This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1970.

As the general public has become more aware of advances in nutrition, consumer demands for advice on matters of diet and disease have grown. This book offers recommendations to upgrade what were found to be largely inadequate nutrition programs in U.S. medical schools in order that health professionals be better qualified to advise and treat their patients. A comprehensive study of one-third of American 4-year undergraduate medical schools provided information on the current status of nutrition programs at each school. Conclusions were drawn and recommendations made from analysis of this gathered information. Questions examined in this volume include: Has medical education kept pace with advances in nutrition science? Are medical students equipped to convey sound nutritional advice to their patients? What strategies are needed to initiate and sustain adequate teaching of nutrition in medical schools?

In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences. Students in most medical schools, especially in basic science courses, are required to memorize a large number of "facts," facts which may or may not be relevant to medical practice. Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills. This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.

A welcome addition to any reading list for those interested in contemporary Japanese society. - Roger Goodman, Nissan Professor of Modern Japanese Society, University of Oxford "I know no better book for an accessible and up-to-date introduction to this complex subject than The SAGE Handbook of Modern Japan Studies." - Hiroko Takeda, Associate Professor, Organization for Global Japanese Studies, University of Tokyo "Pioneering and nuanced in analysis, yet highly accessible and engaging in style." - Yoshio Sugimoto, Emeritus Professor, La Trobe University The SAGE Handbook of Modern Japanese Studies includes outstanding contributions from a diverse group of leading academics from across the globe. This volume is designed to serve as a major interdisciplinary reference work and a seminal text, both rigorous and accessible, to assist students and scholars in understanding one of the major nations of the world. James D. Babb is a Senior Lecturer in the School of Geography, Politics and Sociology at Newcastle University.

A welcome addition to any reading list for those interested in contemporary Japanese society. - Roger Goodman, Nissan Professor of Modern Japanese Society, University of Oxford "I know no better book for an accessible and up-to-date introduction to this complex subject than The SAGE Handbook of Modern Japan Studies." - Hiroko Takeda, Associate Professor, Organization for Global Japanese Studies, University of Tokyo "Pioneering and nuanced in analysis, yet highly accessible and engaging in style." - Yoshio Sugimoto, Emeritus Professor, La Trobe University The SAGE Handbook of Modern Japanese Studies includes outstanding contributions from a diverse group of leading academics from across the globe. This volume is designed to serve as a major interdisciplinary reference work and a seminal text, both rigorous and accessible, to assist students and scholars in understanding one of the major nations of the world. James D. Babb is a Senior Lecturer in the School of Geography, Politics and Sociology at Newcastle University.

This volume reflects on how anthropologists have engaged in medical education and aims to positively influence the future careers of anthropologists who are currently engaged or are considering a career in medical education. The volume is essential for medical educators, administrators, researchers, and practitioners, those interested in the history of medicine, global health, sociology of health and illness, medical and applied anthropology. For over a century, anthropologists have served in many roles in medical education: teaching, curriculum development, administration, research, and planning. Recent changes in medical education focusing on diversity, social determinants of health, and more humanistic patient-centered care have opened the door for more anthropologists in medical schools. The chapter authors describe various ways in which anthropologists have engaged and are currently involved in training physicians, in various countries, as well as potential new directions in this field. They address critical topics such as: the history of anthropology in medical education; humanism, ethics, and the culture of medicine; interprofessional and collaborative clinical care; incorporating patient perspectives in practice; addressing social determinants of health, health disparities, and cultural competence; anthropological roles in planning and implementation of medical education programs; effective strategies for teaching medical students; comparative analysis of systems of care in Japan, Uganda, France, United Kingdom, Mexico, Canada and throughout the United States; and potential new directions for anthropological engagement with medicine. The volume overall emphasizes the important role of anthropology in educating physicians throughout the world to improve patient care and population health.

The Bureau of East Asian and Pacific Affairs of the U.S. Department of State presents the full text of the fact sheet entitled "Health Care in Japan," published June 26, 2000. Japan has the longest life expectancy, with 77 years for men and 84 for women, and the lowest infant mortality rates in the world. Health care costs remain low in Japan. Japan focuses on preventive care, which has helped in containing costs. To address concerns of the aging of Japan's population, a public nursing care insurance system went into effect in April 2000.

It has been recognised by governments and healthcare organisations worldwide that for Universal Healthcare in pursuit of Health for All under the Sustainable Development Goals to be achieved, effective primary care that is integrated, accessible, and affordable for everyone is essential. This practical guide is the first designed specifically to support those planning and conducting family medicine/primary care education within medical schools around the world. It offers medical educators a collection of concise easy to follow chapters, guiding the reader through the curriculum requirements with key references for further detail. Plain English and practical, deliverable advice, adaptable to different contexts, ensures the content is accessible to those educating medical students in any country, while the structure within sections ensures that family medicine doctors and educators can dip into chapters relevant to their roles, for example curriculum design for academic educators or teaching methods for those educating in clinical practice. Key Features ■ The first “how-to” guide dedicated to effective integration of family medicine teaching into medical school curricula ■ Offers a strong evidence-based framework for integrating family medicine into medical schools ■ Wide in scope, for academics and educationalists at all levels and in all geographies, reflecting and embracing the experience and variation in family medicine across the globe to produce pragmatic and effective information on which medical schools can base change ■ Step-by-step introduction to the processes of literature review (establishing the existing knowledge base), choosing a topic, research questions, and methodology, conducting research, and disseminating results ■ Supported by the WONCA Working Party on Education The book is edited and authored by members of the World Organization of Family Doctors (WONCA) Working Party on Education, which is ideally placed to offer a strong platform for medical schools to integrate family medicine whatever the local context, enabling all future doctors, whatever their career aspiration, to understand the importance of family medicine to health systems and holistic medicine and encourage family medicine doctors to inspire students to consider a career in the field.

This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.