Research Achievements - Original paper -

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

An international, culturally adaptive faculty development fellowship for simulation educators

Sayaka Oikawa, Benjamin W. Berg, Jannet Lee-Jayaram

Medical Teacher ( Informa UK Limited )  43 ( 8 ) 914 - 915   2021.08  [Refereed]

Research paper (journal)  

DOI

Survey on Work Status of Simulation Specialists in Japan

Yoshimi KOZAI, Sayaka OIKAWA, Mana TAGUCHI

Igakukyoiku   52 ( 1 ) 37 - 41   2021.02  [Refereed]

Research paper (journal)  

Transesophageal Echocardiography Simulator Training: A Systematic Review and Meta-analysis of Randomized Controlled Trials

Jujo S, Nakahira A, Kataoka Y, Banno M, Tsujimoto Y, Tsujimoto H, Oikawa S, Matsui H, Berg BW

Simulation in healthcare : journal of the Society for Simulation in Healthcare   16 ( 5 ) 341 - 352   2021.01  [Refereed]

Research paper (journal)  

<h4>Summary statement</h4>We aimed to assess the learning effects of novice transesophageal echocardiography (TEE) simulator training and to identify gaps in existing studies. We performed a systematic review and meta-analysis of randomized controlled trials (RCTs) comparing the learning effects of novice TEE training with versus without simulators, searching published articles and proceedings in 6 major databases in June 2019. We included 9 RCTs (268 participants). Compared with nonsimulator training, TEE simulator training resulted in higher skill and knowledge posttraining test scores with large effect sizes (standardized mean difference = 0.81 for skill, 1.61 for knowledge; low-certainty evidence) and higher training satisfaction with a small effect size (standardized mean difference = 0.36; very low-certainty evidence). No RCTs reported training budget or patient outcomes. Additional well-designed studies with low risk of bias and large sample sizes are needed to provide reliable and robust findings and develop more effective TEE simulation-based training curricula.

DOI PubMed

Pediatric Medicine and Practical Simulation Education

Sayaka Oikawa

The journal of the Japan Pediatric Society   123 ( 1 ) 8 - 13   2019.01  [Invited]

Research paper (journal)  

International Collaboration Between CPIRD and Center for Medical Education Kyoto University

Hiroshi Nishigori, Sayaka Oikawa, Yasushi Matsuyama, Hironobu Fujiwara, Yuka Miyachi, Machiko Shibahara, Junji Haruta, Junichiro Miyachi, Tsunetoshi Mogi, Hiroaki Kato, Shoko Tani, Kazushi Ito, Takuya Saiki, Junko Iida, Hisashi Otani, Yasushi Konishi, Arora Rajin, Sriruksa Kanokwan

Igakukyoiku ( Japan Society for Medical Education )  49 ( 4 ) 283 - 287   2018.08  [Refereed]  [Invited]

Research paper (journal)  

DOI

Standards for Master's Degrees Offered in Japanese for Medical and Health Profession Education

Oikawa S, Nishigori H

Igaku Kyoiku / Medical Education (Japan) ( Japan Society for Medical Education )  48 ( 5 ) 328 - 328   2017.10

Research paper (journal)  

DOI