Objective: To develop versatile and interactive model classes by generating the contents of Kampo classroom sessions that can be taught by instructors who are not familiar with Kampo medicine. Methods: In 2018, we conducted Kampo classroom sessions among fourth-year medical students at Kyushu University in which we incorporated new content. A videotaped digest edition of the classes was sent to Kampo medicine instructors in medical schools throughout Japan. An online questionnaire was given to the instructors regarding effectiveness of the class content (Q1) and whether they would introduce the content in their classes (Q2). We modified the curriculum according to survey responses and conducted revised classroom sessions again in 2019. A second online survey was given and we finalized the model classes. We compared survey responses between staff and instructors (group A) and non-specialists in Kampo medicine (group B). Results: In 2018, there were significant differences between groups A (44) and B (52) regarding a patient’s story and case report (Q1). In 2019, there were significant differences between groups A (42) and B (54) regarding the case report using e-learning(Q1) and an instructor’s experience (Q2). Conclusions: We propose that Kampo medicine classes should incorporate an instructor’s experience and interactive case report presentation using e-learning.
|Number of pages||8|
|Journal||Tokai Journal of Experimental and Clinical Medicine|
|Publication status||Published - 2022|
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