Research Interests 【 display / non-display 】

Research Interests 【 display / non-display 】

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Graduating School 【 display / non-display 】

Graduating School 【 display / non-display 】

• 2000.04

  -

  2006.03

  Asahikawa Medical College   Faculty of Medicine   Graduated

Studying abroad experiences 【 display / non-display 】

Studying abroad experiences 【 display / non-display 】

• 2015.05

  -

  2017.06

  Maastricht University   Master of Health Professions Education

• 2011.05

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  2012.10

  SimTiki, Simulation Center, John A. Burns School of Medicine   Research fellow

Degree 【 display / non-display 】

Degree 【 display / non-display 】

• Kyoto University -  PhD (Medicine)

• Maastricht University -  Master of Health Professions Education

• Asahikawa Medical College -  M.D.

Campus Career 【 display / non-display 】

Campus Career 【 display / non-display 】

• 2023.06

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  Now

  Akita University   Graduate School of Medicine   Doctorial Course in Medicine   Public Health and Environmental Medicine   (Unregistered)   Specially-appointed Professor  

External Career 【 display / non-display 】

External Career 【 display / non-display 】

• 2023.06

  　

  　

  Department of Innovative and Digitalized Medical Education, Akita University Graduate School of Medicine   Project Professor  

• 2021.02

  -

  2023.05

  Fukushima Medical University   Center for Medical Education and Career Development   Assistant Professor  

• 2020.04

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  2020.12

  Tottori University   Department of Medical Education   Assistant Professor/Project Researcher  

• 2015.04

  -

  2019.03

  Kyoto University   Center for Medical Education,   Assistant Professor  

• 2013.01

  -

  2015.03

  The Jikei University School of Medicine   Emergency Department   Assistant Professor  

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Academic Society Affiliations 【 display / non-display 】

Academic Society Affiliations 【 display / non-display 】

• 2024.09

  -

  Now

   

  Japan

   

  The Japan Sociological Society

• 2015.08

  -

  Now

   

  Japan

   

  Pan Asia Simulation Society for Healthcare

• 2014

  -

  Now

   

  Japan

   

  An International Association for Medical Education

• 2013.07

  -

  Now

   

  Japan

   

  Society for Simulation in Healthcare

• 2013

  -

  Now

   

  Japan

   

  Japan Society for Medical Education

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Research Areas 【 display / non-display 】

Research Areas 【 display / non-display 】

• Life Science / Medical management and medical sociology

• Informatics / Learning support system

• Others / Others

Thesis for a degree 【 display / non-display 】

Thesis for a degree 【 display / non-display 】

• Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study

  Sayaka Oikawa, Junko Iida, Yasunobu Ito & Hiroshi Nishigori 

  BMC Medical Education  22 ( 1 ) 196   2024.03  [Refereed]

  Domestic Co-author

  Background: In faculty development, understanding each participant’s cultural context is important. However, there is scarce evidence on how to improve cultural understanding in faculty development. Cultural anthropology is a discipline that focuses on developing cultural self-awareness by understanding different cultures. Professionals from this field can be crucial to the goal of cultivating cultural awareness among medical educators. The aims of this study are to 1) develop and modify cultural anthropology sessions in faculty development and 2) evaluate the effectiveness of these sessions, including their long-term impacts. Methods: The cultural anthropology sessions were organized as part of a longitudinal faculty development program—Foundation Course for Medical Education—at Kyoto University in Japan. The study included 47 medical educators participating in faculty development and three lecturers: two cultural anthropologists and a medical educator. We developed the cultural anthropology sessions and implemented them in the longitudinal faculty development program. In these sessions, cultural anthropologists used inquiry-guided reflection. An action research methodology was employed and repeated in four cycles from 2015 to 2018. Qualitative and quantitative data were collected during the action research cycles. The qualitative data were thematically analyzed. Results: The cultural anthropologists’ inquiries fostered learning during the sessions, and three themes—cultural relativism, attention to context, and reframing—were synthesized. As a long-term impact of the sessions, the learners reported becoming more aware of the cultural contexts in their daily educational and clinical activities. Conclusions: The cultural anthropology sessions in the faculty development program were shown to have enhanced the participants’ awareness of cultural contexts. The concept and format of these sessions may be used more widely in faculty development programs. © 2022, The Author(s).

