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Introduction: This paper describes the co-creation and delivery of an integrated training programme in communication and depression assessment & management for Japanese GPs.Methods: Experts in communication and depression from EACH and WONCA developed a framework and filled it with content. Through iterative discussions with the Japanese participants and experts during delivery, the training was further adjusted to match local needs. It included didactic and experiential training methods with an emphasis on practicing and feedback. A "train-the-trainer" component helped participants develop their own trainer skills to enhance dissemination of the training in Japan.Results: Six Japanese GPs participated in two one week training-modules in May and November 2018. To aid implementation participants received online supervision on depression management and on teaching between the two modules and after the second module. Evaluation of the content of the training, the teaching methods and the participatory approach was positive. More than two years after the training, many elements of the training continue to be used in daily practice with the GPs teaching communication as well as depression management skills.Conclusion: The method of co-creation is promising. Research is needed to confirm that it is effective in transfer to clinical practice. [ABSTRACT FROM AUTHOR]

Aims: The aims of this paper are to (a) outline the design and implementation of an evidence‐based assertiveness communication workshop for Japanese nursing students; and (b) report on the evaluation of nursing students' satisfaction with the workshop using the Satisfaction with Assertiveness Communication Training Program Survey. Background: A body of research attests to the relationship between assertive communication and patient safety. This paper reports the design and evaluation of an assertiveness communication training programme designed to enhance students' ability to communicate safety in clinical practice. Design: A culturally appropriate and evidence‐based assertiveness communication workshop, informed by Gagne's instructional design principles, was implemented for third‐year nursing students in two Japanese higher educational institutions in December 2017. A descriptive study design was used to evaluate the workshop. Methods: Students' perceptions of the workshop were evaluated using the Satisfaction with Assertiveness Communication Training Program Survey, which includes ten items that are rated using a 5‐point Likert scale from strongly disagree [1] to strongly agree [5]. Data were analysed using descriptive statistics. The Revised Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) guidelines were used in the reporting of this study. Results: A total of 111 students from a population of 150 participated in the study giving a response rate of 74%. The overall mean satisfaction score was 4.12 indicating a high level of agreement with each of the survey items. With the exception of two items, the mean scores were above 4.0. "Confidence in using assertiveness communication skills" and "Utilising role‐plays to practice learnt skills" received mean scores of 3.71 and 3.90, respectively. Conclusion: Given the compelling research about the importance of assertive communication in health care, the results from this study support continuing investment in assertiveness communication training programmes for nursing students. Relevance to clinical practice: Assertive communication is an essential communication skill for safe nursing practice. Culturally appropriate assertiveness communication training programmes are of particular relevance in hierarchical healthcare contexts. [ABSTRACT FROM AUTHOR]

Abstract: Following over 30 years of conflicting research into how second language learners respond to word association tests this paper examines an alternative approach to analyse the data, individual profiling. In contrast to previous studies this paper argues that word association studies should be focusing on individuals, as opposed to attempting to create group norms. This paper demonstrates how such profiles can be created using data collected from a study of 50 low level Japanese college students. To exemplify this approach five profiles are compared. The results of this study suggest that learners should not be analysed as homogenous groups. The results also show that when confronted with words from different frequency ranges a learner’s response type remains constant. Implications for teaching, in terms of helping individual learners to identify more efficient ways to acquire words are discussed. Problems with the study are examined and areas for further research are suggested. [ABSTRACT FROM AUTHOR]

This paper describes a highly successful, 10 year long international videoconference exchange between nursing students in Iwate Prefectural University in northern Japan and the University of North Carolina Wilmington in the United States. A summary of the literature on the use of videoconferencing in nursing education is presented, as well as a brief overview of the collaborative partnership that led to the development of the annual videoconference series. A description of the process for conducting the annual real-time sessions is included along with student perspectives about their experiences. Planning, support and open-mindedness on the part of both students and nursing faculty have contributed to the success of this collaborative effort. [ABSTRACT FROM AUTHOR]

This paper reports the results of a survey conducted to explore the perceptions of Japanese graduate nursing students about the teaching performance of an American teacher.The impact of cultural differences on classroom behavior and communication between Japanese graduate nursing students and the American teacher are also explored. Students were enrolled in a nursing education course in the first semester of the graduate program. Data for the analysis were the student opinion surveys, which included Likert scale items and space for narrative responses. Results of the survey are reported as well as the results of a follow-up meeting that was held with the students.The students emphasized the importance of the quality of the interpretation. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) and small group discussions (SGD) have gained the attention of many Japanese pharmacy schools as a new education tool. However, the effectiveness of these methods may be influenced by students' attitudes and culture. This paper describes how a School of Pharmacy in Japan has been piloting PBL and tutorial SGD sessions and reports results of a preliminary analysis of their efficacy as educational tools. The results showed that PBL and tutorial SGD could be valuable educational tools for Japanese pharmacy schools. Further research is suggested in order to confirm these results. [ABSTRACT FROM AUTHOR]

Modern geometry teaching in schools in Japan was modeled on the pedagogies of western countries. However, the core ideas of these pedagogies were often radically changed in the process of adaptation, resulting in teaching differing fundamentally from the original models. This paper discusses the radical changes the pedagogy of a German mathematics educator, P. Treutlein (1845–1912), underwent when adopted by a Japanese mathematics teacher, T. Kunimoto (1895–1985), during the modernization of geometry teaching in the 1930s in Japan. [ABSTRACT FROM AUTHOR]