Curriculum Policy for the School of Human Health Sciences

1) Providing the basic knowledge for medical specialists and fostering the scientific mind
    At the School of Human Health Sciences, we reexamine health-related issues from various scientific perspectives, such as those from the fields of basic medical sciences, clinical medicine, integrated medical engineering, health service, nursing care, and humanities and social science, so as to establish “health science” that can be used as a guidepost to healthy life for all humanity. Based on this new concept of “health science” to study health from various perspectives, we strive to foster medical specialists with basic specialized knowledge, who can work collaboratively with doctors and other medical specialists as equal partners and effectively demonstrate leadership. Our curriculum is designed to foster people who can put the theory of “health science” into practice. To be specific, the curriculum includes specialized subjects to take from the time of shortly after entering the school, early clinical exposure, and problem-solving classes to deepen interest and understanding from an early stage in the specialized fields in each of the Departments of Nursing, Medical Technology, Physical Therapy, and Occupational Therapy. Furthermore, the multidisciplinary classes for all students in the school to take are designed to deepen the understanding of other medical occupations, which is indispensable for multidisciplinary team care.
    The knowledge on life science, basic medical sciences, and clinical medicine is necessary to foster medical specialists who work in collaboration with doctors as equal partners. Such knowledge also forms the basis of scientific mind. Therefore, we provide classes, such as Human Anatomy, Human Physiology, Health Science, Introduction to Internal Clinical Medicine, and Introduction to Surgical Clinical Medicine as core curriculum subjects in the fields of medical science and care, and provide basic concepts and knowledge of the fields to be shared over all departments through these subjects.

2) Fostering intellectual curiosity and interest in research
    Intellectual curiosity is fostered through experiencing the practice of medical specialists at work. At the School of Human Health Sciences, students have an opportunity of an early clinical exposure shortly after their entrance, and the curriculum is designed to systematically foster their intellectual curiosity until their clinical training during the 4th year. In their 4th year, the students engage in graduation research under guidance on issues and questions experienced during the clinical training or other occasions. The task of putting together a research report on the results is designed to form the students’ basis as future researchers and technical experts. This is necessary to foster specialists, who can pursue the knowledge of “health science” and apply it to the practice. After going through these processes, the students, who aspire to become advanced medical specialists, enter the graduate school to continue their research immediately after their graduation or after gaining experience through work. The graduate school strives to foster advanced medical specialists, educators, and researchers, who can present their research results to the world and engage in international health activities.

3) Building awareness as medical care providers
    Medical specialists are required to have a good education and high standard of ethics. Furthermore, to become medical specialists, who can quickly detect social progress and reforms and incorporate them into their practice, a sharp insight and ability to apply skills are required. The common subjects are provided to help students acquire a broad education through the studies of humanities, social science, and arts while the core curriculum provides the code of ethics required for life science and medical specialists. The specialized education and clinical practice provided in each department are designed to foster insight and ability to apply skills.

4) Tradition and academic atmosphere
    In accordance with the spirit of self-learning, the students study phenomena concerning human health and health promotion during the 4 years at the school. Through this study process, the insight to find out the essence of themes, decision-making skills, and independent problem-solving skills are fostered. At the School of Human Health Sciences, we value the tradition and academic atmosphere of Kyoto University and respect our students’ individuality. We provide education to help our students take their initiatives to solve difficult problems through their insight, decision-making skills, and independent problem-solving skills.