  DOI DOI2

Research Achievements 【 display / non-display 】

Research Achievements 【 display / non-display 】

◆Original paper【 display / non-display 】

To the head of this page.▲

◆Original paper【 display / non-display 】

Use of Excel Macro aiming to work efficiency improvement

Yui Sasaki, Yuka Onuki, Kazuhei Takahashi, Sayaka Oikawa, Hitoshi Hasegawa

Igakukyoiku   55 ( 1 ) 40 - 41   2024.02

Research paper (journal)  

Assessment of teamwork in interprofessional education

Sayaka Oikawa, Jeroen Donkers

Journal of Interprofessional Care ( Informa UK Limited )  36 ( 4 ) 57 - 581   2022.07  [Refereed]

Research paper (journal)  

DOI

Breaking barriers: widening participation for cross-cultural faculty development in Japan

Sayaka Oikawa, Maham Stanyon, Shuntaro Aoki, Yoko Moroi, Kiyotaka Yasui, Megumi Yasuda, Takumi Kawai, Yayoi Shikama, Koji Otani

International Journal of Medical Education ( International Journal of Medical Education )  13   154 - 157   2022.06  [Refereed]

Research paper (journal)  

DOI PubMed

Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study

Sayaka Oikawa, Junko Iida, Yasunobu Ito, Hiroshi Nishigori

BMC Medical Education ( Springer Science and Business Media LLC )  22 ( 1 ) 196   2022.03  [Refereed]

Research paper (journal)  

DOI

Pre-clinical medical student cardiac point-of-care ultrasound curriculum based on the American Society of Echocardiography recommendations: a pilot and feasibility study

Satoshi Jujo, Jannet J. Lee-Jayaram, Brandan I. Sakka, Atsushi Nakahira, Akihisa Kataoka, Masaki Izumo, Kenya Kusunose, Natsinee Athinartrattanapong, Sayaka Oikawa, Benjamin W. Berg

Pilot and Feasibility Studies ( Springer Science and Business Media LLC )  7 ( 1 ) 175   2021.12  [Refereed]

Research paper (journal)   International Co-author

<title>Abstract</title><sec>
<title>Background</title>
Cardiac point-of-care ultrasound (POCUS) training has been integrated into medical school curricula. However, there is no standardized cardiac POCUS training method for medical students. To address this issue, the American Society of Echocardiography (ASE) proposed a framework for medical student cardiac POCUS training. The objective of this pilot study was to develop a medical student cardiac POCUS curriculum with test scoring systems and test the curriculum feasibility for a future definitive study.


</sec><sec>
<title>Methods</title>
Based on the ASE-recommended framework, we developed a cardiac POCUS curriculum consisting of a pre-training online module and hands-on training with a hand-held ultrasound (Butterfly iQ, Butterfly Network Inc., Guilford, CT, USA). The curriculum learning effects were assessed with a 10-point maximum skill test and a 40-point maximum knowledge test at pre-, immediate post-, and 8-week post-training. To determine the curriculum feasibility, we planned to recruit 6 pre-clinical medical students. We semi-quantitatively evaluated the curriculum feasibility in terms of recruitment rate, follow-up rate 8 weeks after training, instructional design of the curriculum, the effect size (ES) of the test score improvements, and participant satisfaction. To gather validity evidence of the skill test, interrater and test-retest reliability of 3 blinded raters were assessed.


</sec><sec>
<title>Results</title>
Six pre-clinical medical students participated in the curriculum. The recruitment rate was 100% (6/6 students) and the follow-up rate 8 weeks after training was 100% (6/6). ESs of skill and knowledge test score differences between pre- and immediate post-, and between pre- and 8-week post-training were large. The students reported high satisfaction with the curriculum. Both interrater and test-retest reliability of the skill test were excellent.


