| Project/Area Number |
23K02548
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09050:Tertiary education-related
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| Research Institution | Hamamatsu University School of Medicine |
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Principal Investigator |
BOYCE MICHAEL 浜松医科大学, 医学部, 特任講師 (10896434)
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| Project Period (FY) |
2023-04-01 – 2026-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2025: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2024: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2023: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | Reflection / ISL / Kenya / Transformation / Experiential Learning / reflection / experiential learning / international / service learning / medical university |
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| Outline of Research at the Start |
Medical universities are unique because not only are students expected to absorb a tremendous amount of knowledge, they must graduate with practical skills, professionalism, and judgment. Internationally, medical schools have long identified the need and benefits of a well designed reflection training and practical component in their curriculums. This study will provide insight into the influence of differing levels of reflective training throughout the university curriculum while focusing on 3rd year international service-learning medical students in particular.
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| Outline of Annual Research Achievements |
As this was the first year of this research project, the majority of time and energy was spent building and implementing the programs that are supporting the research environment. With the completion of the academic year, I am now able to start working on sorting and identifying collected data. During the two international conferences that I attended this year, I was able to generate a number of connections and further build interest in this research project. Additionally, a number of researchers have indicated that they would like to contribute knowledge and assist in the advancement of the underlying educational program. Although the focus of this research project is on the third year International Service Learning student reflections, transformation, and subsequent development, there is also a component of the project that is related to the developent of educational programs in both first and second year as these students ultimately feed into the third year International Service Learning program. The generated data and subsequent tracking of overall reflective capacity of these first and ssecond year students is very important to consider when processing and analysing the data generated in the final year of the project.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
Things are progressing smoothly as I complete the organizing and coding of the 2023 collected data. The next stage is to begin the process of coding and then multi-stage analysis. With four individuals joining the onsite program in Kenya in March, there is a depth of data to be accessed. During the past academic year, I attended two international conferences and one national conference, where I presented on the background educational program as well as the theoretical support for this work. I hope to see these papers published within this current academic year.
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| Strategy for Future Research Activity |
Throughout this 2024 academic year, I will continue to collect data from the international service learning I, II, and III classes. This data includes survey information and regular reflective reports based on classroom content, online activities, and on-site experiences in Kenya. Coupled with data from the previous year (2023), coding and analysis will continue. With the completion of this coding and analysis, I hope to be able to publish a preliminary report of this research.
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