Developing a new learning model to overcome the psychological barriers associated with physical examination practice

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K15160
• Research Category: Grant-in-Aid for Challenging Exploratory Research
• Allocation Type: Multi-year Fund
• Research Field: Medical sociology
• Research Institution: Hokkaido University
• Principal Investigator: Taketomi Kikuko 北海道大学, 医学研究院, 学術研究員 (80543412)
• Co-Investigator(Kenkyū-buntansha): 吉田 素文 国際医療福祉大学, 医学部, 教授 (00291518) ; 大滝 純司 北海道大学, 医学研究院, 教授 (20176910) ; 田中 理子 九州大学, 薬学研究院, 特任助教 (20648480) ; 菊川 誠 九州大学, 医学研究院, 講師 (60378205)
• Co-Investigator(Renkei-kenkyūsha): ITO Yoichi 北海道大学, 医学研究院, 准教授 (20176910) ; MIYAJI Yuka 京都大学, 医学研究科, 助教 (50726015)
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: 身体診察 / 医学教育 / 看護学教育 / 学習環境

Outline of Final Research Achievements

Acquiring the physical assessment skill is one of the most important learning subjects for the medical and nursing students. As the students usually practice the skills each other before examining the patients, there were some difficulties in providing the optimal learning environments. To discuss the issues and the strategies on learning physical examination skills, we overview the preceding studies. It was therefore suggested that there was a need to consider about ethical consideration, informed consent for learners in peer physical examination. In the future research, it is necessary to show evidence of the learning effects and to develop an appropriate learning environment.

Free Research Field

医学教育・看護学教育