</sec><sec>
<title>Conclusions</title>
This pilot study confirmed the curriculum design as feasible with instructional design modifications including the hands-on training group size, content of the cardiac POCUS lecture, hands-on teaching instructions, and hand-held ultrasound usage. Based on the pilot study findings, we plan to conduct the definitive study with the primary outcome of long-term skill retention 8 weeks after initial training. The definitive study has been registered in <ext-link xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="uri" xlink:href="http://clinicaltrials.gov">ClinicalTrials.gov</ext-link> (Identifier: NCT04083924).


</sec>

DOI PubMed

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To the head of this page.▲

◆Other【 display / non-display 】

To the head of this page.▲

◆Other【 display / non-display 】

Exploring conceptions of medical unprofessionalism in Japan and the UK: a Q-methodology study

Maham Stanyon, Yayoi Shikama, Jo Horsburgh, Ravi Parekh, Gautham, Benoy, Sayaka Oikawa, Megumi Yasuda, Zoe Moula, Koji Otani

Fukushima Journal of Medical Science (in press) ( 福島医学会 )  advpub ( 0 )   2025.02  [Refereed]

International Co-author

<p>Western professionalism frameworks dominate medical education yet cause translational and ethical challenges when applied across cultures.　Increasing globalisation brings an impetus to examine these perspectives in non-dominating cultures, with a cultural understanding about what constitutes unprofessional behaviour urgently needed.　In the absence of comparative data from dominating and non-dominating cultures, we sought to use Q-methodology to examine perceptions of unprofessional behaviour amongst stakeholders in Japan and the UK.</p><p>Statements describing 48 unprofessional behaviours were sorted according to perceived severity by 58 Japanese and UK students, clinical educators, and administrators.　Factor analysis using judgemental rotation flagging factors at p<0.05 was performed.　Follow-up questionnaire responses were coded and supported the interpretation of factors.</p><p>A four-factor solution showing four distinct constructs of unprofessional behaviour was extracted: clinical responsibility (international factor), relational responsibility (Japanese-only factor), moral responsibility (UK-dominant factor), and personal responsibility (Japanese-dominant factor).　Japanese-only constructs identified behaviours disrupting personal and group relationships as more unprofessional, whereas the UK factor focused on personal motivation and ethical reasoning.</p><p>Our multi-stakeholder data provides empirical evidence into the contrasting conceptualisations of unprofessional behaviour that co-exist in practice.　We identify culturally constructed perspectives unique to both contexts, which warrant recognition and integration in local teaching and national guidelines.</p>

DOI PubMed CiNii Research

Culturally-Aligned Clinical Leadership Competencies for Effective Teamwork in Japanese Healthcare

Yayoi Shikama, Sayaka Oikawa, Maham Stanyon, Megumi Yasuda, Koji Otani

BMC Medical Education ( BMC Medical Education )  24 ( 1 )   2024.11  [Refereed]

DOI

Competency-based Medical Education Guidelines are Context-Based: Lessons from National Guidelines in Five Countries

Matsuyama Yasushi, Nomura Osamu, Oikawa Sayaka, Kikukawa Makoto, Shimizu Ikuo, Gomi Harumi

Medical Teacher ( Medical Teacher )  46 ( sup1 ) S38 - S45   2024.09  [Refereed]

Domestic Co-author

DOI

Performance Report of Department of Innovative and Digitalized Medical Education

Sayaka Oikawa, Tsukasa Kato, Yuka Ohnuki

Akita Journal of Medicine   51 ( 増刊号 )   2024.08

Clinical Clerkship Report for a Medical Student with Hearing Impairment Using Microsoft HoloLens 2

Sayaka Oikawa, Shuji Aramaki, Takahiro Washitani, Kazutaka Mitobe, Hiroshi Hasegawa

Igakukyoiku   55 ( 4 ) 354 - 355   2024.08

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Books 【 display / non-display 】

