Japanese medical learners’ achievement emotions: Accounting for culture in translating Western medical educational theories and instruments into an asian context

Abstract

Medical learners’ achievement emotions during educational activities have remained unexamined in Asian cultural contexts. The Medical Emotion Scale (MES) was previously developed to assess achievement emotions experienced by North American medical learners during learning activities. The goal of this study was to create and validate a Japanese version of the Medical Emotion Scale (J-MES). We translated the MES into Japanese and conducted two initial validation studies of the J-MES. In the first pilot study, we asked five, native-Japanese, second-year medical students to assess their emotions with the J-MES during a computer-based clinical reasoning activity. Each participant was then interviewed to assess the clarity and suitability of the items. In a second, larger study, 41 Japanese medical students were recruited to assess the psychometric properties of the J-MES. We also conducted individual, semi-structured interviews with ten of these participants to explore potential cultural features in the achievement emotions of Japanese students. The first pilot study demonstrated that the J-MES descriptions were clear, and that the scale captured an appropriate range of emotions. The second study revealed that the J-MES scale’s profiles and internal structure were largely consistent with control-value theory. The achievement emotions of pride, compassion, and surprise in the J-MES were found to be susceptible to cultural differences between North American and Japanese contexts. Our findings clearly demonstrated the scoring capacity, generalizability, and extrapolability of the J-MES.

Long-term impact of overnight shiftwork implementation on pediatric residents' mental wellness: A repeated cross-sectional survey

“… 21 , 22 According to educational theories, arranging the learning environment is also important to maintain the well‐being of the trainees. 23 , 24 Several studies have demonstrated the relationship between the pediatric residents' learning environment and their frequency of burnout. 1 , 2 , 6 Specifically, the peer mentorship program has been suggested to provide the residents with “safe” training circumstances.…”

“…More recently, multi‐centered trials have focused on designing flexible shiftwork to improve residents' wellness and patients' safety 21,22 . According to educational theories, arranging the learning environment is also important to maintain the well‐being of the trainees 23,24 . Several studies have demonstrated the relationship between the pediatric residents' learning environment and their frequency of burnout 1,2,6 .…”

Creating Clinical Reasoning Assessment Tools in Different Languages: Adaptation of the Pediatric Emergency Medicine Script Concordance Test to Japanese

“…In addition, the score for perceived test difficulty was similar to those in previous studies. While data on individual perceptions is less objective than quantitative data, the examinee's perceptions are essential for inferring the scoring phase in Kane's framework ( 15 ). Our inferences revealed that the experts and trainees evaluated the Jpem-SCT as having high clarity and usability, indicating that the TRAPD team translation model was effective.…”

“…Kane emphasized implication as the most important step in the validity argument in real-world settings. Based on the obtained data, we examined validity evidence for the Jpem-SCT in terms of Kane's validity arguments ( 14 ), as this framework is useful for validating translated assessment tools ( 15 ).…”

Long-term Effectiveness of Overnight Shiftwork Implementation on Pediatric Residents’ Wellness: A Cross-Sectional Survey

“…According to educational theories, arranging the learning environment is also important to maintain the well-being of the trainees [16,17]. Several studies have demonstrated the relationship between the pediatric residents' learning environment and their frequency of burnout [1,3].…”