Junji Haruta
Biographic Data
| ID | 7912649 |
|---|---|
| NAME | Junji Haruta |
| GIVEN NAMES | Junji |
| FAMILY NAME | Haruta |
| SIGNATURE | HARUTA J |
| AFFILIATIONS | Keio University |
| ORCID | 0000-0003-4176-7665 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A realist evaluation of community-engaged learning for health professions students in rural Japan
Community-engaged learning (CEL) has gained attention in health professions education, yet there remains limited explanatory understanding of how it generates learning processes in East Asian contexts characterized by hierarchical professional cultures. This study used realist evaluation to examine a two-week rural community diagnosis practicum involving Japanese medical, nursing, and pharmacy students. Data were collected through ethnographic fi…
The ecology of time
Contemporary medical education is increasingly dominated by the imperatives of efficiency, measurable outcomes, and technological optimization. While these frameworks aim to improve educational quality, they risk marginalizing essential but non-linear learning experiences. This commentary introduces the concept of "temporal diversity" as a necessary ecological shift in curriculum design. By situating the obsession with efficiency within the broad…
Integrating fixed norms and relational responsiveness in medical education
In this short communication, we reconceptualize autonomy in medical education, particularly within the context of professional identity formation (PIF). Traditionally, autonomy has been framed as independence and achievement based on 'fixed norms'. However, identity is also shaped through 'relational responsiveness', which emphasizes mutual engagement and co-construction. Drawing on Asian cultural understandings of selfhood, we propose viewing au…
Culture and context in Interprofessional education
The attributes of collaborative practice in health care vary across contexts, necessitating the adaptation of interprofessional education curricula to prepare students for the collaborative practice expected in their respective health care systems. Culture, when conceptualised through an organisational lens, allows an analysis of the shared assumptions, beliefs and values, without seeking to reduce to a uniform construct. This article explores th…
Competencies related to generalism for Japanese medical undergraduates
OBJECTIVE: To identify generalism-related competencies that medical students in Japan should acquire in order to provide comprehensive care for patients. METHODS: The team responsible for developing the new 'Generalism' section of the 2022 revision of the Model Core Curriculum for Medical Education in Japan (MCC) consisted of nine members from diverse medical backgrounds across Japan. We adopted pragmatism paradigm and analyzed to identify decisi…
The impact of core curriculum revisions on Japanese medical schools
PURPOSE: This study examines the impact of the 2010 and 2016 Model Core Curriculum (MCC) revisions on medical education across all 82 medical schools in Japan. METHODS: A cross-sectional survey was conducted in 2021, focusing on the response to the MCC revisions, curriculum changes, and factors influencing these changes. The survey included questions on approaches to implementing the MCC revisions, timing of curriculum updates, factors triggering…
What can Japanese medical education contribute to the world
We are pleased to publish a special issue on Medical Education in Japan in this journal, Medical Teacher.There are four key reasons why we believe it is pertinent to feature Japanese medical educat
Community-based medical education (CBME), community comprehensive care education, and interprofessional education (IPE) in Japan
INTRODUCTION: Medical education globally has evolved, with community-based medical education (CBME) and interprofessional education (IPE). This study aimed to explore the implementation of CBME, community comprehensive education, and IPE in Japan. METHODS: A cross-sectional study was conducted across all Japanese medical universities in 2021. Data on CBME clinical clerkships, community comprehensive care education, and IPE were collected from 82 …
How do medical students learn about SDH in the community? A qualitative study with a realist approach
INTRODUCTION: The need to learn social determinants of health (SDH) is increasing in disparate societies, but educational interventions are complex and learning mechanisms are unclear. Therefore, this study used a realist approach to identify SDH learning patterns, namely context (C), mechanism (M), and outcomes (O) in communities. METHODS: -year medical students in Japan. The program included SDH lectures and group activities to explore cases li…
What Types of Networks Do Professionals Build, and How Are They Affected by the Results of Network Evaluation
Background: We aimed to explore what kind of social networks characterizable as “consult/be consulted” are built among healthcare professionals in a community and the impact of providing the professionals with these findings. Methods: We adopted mixed methods exploratory study using social network analysis (SNA) and content analysis. SNA can visualize social network structures such as relationships between individuals. The healthcare professional…
The Influence of Family Caregivers’ Experience of Interprofessional Care on Their Participation in Health Checkups as Preventive Health Behavior in Japan—A Cross-Sectional Analysis
Family caregivers with more positive experiences of interprofessional care were more likely to participate in health checkups. These results support the significance of family caregivers' experience of care, which may promote preventive health behaviors