Books 【 display / non-display 】

• Advances in Smart Healthcare Paradigms and Applications. Intelligent Systems Reference Library, vol 244

  Oikawa, S, Someya, M, Yagi, M, Berg, B

  Springer  2023.08 ISBN: 9783031373053

• Anthropology and Sociology for Doctors and Medical Students

  Junko IIDA, Hiroshi NISHIGORI

  2021.03 ISBN: 9784779515767

• Medical Education as Science and Philosophy

  Hiroshi Nishigori, Sayaka Oikawa Miyoshi

  2020.08 ISBN: 9784814002900

  CiNii

• 研修医指南書[今の若者は・・・]って嘆いていませんか?

  2017

Grant-in-Aid for Scientific Research 【 display / non-display 】

Grant-in-Aid for Scientific Research 【 display / non-display 】

• Development of leadership competencies that foster team dynamics among healthcare professionals

  Grant-in-Aid for Scientific Research(C)

  Project Year： 2023.04  -  2028.03 

• Grant-in-Aid for Scientific Research(C)

  Project Year： 2023.04  -  2027.03 

• Working with non-Japanese simulated patients to improve international/intercultural communication skills of healthcare professionals in the ER.

  Grant-in-Aid for Scientific Research(C)

  Project Year： 2016.04  -  2019.03  Investigator(s): Ashida Ruri

Joint Research activities 【 display / non-display 】

Joint Research activities 【 display / non-display 】

• Debriefing practices in simulation-based teaching sessions in Asia

  Offer organization: National University of Singapore   Other  International Collaboration  

  Project Year： 2024.09  -  2026.03 

Presentations 【 display / non-display 】

Presentations 【 display / non-display 】

• Simulation Based Education

  Sayaka Oikawa

  2025 Faculty Development in Gonryo Kyogikai  2025.02  -  2025.02 

• Recent Topics in Medical Education— Focusing on Digital Education in the Field of Orthopedics —

  Sayaka Oikawa  [Invited]

  The 10th Shirakami Pain Seminar  2025.02  -  2025.02 

• Physician Career Development: Education for Embracing a New Era

  Sayaka Oikawa  [Invited]

  The 25th Anniversary Commemorative Lecture of Teine Keijinkai Hospital Residency Training Program  2024.11  -  2024.11 

• Eye-tracking technique in Simulation-based Education

  The 52nd Annual Meeting of the Japanese Association for Acute Medicine  2024.10  -  2024.10 

• Digital Transformation of Learning -From Giving to Drawing-

  Sayaka Oikawa

  Faculty Development Program in Akita University  2024.10  -  2024.10 

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Teaching Experience 【 display / non-display 】

Teaching Experience 【 display / non-display 】

• How to design medical education research

  2025.04

  -

  Now

   Akita University Master degree program lecture

• Community Medicine Work Shop for Medical Students

  2024.07

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  Now

   2nd year medical students in Hirosaki University

• Medical Ethics

  2024.01

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  Now

   For 2nd year Medical Students in Akita University

• Cultual Competency －ABC of foreign patients medical encounters－

  2022.04

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  Now

   Fukushima Medical University Orientation for residents

• Tips for Simulation-based Education

  2015.04

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  Now

   Foundation Course for Medical Education, Nagoya Univerity

Academic Activity 【 display / non-display 】

Academic Activity 【 display / non-display 】

• The International Association for Health Professions Education (AMEE)

  2024.09

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  Now

  Programme Theme Committee

• Japan Society for Medical Education

  2024.06

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  Now

  Member of ICT Education Comittee

• Japan Society for Medical Education

  2024.06

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  Now

  Member of Clinical Clerkship Committee

• Japan Society for Medical Education

  2024.06

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  Now

  Vice chair of Internationalization Committee

• Japan Society for Medical Education

  2024.06

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  Now

  Chair, International Public Relations Subcommittee

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Media Report 【 display / non-display 】

Media Report 【 display / non-display 】

• How should we face the standards of unprofessional behavior that change depending on the context?