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本稿の目的は、キャリア教育における実践事例を参照しながら、大学で学ぶ専門分野の意義はどこにあるのかという問いを明らかにすることである。本稿における専門分野とは、学士課程教育（その中でも主に専門教育科目）の学習内容を指し、意義とは、職業的な意義を指す。本稿では、筆者がキャリア教育の授業の中で活用している3つの練習問題を紹介・検討した。なぜなら、大学で学ぶ専門分野の意義を理解するために必要であるからであり、明確な根拠なき大学教育無用論に対する問題提起を学生・教員・職業人に対して行うためである。本稿の結論は、大学で学ぶ専門分野の意義は仕事の世界において潜在的・複合的に発生しているであろう（かつ、多くの者がそのこと自体を認識していないであろう）非効率や非生産性を克服することにあるということになる。以上を踏まえて、学生・教員・職業人に対して、大学で学ぶ専門分野を社会において活かすためのささやかな提言を行った。

The granting of a charter to an independent civic university in Birmingham was a momentous event in the history of higher education in Britain. The process by which local university colleges were granted university status tends to focus on the influence of normative institutions such as Oxford and Cambridge.Sir Oliver Joseph Lodge, a physicist, became the first principal of the new University of Birmingham in 1900 at the invitation of Joseph Chamberlain. Lodge’s rise to prominence was quite remarkable for a man without a public school or Oxbridge education, who only began his own higher education at the age of twenty-two. He proved his ability through public examinations and took his academic career into his own hands.This study examines the idea of education and examinations at the University of Birmingham in the early years in relation to Lodge’s educational ideas and experiences.

能動的学習の一形態であるteam-based learning (TBL) は臨床系の講義が終了した後の症候学の演習に用いられることが多いが，専門性の高い科目でのユニット期間中の実施が可能か，またこれがオンラインで実施可能か検証した。本学医学部第3学年の臨床医学ユニットの一つである皮膚系ユニットで，2019年度は対面方式，2020年度，2021年度はオンラインコミュニケーションツールであるZoomを用いてTBLによる診断学演習を実施した。実施時期は総論が終了し，各論が進行中のユニット期間の中盤とした。2019年度は114名の学生を14の，2020年度は104名を14の，2021年度は130名を15のチームに分け，2019年度，2020年度は11課題，2021年度は12課題から各チームに2課題を担当させた。チーム学習の結果は順次クラス全体に向けて発表させ，それを踏まえて解説講義を行った。ピア評価はチーム内で良い働きをした3名の名を挙げさせた。知識のリソースとしていずれの年度もチームメンバーをあげた学生が多く (2019年度; 78.3％，2020年度; 83.3％，2021年度; 84.9％)，それまで学習してきた内容を応用できた，チーム活動が問題解決に有効と気づいた，との意見が複数あり，いずれの年度も能動的学習として機能していたと考えられた。以上から，TBLは皮膚科のように専門性の高い科目のユニット期間中にも実施が可能であり，また教室での対面法のみならずZoomを使用したオンラインでの実施も可能であった。

報告, 要約:第51回日本医学教育学会大会が2019年7月に行われ,本学医学教育センターの教員らが当該大会に参加した.変化が激しい医学教育にあって,情報を収集し,東邦大学の医学教育として取り組むことは教育の質を高めることにつながる.そこで,医学部や病院での医学教育の取り組みについて視聴したセッションの報告を行いたい.全部で8セッションの報告があるため,本稿では臨床実習までの卒前教育に関する4セッションの報告をまとめた.ABSTRACT: The 51st Annual Meeting of the Japan Society for Medical Education was held in July 2019, and faculty members of Toho University Medical Education Center participated in the meeting. Because medical education keeps changing drastically, collecting information and making it work as medical education at Toho University will improve the quality of education. Therefore, we would like to report on the sessions, wherein we have viewed and listened to the efforts of medical education in medical schools and hospitals. Because there were reports of 8 sessions in total, this paper has summarized the 4 sessions on undergraduate education until clinical practice.

