The Japanese Medical University's distinctive education system is characterized by a consistent approach. The first two years follow a dormitory system where students experience collective life, fostering independence, coordination, courtesy, self-education, and compassion. The curriculum allocation is as shown in Figure 4. During the clinical year, the principal emphasizes educational courses with clinical professors explaining medical introductions, medical engineering, human genetic diseases, medical information processing, computer practice, etc. In the second year, anatomy is taught alongside parts of clinical subjects using an integrated approach. The third year includes interim clinical subjects, while the fourth year covers comprehensive school stages. Problem-oriented medical record (P0lMR) chart recording methods, ECG, diagnostic imaging, fundus and otoscopic examinations, blood type determination, and general urine inspections are also included. Fifth-year students are divided into 18 groups for rotating internships in surgery, gynecology, pediatrics, and other departments. After half a year of make-up classes, they take graduation exams.
The general education and application of a large-scale school environment provide favorable conditions for continuous learning. Due to the experimental nature of medical education, students spend more time in laboratories compared to other universities, similar to American medical schools. A multi-functional laboratory equipped with fully-equipped practice units allows for both general education courses and medical subject internships. Each student has a fixed seat, and apart from classroom study or clinical practice, they conduct basic learning at their seats. Post-graduation education includes a medical course (2 years) and high qualification internship programs (3-4 years). The Board of Education provides a clinical internship program to help students control their learning progress and receive assessments for accreditation.
The Graduate School (PhD program) system is divided into five parts: morphology, physiology, biochemistry, tissue block raising immunity, environment, and ecology, including clinical subjects, totaling 55 study subjects.
In summary, this medical education plays to its strengths regardless of teaching methods, focusing on developing students' self-learning abilities alongside basic medical knowledge and expertise. Key points worth learning include:
1. Emphasizing the development of students' intelligence, training them to think independently, ask questions, analyze problems, and solve problems.
2. Developing students' ability to work independently and collectively.
3. Early clinical exposure, understanding the specialized nature of dialogue, and guiding interest in medical knowledge.
References include surveys and summaries from various universities and educational laws. Ultimately, isolated efforts by medical schools may be lost unless the School of Medicine collaborates with like-minded partners for comprehensive measures. This might be one of the most important lessons learned.
Perhaps this is one of the most crucial lessons we have learned. SHANGHAI PUBLIC TRANSLATION CAcademieMedicine 1991f66 (5) I259 ~ 263 (in English), Mei Long School.