Having moved into the 21st century, we now experience a massive paradigm shift in the field of medical biology with the uncovering of extensive information on the human genome. In addition, the merging of medicine with fields such pharmaceutical science, science and engineering creates new interdisciplinary fields. As the scope of clinical medicine, meanwhile, has expanded beyond the realm of research topics such as etiology, diagnostics, and therapy, other important issues such as developments in life-related ethics have begun to surface; issues including organ transplants, in-vitro fertilization gene therapy; striking a proper balance between advanced medical treatment and the dignify of life; changes in the demographics of illness due to the advent of the super-aging society; medical treatment that emphasizes on the quality-of-life (QOL) of patients, and so on. Taken together, these factors are dramatically changing the working environments associated with medicine and therapies.
In collaboration with the Institute of Frontier Medical Sciences, Institute of Virus Research, Radiation Biology Center, Institute of Chemical Research, International Innovation Center, Center for Southeast Asian Studies, Research Reactor Institute, and Student Health Center, the integrated multidisciplinary research programs of the School of Medicine comprise 67 key courses and 48 associated courses. Furthermore, additional courses in eight fields are also available in collaboration with other graduate schools (specialist institutions outside our Kyoto University). All in, the total comes to 123 courses, where a wide range of information concerning the latest medical science is taught in a focused and systematic way. By actively pressing forward with seminars and research projects, we strive to nurture analytical researchers, knowledgeable educators and sophisticated clinicians in medical fields to the highest international level possible.
Following the adoption of the Emerging Field Personnel Training Program (fiscal 2005) - which is supported by the Special Coordination Funds for Promoting Science and Technology administered by the Ministry of Education, Culture, Sports, Science and Technology - in October 2005, the School of Medicine started a new discipline; the Nano-Medicine Merger Education Unit. Nano-Medicine is a new cutting-edge field of medical engineering that crossovers the university departmental boundaries between the Graduate School of Medicine, Engineering, Institute for Frontier Medical Sciences and others, molding a multi-integrated discipline encompassing nanotechnology, life sciences and medical science.
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In the past, students in the Graduate School of Medicine (four-year doctoral course) have to belong and confine to a research laboratory under the six research fields of: physiology, pathology, internal medicine, surgery, molecular medicine, and neuroscience. In the respective laboratories, students then received an individualized education, where specified contents are taught one-to-one by academic supervisors.
Since April 1, 2005, in addition to tuition in these conventional research fields, 12 Graduate Education Courses have been established in response to the current expansion of multidisciplinary research; transcending the borders between individual specialist disciplines, in line with the remarkable progress of science and technology in the medical and biochemical fields. These Graduate Education Courses have begun teaching a wide range of information concerning the latest medical science in a focused and systematic way. The previous six departments have been amalgamated into a single entity - medicine.
The Master’s (Pre-doctoral) Course in Medical Science was established in April 2000. It fosters outstanding medical scientists by offering a fundamental medical education and basic training in medical research to students who have been educated in departments other than medicine and who are knowledgeable in a wide range of natural sciences.
The Doctoral Course in Medical Science was established in April 2005 to foster researchers and educators capable of facing the challenge of creating an integrated field, transcending the traditional framework of conventional medicine. The course offers students with a background in science or engineering an education in medical knowledge from a new perspective unlike the conventional approach in order to train new researchers and educators in medical science, where they can combine their specialist knowledge and skills to further transcend existing frameworks in medical science.
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For research fields in the Medical Science, see the research fields in Medicine.
In April 2000, the School of Public Health revised its concept of medical care from the perspective of the social sphere to encompass sociology, humanities and mathematical science, and established a two-year Master's (Pre-doctoral) Course and a three-year Doctoral Course with the aim to promote education and research in healthcare, including public health, medical care and social welfare. The goals of this course are:
(1) To train high-level professionals in the fields of public health.
(2) To train researchers and supervisors in the fields of public health.
(3) To promote research in the fields of public health.
Later on, in April 2003 the Master’s Course was reorganized into the present Professional Degree Programs (two years), where teachings and efforts on training highly specialized professionals in the field of public health are emphasized.
The following three specialist courses have been established. The "Intellectual Asset Director Course Unit" has been offered since 2003.
1. Management of Technology in Medical Science Course (from 2004)Training of individuals responsible for identifying, managing, and utilizing intellectual property (intellectual asset directors), especially in the fields of biotechnology and cutting-edge medical science domains.
2. Master’s Course in Clinical Research (from 2005)
A one-year full-scale academic program for clinicians to promote clinical research: taking humans or groups as a unit.
3. The Unit for Genetic Counselors and Clinical Research Coordinators (from 2006)
Training of individuals for the general advisory professions of genetic counselor, genome coordinator, and clinical research coordinator, who will serve as all-around support specialists forming the core group of personnel sustaining the fields of gene therapy and genome research. In so doing, the graduates will truly bring the benefits of research findings from the laboratories to patients in the wards and their families at home.
In this course, we will
explore through the study of medical care, health care, and welfare
from a holistic perspective, based on human, cultural, and social science
as well as natural science including medicine. We will construct
theories for health science, develop appropriate methods and techniques,
and put our findings into practice to achieve real health care.