Education about medicine has an ancient history. It seems to me that it is probably the oldest part of the history of education. In the time of the ancient Greeks, Hippocrates gathered his disciples, taught them medicine, and wrote books on the subject. In Japan as well, medicine was introduced from China and other continents in ancient times, and in the Heian period（７９４‐１１８５）, Tamba Yasuyori wrote “Ishinpo”, which was a systematic form of medicine. During the Edo period （１６０３‐１８６８）, people learned medical science through apprenticeship with prominent doctors. From the end of the Edo period to the Meiji era, the Western style of medical schools came in, where several doctors with different educational abilities with different specialties came together to systematically teach medicine to a large number of students. The ２０th century saw an accelerated fragmentation of medical specialties and an exponential increase in the amount of information about medicine. This trend has continued at an accelerated pace today and will continue for many years to come. On the other hand, the length of medical schooling has remained basically unchanged. It is unlikely to change much in the future ; until the first half of the ２０th century, lectures still seemed to be exhaustive. The lecture notes of medical students at that time tell the story of dictation that rivaled the textbooks of the time ; in the second half of the ２０th century, such exhaustive lectures gradually diminished and the style of teaching began to change. Audio-visual materials were also introduced to increase the amount of information conveyed per credit hour. In addition, bedside teaching was introduced, and clinical practice began to be substantiated. In the late １９８０s, new educational methods such as the New Pathway at Harvard University in the U. S. were introduced, and in the １９９０s, some universities in Japan began to introduce these methods, which accelerated at the beginning of this century. In the １９９０s, universities began to introduce a new method of teaching, such as the small-group tutorial format, in which learners learn mainly by discussion, and faculty members take the role of supporting them. Students who had been fed cooked medical information through spoon feeds are now required to acquire the ability to prepare and eat the ingredients themselves. We have entered an era in which students are expected to develop the ability to make the best use of the vast amount of medical information that is available. In addition, it is no longer important to assess “how well the faculty taught the students” but rather “how well the students were able to do what they were able to do”. Quality and quantity are now being assessed in clinical practice, and students are now expected to participate in the practice team. It is a deeper, more practical learning（deepening）, a style of learning that would have been done after graduation in the past. And it became common sense to organize the curriculum around a core of what students should have acquired after graduating from medical school（coring）. Seamless connections between undergraduate education and post-graduate clinical training will be even more sought after in the future. They must be connected to specialty training and postgraduate education. The fundamental driving force behind this evolution of medical education has been medical research, which has led to an increase in medical information. There is no doubt about it. With the times, the true value of medical education is being questioned. Ars longa, vita brevis-Hippocrates

本論文は、附属の有床医療機関をもたない看護系大学におけるIPEの具体的方法に関し、文献的考察を加えたレビュー論文である。《目的》看護系学部教育の中でのIPEの実際と具体的教育内容と方法、効果・課題について概観し、考察することで今後の本学でのIPE教育への示唆を得ることを目的とした。《方法》学術情報データベース 医学中央雑誌WebおよびCiNiiにて「専門職連携or IPE」「看護」「学部教育or大学」をキーワードとして検索した国内文献を対象とし、教育方法等を整理し考察した。《結果》検索の結果11件の文献の発行年別年次推移、研究概要と研究方法を整理した。IPEの教育内容については教育方法により、「臨地実習型、演習型、体系的・積み重ね型」の教育方法に大別された。《結論》低学年より体系的・段階的に教育を進める重要性は、先行研究と同様である。しかし、科目ごとに目標や内容が検討され、目的・目標・教育内容の一貫性が十分ではない現況も明らかになった。また、体系的カリキュラムを実施していない大学でも、現行科目での継続可能性と補強点を整理し、コアとなるIPEを充実させながら他科目も合わせたIPEの在り方を検討する必要があると考えられた。, This is a review paper on the specific methods of Interprofessional Education (IPE) in nursing universities without attached medical institutions.Purpose: This study aims to gain insight into future IPE teaching at Mejiro University by reviewing and considering methods, effects, and issues relating to IPE in undergraduate education.Methods: Utilized academic information databases and Japanese medical journals by searching for keywords, such as “expert collaboration or IPE,” “nursing,” or “undergraduate education or university” on the Central Medical Journal Web and CiNii, and then sorted and considered the information.Results: The search results of 11 publications by year of publication, research summary, and research methods were organized and roughly classified into the following educational methods: on-site training type, practice type, and systematic and stacked type. Specific educational contents are summarized in a table.Conclusion: The importance of systematic and step-by-step education from lower grades is the same as in previous studies. However, objectives and contents were examined independently for each subject, and the present situation wherein consistency is often lacking also became apparent. Furthermore, universities that do not implement systematic curricula need to organize and reinforce certain points of current courses and consider incorporating IPE-based perspectives in other subjects and practical training, while enhancing the core of IPE.