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The Influence of Family Caregivers’ Experience of Interprofessional Care on Their Participation in Health Checkups as Preventive Health Behavior in Japan—A Cross-Sectional Analysis
Family caregivers with more positive experiences of interprofessional care were more likely to participate in health checkups. These results support the significance of family caregivers' experience of care, which may promote preventive health behaviors
What Types of Networks Do Professionals Build, and How Are They Affected by the Results of Network Evaluation
Background: We aimed to explore what kind of social networks characterizable as “consult/be consulted” are built among healthcare professionals in a community and the impact of providing the professionals with these findings. Methods: We adopted mixed methods exploratory study using social network analysis (SNA) and content analysis. SNA can visualize social network structures such as relationships between individuals. The healthcare professional…
How do medical students learn about SDH in the community? A qualitative study with a realist approach
INTRODUCTION: The need to learn social determinants of health (SDH) is increasing in disparate societies, but educational interventions are complex and learning mechanisms are unclear. Therefore, this study used a realist approach to identify SDH learning patterns, namely context (C), mechanism (M), and outcomes (O) in communities. METHODS: -year medical students in Japan. The program included SDH lectures and group activities to explore cases li…
Competencies related to generalism for Japanese medical undergraduates
OBJECTIVE: To identify generalism-related competencies that medical students in Japan should acquire in order to provide comprehensive care for patients. METHODS: The team responsible for developing the new 'Generalism' section of the 2022 revision of the Model Core Curriculum for Medical Education in Japan (MCC) consisted of nine members from diverse medical backgrounds across Japan. We adopted pragmatism paradigm and analyzed to identify decisi…
The impact of core curriculum revisions on Japanese medical schools
PURPOSE: This study examines the impact of the 2010 and 2016 Model Core Curriculum (MCC) revisions on medical education across all 82 medical schools in Japan. METHODS: A cross-sectional survey was conducted in 2021, focusing on the response to the MCC revisions, curriculum changes, and factors influencing these changes. The survey included questions on approaches to implementing the MCC revisions, timing of curriculum updates, factors triggering…
What can Japanese medical education contribute to the world
We are pleased to publish a special issue on Medical Education in Japan in this journal, Medical Teacher.There are four key reasons why we believe it is pertinent to feature Japanese medical educat
Community-based medical education (CBME), community comprehensive care education, and interprofessional education (IPE) in Japan
INTRODUCTION: Medical education globally has evolved, with community-based medical education (CBME) and interprofessional education (IPE). This study aimed to explore the implementation of CBME, community comprehensive education, and IPE in Japan. METHODS: A cross-sectional study was conducted across all Japanese medical universities in 2021. Data on CBME clinical clerkships, community comprehensive care education, and IPE were collected from 82 …
Culture and context in Interprofessional education
The attributes of collaborative practice in health care vary across contexts, necessitating the adaptation of interprofessional education curricula to prepare students for the collaborative practice expected in their respective health care systems. Culture, when conceptualised through an organisational lens, allows an analysis of the shared assumptions, beliefs and values, without seeking to reduce to a uniform construct. This article explores th…
A realist evaluation of community-engaged learning for health professions students in rural Japan
Community-engaged learning (CEL) has gained attention in health professions education, yet there remains limited explanatory understanding of how it generates learning processes in East Asian contexts characterized by hierarchical professional cultures. This study used realist evaluation to examine a two-week rural community diagnosis practicum involving Japanese medical, nursing, and pharmacy students. Data were collected through ethnographic fi…
The ecology of time
Contemporary medical education is increasingly dominated by the imperatives of efficiency, measurable outcomes, and technological optimization. While these frameworks aim to improve educational quality, they risk marginalizing essential but non-linear learning experiences. This commentary introduces the concept of "temporal diversity" as a necessary ecological shift in curriculum design. By situating the obsession with efficiency within the broad…
Integrating fixed norms and relational responsiveness in medical education
In this short communication, we reconceptualize autonomy in medical education, particularly within the context of professional identity formation (PIF). Traditionally, autonomy has been framed as independence and achievement based on 'fixed norms'. However, identity is also shaped through 'relational responsiveness', which emphasizes mutual engagement and co-construction. Drawing on Asian cultural understandings of selfhood, we propose viewing au…
Medicine (8 works) · Innovations in Medical Education (7 works) · Psychology (7 works) · Medical education (6 works) · Interprofessional Education and Collaboration (5 works) · Health care (4 works) · Nursing (4 works) · Political science (4 works) · Social Psychology (4 works) · Computer Science (3 works)