{"title":"Development of a competency-based national model core curriculum in Japan: A case study.","authors":"Yuka Urushibara-Miyachi, Kayo Matsushita, Hiroshi Nishigori","doi":"10.1080/0142159X.2024.2388906","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>The 2022 revision of the Model Core Curriculum (MCC) for Japanese undergraduate medical education aimed to develop a stratified, national-level competency framework. This paper aims to explore what innovations emerge during the process of competency-based medical education (CBME) glocalisation, driven by the interplay between global and local language and the dynamics among multiple stakeholders.</p><p><strong>Methods: </strong>This is an explanatory, retrospective, single-case study with a mixed-methods approach, combining document review and participant reflections. Meeting minutes, documents, email exchanges and data from the Delphi rounds (ratings, free-text comments and panellist demographics) were analysed to identify the influence of stakeholder interactions and external contexts when deliberating competency frameworks and their hierarchical structure.</p><p><strong>Results: </strong>The development of a shared language of imported educational concepts required the critical reframing of terminology rather than direct translation. This process involved the interweaving of expressions rooted in the local educational context and highlighted the importance of developing a unique structure that embodies the CBME philosophy through the educational language generated.</p><p><strong>Conclusions: </strong>The localisation of global educational trends into a country's own context may reveal the universality of imported educational concepts, provided that the process is underpinned by discussions with a robust, grounded rationale.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":"46 sup1","pages":"S11-S20"},"PeriodicalIF":3.3000,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0142159X.2024.2388906","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/11/15 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: The 2022 revision of the Model Core Curriculum (MCC) for Japanese undergraduate medical education aimed to develop a stratified, national-level competency framework. This paper aims to explore what innovations emerge during the process of competency-based medical education (CBME) glocalisation, driven by the interplay between global and local language and the dynamics among multiple stakeholders.
Methods: This is an explanatory, retrospective, single-case study with a mixed-methods approach, combining document review and participant reflections. Meeting minutes, documents, email exchanges and data from the Delphi rounds (ratings, free-text comments and panellist demographics) were analysed to identify the influence of stakeholder interactions and external contexts when deliberating competency frameworks and their hierarchical structure.
Results: The development of a shared language of imported educational concepts required the critical reframing of terminology rather than direct translation. This process involved the interweaving of expressions rooted in the local educational context and highlighted the importance of developing a unique structure that embodies the CBME philosophy through the educational language generated.
Conclusions: The localisation of global educational trends into a country's own context may reveal the universality of imported educational concepts, provided that the process is underpinned by discussions with a robust, grounded rationale.
期刊介绍：
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
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