; 27 : 686-92.
25) University of New England Medical Education Leadership Curricular Requirement (https://www.une.edu/registrar/2013-2014-academic-catalog/graduate-catalog/medical-education-leadership)
26) University of Michigan, Intructional Methods in Health Professions Education (https://www.coursera.org/learn/instructional-methods-education)
27) 岐阜大学. 医療者教育学修士課程 (https://lms.medc.gifu-u.ac.jp)
28) 京都大学. FCME (Foundation Course for Medical Education) 参加体験 & Web討議混合型プログラム~現場で働く指導医のための医学教育学プログラム 基礎編 (http://cme.med.kyoto-u.ac.jp/fcme/)
29) Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990 ; 65 : S63-7.
30) University of Illinois College of Medicine (https://chicago.medicine.uic.edu/departments/academicdepartments/medical-education/celebrating-60-years)
31) McGuire C. George E Miller, MD, 1919-98. Med Educ 1999 ; 33 : 312-4.
32) Witheridge A, et al. Revisiting Miller's pyramid in medical education : the gap between traditional assessment and diagnostic reasoning. Int J Medical Educ 2019 ; 10 : 191-2.
P.214 掲載の参考文献
1) Suarez-Barraza MF, et al. Thoughts on kaizen and its evolution. Int J Lean Six Sigma 2011 ; 2 : 288-308.
1. 「21世紀型学習に必要な "4C"」(http://ameilog.com/masayukinogi/2018/10/08/110020)
2) Dreyfus SE, et al. A Five-stage model of the mental activities involved in directed skill acquisition. 1980 (https://apps.dtic.mil/sti/pdfs/ADA084551.pdf)
2. 「研修医へのマイルストーン評価法の実際」(http://ameilog.com/masayukinogi/2019/01/27/120006)
3) Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990 ; 65 : S63-7.
3. 「米国ホスピタリストの黎明期とRobert Wachter氏」(http://ameilog.com/masayukinogi/2018/08/27/081302)
4. 「どう違う? 日本と米国の医師免許試験-米国で医療従事者になってみた (4)」(http://ameilog.com/akihiroasai/2012/05/16/142013)
4) Carraccio C, et al. Building a framework of entrustable professional activities, supported by competencies and milestones, to bridge the educational continuum. Acad Med 2017 ; 92 : 324-30.
5) Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 2004 ; 79 : S70-81.
7) Boyatzis RE, et al. A 20-year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. J Management Dev 2008 ; 27 : 92-108.
8) Bertrand MG, et al. STEAM education : student learning and transferable skills. J Res Innovative Teach Learn 2020 ; 13 : 43-56.
9) Juliani AJ. Inquiry and innovation in the classroom. Routledge ; 2014.
10) Fullan M, et al. Education PLUS : the world will be led by people you can count on, including you! Seattle : Collaborative Impact SPC ; 2014.
11) Hammick M. Interprofessional education : evidence from the past to guide the future. Med Teach 2009 ; 22 : 461-7.
12) Nogi M, et al. An evaluation of an interprofessional simulation training session on end-of-life-care conversations in the intensive care unit. J Interprofessional Educ Pract 2020 ; 21 : 100357.

最近チェックした商品履歴

Loading...