The aim of this study was to examine the effects of self-management for developing basic social skills on classroom performance among undergraduate students in Japan. We conducted two studies. In the first study, 782 undergraduate students completed a questionnaire on behavioral intentions of self-management for developing basic social skills. Factor analysis revealed four factors of self-management: development, prevention, recovery, and cooperative relationships. In the second study, 373 undergraduate students attending an educational psychology class completed three questionnaires regarding （a） behavioral intention of self-management for developing basic social skills, （b）autonomous motivation, and （c） student apathy, respectively. In addition, we examined students’ performance in the educational psychology class. Results indicated that preventive self-management and identified motivation which was the one of the four subscales on autonomous motivation, partly predicted students’ class attendance and passing rate.

本研究は、韓国における「学部教育先導大学育成事業」の評価・成果指標を手がかりに、先進的な大学教育に対する認識について、卓越性の概念を用いて検討することを目的とする。まず、卓越性を理解する始点として質の概念の諸側面について整理した。次に、卓越性の概念について、その諸次元と性質を議論し、本稿における卓越性の概念的検討を行った。最後に、ACE事業を分析する観点を提示した上で、「選定評価指標」と「核心成果指標」を分析した。結果、(1)大学教育の卓越性は、新たなニーズに応えるために対象範囲を拡大させ、教育課程の見直しと充実を図り、付加的な価値を造り出すために継続的に取り組んでいくこととして認識されていること、(2)卓越性の判断には、目的適合性の程度という相対主義的・発展主義的な側面が重視されるが、一方で、外部における判断基準の設定が進められており、客観主義的な側面が拡大する余地があることなどの知見が得られた。, This study was performed to examine the perception of advanced undergraduate education by focusing on evaluation and performance indicators of the Advancement of College Education Project according to the concepts of quality and excellence. First, as a starting point for understanding the concept of excellence, the concept of quality, and its meanings based on different approaches were summarized. Second, the concept of excellence was discussed focusing on its dimensions and the nature, and then the conceptual framework for this paper was established. Third, an overview of the Advancement of College Education project was presented, and two perspectives for analysis were shown. Then, the project's evaluation and performance indicators were analyzed. The results indicated (1) that excellence of undergraduate education is a goal that should be continuously worked toward to produce additional value and expand its scope, and education curricula should be reviewed and enhanced to meet the emerging needs, and (2) relativistic/developmental aspects of evaluation, such as degrees of fitness for purpose, are important to determine the excellence of undergraduate education. On the other hand, there is a possibility that objectivistic aspects of evaluation, such as setting external evaluation criteria, will be promoted.

近年の学士課程教育においては質の高い教育を実現することが求められている。そのため看護学科では，平成22 年度より学生の学びを引き出す様々な技法を身につけることに取り組んできた。本稿では，話し合いの内容を『見える化』するために，ファシリテーション・グラフィックと呼ばれる技法を身につけることに取り組んだ平成26 年度のFD 活動について報告する。, Recently, it is required to implement high-quality education in the undergraduate university faculty. We have been working on acquiring a variety of techniques that will help students learn since 2010. In this paper, we report on FD (faculty development) activities in 2014 that worked on acquiring a technique called facilitation graphics in order to “visualize” the contents of a discussion., 特集

