Educational Policy of Graduate School of Health Sciences (Master’s Course) (Advanced Health Practice Research Program)
Fundamental Educational Goals
In the Graduate School of Health Sciences (Master's Course), we strive to enhance our educational activities, our most essential social contribution. Leveraging the results of advanced, cutting-edge research, we aim to cultivate students' abilities to actively engage in the “creation of knowledge.” Through close dialogue and discussions between students and faculty, we support each individual in fostering a rich sense of humanity. Our education activities are dedicated to nurturing individuals who possess high comprehensive abilities and character, capable of playing a central role in a wide range of fields, primarily in healthcare, both domestically and internationally.
Exemplary Students
Highly specialized professionals equipped with fundamental research capabilities, capable of making international contributions through the practice and establishment of “holistic care” and “team care” for health promotion.
In the Graduate School of Health Sciences (Master's Course), we declare the “practice and establishment of health promotion” as our guiding philosophy. To achieve this philosophy, we position “holistic care” and “team care” as our educational principles. We aim to cultivate highly specialized professionals, fostering fundamental research capabilities that can contribute to the establishment of professionalism, and meet the demands of society.
Specifically, we will foster individuals to develop the following five abilities:
○Implementation Ability: For holistic and advanced health and medical care, practical skills, such as connecting to the world, acknowledging diverse values, and problem-solving.
○Inquiry Ability: Possessing basic research skills and approaching health science issues logically and in a multifaceted manner.
○Communication Ability: Able to collaborate as a core member of a health and medical team.
○Specialized Ability: Capable of integrating advanced knowledge and skills to contribute to the improvement of health, medical care, and welfare.
○Liberal Arts Ability: Deepening one's knowledge through a wide range of learning activities and being able to flexibly respond to changes in society and the environment.
Degree Policy
In order to develop exemplary graduates, the Graduate School of Health Sciences (Master's Course) awards degrees to students who have studied for the prescribed period of time, acquired the following competences, and earned the credits required for graduation.
Abilities acquired: Implementation Ability, Inquiry Ability, Communication Ability, Specialized Ability, Liberal Arts Ability
【Implementation Ability】 For holistic and cutting-edge health and medical care, the ability to connect with the global community, recognize diverse values, and find solutions to challenges.
Can understand individual differences and take pioneering action for problem-solving when facing issues within the field.
Can contribute to health promotion in local and international communities.
Can practice holistic and advanced health care.
【Inquiry Ability】 Inquiry ability, which is involves basic research ability and the ability to approach health science issues logically and multidimensionally
Using specialized knowledge, can identify issues through multi-faceted approaches and find solutions independently.
Can explain the essence of a problem so that people from other professional areas can understand.
【Communication Ability】 Communication ability to widely collaborate as a core member of a health and medical team
Can understand one's professional role in team-based healthcare.
Through smooth communication, can give and seek help with others across professional fields.
【Specialized Ability】 Specialized ability to integrate advanced knowledge and skills and contribute to the improvement of health, medical care, and welfare
Possess knowledge and skills related to research methods.
Can deeply integrate knowledge and skills.
【Liberal Arts Ability】 Liberal arts-based competencies, such as deepening one's knowledge through a wide range of learning activities and the ability to flexibly respond to changes in society and the environment
Capable of collecting and analyzing information and utilizing it appropriately.
Can find direction and plan for one's and society's future creation.
Can achieve personal growth through broader and deeper learning.
Curriculum Policy
To cultivate personnel who have acquired the abilities outlined in the Degree Policy, we, as the Graduate School of Health Sciences (Master's Course), arrange and implement an educational curriculum based on the following policies and concepts.
Educational Implementation Policy
We implement education that nurtures students' ability to continue learning actively towards the realization of a sustainable society.
Education Principles
Based on autonomous, collaborative, and deep learning pedagogies, we emphasize what students “have become capable of” rather than what we “have taught”, and offer the following educational content and methods in General Education, Specialized Education, and Language Education respectively.
【General Education】
Aiming to foster general skills required for all students, we provide practical activities that involve learning, growing, and creating together with other students.
In the Graduate School of Health Sciences, we have established a Health Sciences major in the master's course and provide three areas of study: Nursing Science, Radiological Technology Science, and Medical Laboratory Science. We implement an educational program based on our Degree Policy. The standard period of study in the master's course is two years, and students must earn the required credits stipulated in each sub-program and receive necessary research guidance, and then undergo thesis review and final exams.
