| Project/Area Number |
06301083
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| Research Category |
Grant-in-Aid for Co-operative Research (A)
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| Allocation Type | Single-year Grants |
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| Research Field |
Medical sociology
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| Research Institution | University of Tsukuba |
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Principal Investigator |
OHTAKI Junji Univ.of Tsukuba, Instute of Clinical Medicine, Assistant Professor, 臨床医学系, 講師 (20176910)
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| Co-Investigator(Kenkyū-buntansha) |
IMANAKA Makiko Tokyo Metropolitan Institute of Gerontology, Dept.of Spciplogy, Research Scienti, 社会学部門, 研究員 (30270664)
TSUDA Tsukasa Kawasaki Medical School, Dept.of Primary Care Medicine, Professor, 総合臨床医学教室, 教授 (70104792)
NIITSU Fumiko Care Coordination Research Center, Director, ケア・コーディネーション研究所, 所長
DAZAI Hisao Tamagawa Univ., Faculty of Arts and Education, Assistant Professor, 文学部, 講師 (50171921)
FUJISAKI Kazuhiko Nara Medical Univ., Dept.of Hygiene, Instructor, 衛生学教室, 助手 (60221545)
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| Project Period (FY) |
1994 – 1995
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| Project Status |
Completed (Fiscal Year 1995)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 1995: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 1994: ¥2,400,000 (Direct Cost: ¥2,400,000)
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| Keywords | Medical education / Interviewing technique / Educational resource / Simulated patient / Standardized patient / Learning by experience / Medical professional-patient relationship |
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| Research Abstract |
Our research group was organized with the aim of introducing the educational resource "Simulated Patient" which is useful for medical professionals and students to learn to communicate with patients. In order to diffuse this method, we carried the following out.
1. We collected much literature on the training and utilization of "Simulated Patient". Referring these products, we reviewed our curricula for training of simulated patients and methods to utilize them in educational events.
2. We held the explanatory meetings for volunteers for simulated patients twice, and eighty citizens took part in them.
3. Adding to ten simulated patients who had been trained before, we trained twenty volunteers to become simulated patients.
4. We wrote eighty scenarios for simulated patents to play.
5. Utilizing these simulated patients, we held educatinal events (e.g. ; seminar, workshop, and special lecture) more than one hundred times. In each events, from four to one hundred participants were trained to recognize the importance of communication with patients. Participants were medical students, medical doctors, nurses, pharmacists, social workers, home helpers, and so on.
6. In a part of these events, we used three or five (more than usual) simulated patients to make it possible that a lot of participants experienced the role plays with simulated patients.
7. In almost all of these events, we used video recorder to make it easy for participants to do self-assessments for their role plays with simulated patients.
8. We also introduced these educational resources to the teachers of educational institutes.
9. We reported these activities at the anual meetings of the Japan Society for Medical Education.
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