近年の学士課程教育においては質の高い教育を実現することが求められている。そのため看護学科では，平成22 年度より学生の学びを引き出す様々な技法を身につけることに取り組んできた。本稿では，話し合いの内容を『見える化』するために，ファシリテーション・グラフィックと呼ばれる技法を身につけることに取り組んだ平成26 年度のFD 活動について報告する。|Recently, it is required to implement high-quality education in the undergraduate university faculty. We have been working on acquiring a variety of techniques that will help students learn since 2010. In this paper, we report on FD (faculty development) activities in 2014 that worked on acquiring a technique called facilitation graphics in order to “visualize” the contents of a discussion., 特集

本稿では，新潟大学における初年次教育に関する諸課題の整理と今後の方向性を議論した．はじめに，昨今の学士課程教育の動向に基づきながら初年次教育の変遷を概観し，本稿における初年次教育への問題意識を明確化した．次に新潟大学の初年次必修科目に位置づけられる科目区分「大学学習法」に属する授業科目のシラバス内容の分析（到達目標の記述内容分類）の結果，到達目標の内容と水準が多様化していることが示された．併せてシラバスの構造上の課題も抽出され，授業実施主体だけではなく，大学教育全体システムからの改善の必要性も示唆された．, In this paper, various challenges for the First Year Experience at Niigata University are presented, and its future direction was discussed. First, based on trends in undergraduate education, an overview of the changes made to it was provided, along with a description of the related issues. Next, the syllabi of compulsory the First Year Experience belonging to “Study Skills” category, a perspective unique to the university, were analyzed. From the results, the diversity of the Specific Learning Objectives was suggested. Additionally, structural issues within the syllabi were extracted, which suggest a need for improvement not only among those carrying out classes, but also from a university-wide perspective. Lastly, new possible approaches to the First Year Experience in undergraduate education were discussed from the viewpoint of system theory.

Based on the student leadership programs in the U.S. and in consideration of their particular characteristics, this paper concludes that there are two major factors behind the expansion of campus leadership programs in the U.S. One is the shift of the leadership paradigm due to a rapidly changing society facing complex issues, and another is the paradigm shift in undergraduate education from “teaching paradigm” to “learning paradigm”. Japanese colleges and universities are also currently facing a similar situation and are therefore expected to prepare students to become effective and engaging citizens in this increasingly globalized and complicated world. As such, it would be beneficial if Japanese institutes could learn and refer to student leadership models and guidelines that have been developed by leadership scholars and educators in the U. S.

大阪市立大学の初年次生向け全学共通科目「大阪市大でどう学ぶか」について、学生や大学を取り巻く環境の変化に対応するための基礎資料を得ることを目的として、12年前の科目の設立の経緯や科目の概要、アンケート調査による受講生の意識や初年次教育に対するニーズの把握を行った。

2010年から2013年の間に実施された大阪市立大学の初年次教育・学士課程教育に関する調査等の結果を総合的に検討し、今後の課題を整理した。本学の学士課程は初年次教育から卒業研究までの体系的なカリキュラムを特徴としており、また人格の基盤形成や大学で学ぶための研究基礎力の形成が全学共通教育の目的として期待されていた。その一方で、専門の枠を超えた学習の重要性はポリシーとしては指摘されているが、それを積極的に促進するような方策はあまり検討されていなかった。全学共通教育での学修は学生の知識や視野の幅を広げることには一定の効果を持っていると思われるが、問題発見と解決、知識の総合的活用といった学習から実践へと一歩踏み込んだ学修成果を期待するには、さらなる工夫の余地があることなどが示唆された。

近年高等教育政策と関連して頻用される「学士課程」の語は、元来、大学における第一学位（学士）未取得者を意味する比較的ニュートラルな概念である。しかし、最近の政策文書では、「知識基盤社会」という概念を下敷きにして、知識生産に適した人材育成のための標語として用いられる傾向が強い。言うまでもなく、大学の組織やカリキュラムは社会構造の変化に応じてそのつど再検討・再構築を要する。とはいえ、文教施策である以上、それはやはり文化や教育の言葉で進められるべきで、政策文書の語り口はその点が少しく曖昧であるように見受けられる。そこで本論では、さらなる議論のための手掛かりとして、「学士課程教育」と「知識基盤社会」の二つの概念について歴史に遡って批判的考察を試みた。, It has been one of the crucial issues on higher education policy in Japan how the undergraduate education should be established in the knowledge-based society. According to recent reports by Councils for Education, undergraduate curriculum should be adapted to the human resource development in response to the expectations of society. However, it is doubtful whether that kind of argument is appropriate for the culture and education policy. Thus, in preparation for further discussion I here study the origins of and correlation between the two concepts, i. e. 'undergraduate' and 'knowledge-based society'.