In the first year, in the compulsory core subject “Introduction to Degree Program” required for all three areas, we outline the learner-centered study in the degree program, the persona to be cultivated in each sub-program, learning objectives, and learning outcomes. We also teach methods for studying research basics so students can learn autonomously about research ethics, intellectual property rights, and information security. In “Leadership and SDGs,” students will learn about SDGs, UN organizations, JICA, community issues, business concepts, fundraising, policy making, innovation, entrepreneurship, etc., as ways to continuously contribute to society and communities throughout life. In the elective compulsory core subjects “Topics in Health Promotion Science” and “Topics in Medical Bioethics,” students examine and debate various issues and are evaluated through written assignments. In “Risk Management,” they learn from past cases about response methods, enabling them to flexibly respond to social and environmental changes, provide holistic and advanced health care as a core member of the health care team, and become highly specialized professionals who can contribute to the practice of health science and health promotion. In “Topics in Research Methodology,” they learn the latest research methods.
For learning assessment, we clearly state the standards and methods for grading course subjects in advance, and strictly evaluate learning outcomes based on them. For the master's thesis and specific issues, we disclose the evaluation standards and methods and conduct final examinations and evaluations of research results based on them. As for the Master's thesis, passing a review and defense is required. For the evaluation of the Master's thesis, we organize a review committee composed of at least two members. (However, if budgetary support is available within the program, researchers from outside the university may be invited to serve on the committee.) The chairperson of the examination committee is elected by mutual vote among the members.
【Specialized Education】
In-depth understanding is developed by providing content in specialized areas in a systematic manner and through opportunities to integrate or create knowledge from different areas of expertise.
In the first year, through interdisciplinary classes and seminars in each field, including written assignments and presentations, students will acquire advanced specialized knowledge and skills, thus nurturing individuals who can contribute to the improvement of health, medical care, and welfare. From the first year through the second year, Thesis Research fosters a foundation in research skills and a spirit of inquiry, cultivating a propensity for lifelong learning. With close interaction and support from faculty, students tackle issues and compile their research into a thesis over two years, thereby promoting problem-solving skills, logical thinking, and cutting-edge knowledge and skills in their research fields. At intermediate stages, assessments are conducted through presentations with other graduate students and faculty, ensuring students thoroughly comprehend the issue and their position.
To cultivate students possessing a rich liberal arts background that transcends their specialized field, in addition to the main supervising faculty member, we assign assistant supervisors as needed to create an instructional system that can finely respond to students' needs and manage the research process.
For students with no relevant work experience before and during enrollment, participation in “Internship Practice (Master)” is compulsory. We provide opportunities for practical experience in the community to apply the results of their learning.
For sub-programs and special courses focused on training midwives, medical physicists, healthcare professionals involved in neutron medicine, ultrasonic medical technologists, and genome medical scientists, from the first year, practical training and workshops are included at Okayama University Hospital, regional core hospitals, and clinics, providing practice-based education. Over two years, students acquire not only advanced specialized knowledge and techniques but also basic research capabilities and knowledge and skills that should be prepared outside their specialized fields. Experts in each field evaluate knowledge and skills from a clinical perspective on a unit basis.
Through implementing such an educational curriculum, we foster individuals who, based on abundant professional knowledge and skills, can provide holistic and advanced health and medical care as a core member of a team. These individuals will be able to flexibly respond to changes and issues throughout their lives and contribute to the practice of health promotion.
The constructed educational curriculum, connected to the SDGs, is subject to regular and continuous improvements by implementing the PDCA cycle from various perspectives, such as faculty FD, organizational internal evaluation, external evaluation, and analysis of students’ course evaluations.
In terms of assessment, we clearly stipulate the standards and methods for grading course subjects in advance and strictly evaluate learning outcomes based on them.
【Language Education】
We provide education to enhance English proficiency, which is essential in a global society.
Over two years, we offer credits for activities such as presentations of research results (in Japan and overseas) as well as internships and research activities overseas. We foster presentation skills, communication skills, and debating skills, and support the acquisition and dissemination of knowledge in English.
Extracurricular Education Policy
We provide various extracurricular opportunities for students to grow beyond what they learn in class.