| 研究実績の概要 |
Due to the pandemic, our in-service courses were shifted online in 2020. A total of 80 people (faculty, graduate students, office staff, and undergraduate students) participated. The Principal Investigator and two Co-Investigators organized and acted as instructors in these classes, divided into three phases.
Phase 1 consisted of six bi-weekly evening classes from May to June. Classes were divided into those for faculty/graduate students and those for undergraduate students. At the end of this period, a focus-group interview was held with two participants (medical faculty) to evaluate the classes; feedback on the new format was positive in that participation in online classes had become easier.
Phase 2 consisted of five classes from July to September. In these classes, medical staff and graduate students as well as office staff and undergraduate students were able to participate together. With Phase 3 classes, we moved to a monthly format, and four classes were offered between November and February.
Courses in all phases focused on English speaking skill development in both informal and formal/professional contexts (e.g., at conferences). A Google Form survey conducted at the end of the year found that the online format facilitated participation and boosted participants' satisfaction. The most significant finding was that online courses enabled the integration of pre-service and in-service learning. This integration may be the key to the efficacy and sustainability of in-service programs.
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