1 ．レポート執筆において文献を引用することの難しさ : 大学に入学した学生にとって、レポートを書くとい う作業は悩ましいものである。レポートは入学以前に 彼（彼女）らが書いてきた文章とは質の異なる文章であり、どのように書けばよいのか戸惑う学生は多い。実際に……, The purpose of this study is to develop an instructional strategy for reference citations. Students have difficulty composing appropriate citations for academic essays and papers. We designed an instructional session composed of two classes and a homework assignment for Japanese undergraduates. The first class（the lecture session）explained the purpose of academic essay writing: university students should participate in knowledge production, and they should write essays to present the knowledge produced through the course learning. This explanation was given to make students understand the reason they have to use citation in their essay writing. At the end of the first lecture, students were told to prepare for an essay on a given theme which they would write the following week. They were assigned five reading materials, and they were also required to fill out a worksheet for an outline of their essay. In the second class（a practice session）, they composed an essay citing these materials. The teacher advised students having difficulty and also projected some of their essays on a screen to offer guidelines on proper citations. The effects of this instructional session were investigated. Students wrote two more essays after this session, submitting the first essay in two weeks and the second essay at the end of the semester. Students who had composed appropriate citations in the practical session received higher essay grades than students who had not. However, the effect of the instructional session seemed to diminish by the end of the semester. This result and the future direction of this research are discussed.

This paper introduces a method to promote improvement of the curriculum systematically and continuously, as an example of Yamaguchi University's efforts to guarantee the quality of undergraduate education. It is necessary to restructure the curriculum including liberal arts education with specialized courses for a consistent undergraduate education. Yamaguchi University revised its Graduation Policy and Curriculum Policy that had been made six years ago to specify the system and the correspondence between subjects. Moreover, the curriculum flow chart and results evaluation system were developed. As a result of these approaches, the attitude of teachers towards a systematic match of educational improvement has changed. Moreover, the teachers came to be more interested in the curriculum.

Core Curriculum has been influencial in the American colleges since its introduction at Harvard University in the 1980s. It is designed to afford students broader perspective of learning, in contrast with "concentration" program that constitutes a more specialized part of college education. In this paper I will discuss the undergraduate instruction system at Harvard University as well as the faculty in charge of it. "The Faculty of Arts and Sciences," that administers Harvard College and Graduate School of Arts and Sciences, has over 700 members from 30 departments and 2 divisions, providing a basis of considerable variety and high level of undergraduate courses under the cooperation with the other Faculties at Harvard. Core Curriculum, expected to show "the major approaches to knowledge," consists of 10 areas, students being required to take one course in 8 of them. Each student must also select a field of concentration from more than 40 areas governed by the departments and trans-departmental standing committees. In both Core and concentration, the emphasis is put on the acquisition of methodology and analytical skills, and, through the relatively flexible system, it is always possible for students, according to their ability and interest, to attend more advanced courses including those primarily for graduates.

口腔外傷に関する教育の基準や指導内容が日常臨床を反映したものか否かを評価することを目的として、歯科医師国家試験(第95～ 104回) 3,510問題のうち口腔外傷に関する77問題について調査、検討を行った。 結果を以下に示す。 1.口腔外傷関連問題は各年約1～3%であった。 2.関連領域別では、口腔外科学(歯科放射線学を含む)、小児歯科学の順に多かった。 3.内容別では、一般問題においては「特徴」が多く、臨床実地問題においては「破折歯」の「治療」が最も多かった。 4.外傷の「予防」についての出題は無く、「児童虐待」に関する問題数は極めて少なかった。 5.臨床実地問題の約90%に視覚素材が使用されており、「口腔内写真」、「デンタルエックス線写真」の順に多かった。 本調査より、近年の歯科医師国家試験問題は概ね口腔外傷の診断や処置をする上で重要な項目について出題されていた。反面、近年注目されている「口腔外傷」と「児童虐待」との関係や「口腔外傷の予防」などの臨床上重要であるにも関わらず出題が無い、もしくは少ない項目もみられた。今後、これらの項目について、その重要性を裏付けするエビデンスの集積や、日本外傷歯学会ガイドラインへの追加などを行うことの必要性が示唆された。, With remarkable developments in dentistry, the diagnosis and treatment of oral traumatic injuries have become relatively sophisticated. Dental students should be taught to respond to these developments through special dental education. This training should be taught in dental schools in accordance with fixed standards within dentistry teaching outlines, core curricula, CBT, and the standards of national dentistry examinations. However, there is a lack of data with regard to whether these standards of education in oral trauma are being met, making it difficult to evaluate whether a suitable education in oral trauma is being provided to students. We report here the results of an investigation of exam questions relating to dental trauma from ten consecutive national dentistry examinations (2002-2011). Questions regarding oral traumatic injuries represented only 1.3% of the total. We examined these questions for their subject, content and form. Most of the questions were asked in the section about "Oral Surgery (including Dental Radiology)" and the second highest number asked in "Pedodontics". For general dentistry, the contents of the questions were mostly related to "features" of the trauma and second about their "treatment" . For clinical practice, most of the questions were related to "treatment" and the next highest related to their "diagnosis" . No questions addressed the "prevention" of dental trauma, and very few questions concerned "child abuse." These are important aspects of a rounded education in oral trauma and it is suggested that the Association of Dental Traumatology plays a major role in collating new evidence and creating new guidelines for better dental education.

名桜大学人間健康学部看護学科の教養科目では批判的思考の育成のために,少人数ゼミの学生が担当教員とともに,自分たちで決めた文献の抄読に取り組む。本研究では学生の学びの意味を明らかにし,効果的な学習支援を考察することを目的とした。『これからの正義の話をしよう』をテキストに選んだ3ゼミ学生18名のうち研究協力に同意の得られた学生に対して, 2回に分けてグループインタビューを行い,「教養演習での取り組みは,自分たちにとってどんな意味があったか」について語り合ってもらった。本研究では第1回目の約2時間半のインタビューにおける7人の語りをデータとして,学生の学びに関する記述に着目し,質的統合法(KJ法)を用いて分析した。倫理的配慮として,匿名性とプライバシーの保護を口頭で説別し,同意書で了解を得た。また研究の同意は,成績評価終了後に行った。分析の結果,【テキストから押し寄せる不安】,【ゼミ内外に紡ぎ出されるつながり】,【ゼミでの怒涛の感情体験】,【賛否の明確化と自他理解による追究への進展】,【学生を巻き込み無限大の希求に応えうるテキスト】,【社会と時代をよむ批半的な視座】が構成要素として抽出され,テキストの選定が学習過程や成果に影響することが示唆された。, 5-6 Students work on the reading, discussing and understanding of the text which they decided by themselves with a charge teacher in the Liberal arts at one undergraduate education for training of critical thinking. The purpose of this research is to clarify learning of students' learning and to explore effective study support. We performed the group interviews in 2 times to the students of 3 different seminars who chose "JUSTICE" by Michael J. Sandel lately. And they agreed to cooperate for the study. In this research, 7 students narration in the 1st interview for 2:30 was used as data. We unitized on labels in 1 meaning written to 1 sheet out of the data paying attention to the description about a student's learning, and were analyzed descriptively and qualitatively.With regards to ethical considerations, protection of anonymity and privacy was explained and consent forms were obtained from subjects. Studies agreement was completed after the grading."Uneasiness to flock from a text", "the invisible community network which were begun to spin inside and outside the seminar", "the feelings experience of the surging wave by the seminar", "progress to investigation by clarification and the oneself and others understanding of the yes and no", "the text which I rolled up a student, and could tolerate an infinite desire", and "critical point of view to read society and the times" were extracted as a component. The above-mentioned result suggested that "the choice of the text greatly influencing the learning of students", "slight pushing of the teacher being effective at the stage before the learning start", "learning by the culture practice metastasized to students' personal growth"., application/pdf