University Accreditation Results(Results for Certified Evaluation and Accreditation for university)

Fujita Health University

Basic Information of the Institution
Ownership: Private

Location: Aichi, Japan

Accreditation Status
Year of the Review: 2021
Accreditation Status: accredited （Accreditation Period: April 1, 2022 – March 31, 2029）

Fujita Health University

Certified Evaluation and Accreditation Resultsfor Fujita Health University

Overview
The founding philosophy of Fujita Health University is dokusouichiri, and thepurpose is to cultivate individuals who can contribute to the development ofacademics and society through education and research pertaining to medicine,medical care, and health sciences as well as a diligent study of medical care. Toachieve the founding spirit and purpose of the University, the medium- to long-term
goal, Fujita Vision (four fields of education, research, medical care/welfare,management) was set in AY2015 to affirm the image of the University to be realized
ten years later. To commemorate the 50th anniversary of its founding, theestablishment was renamed Fujita Health University in AY2018, declaring its
position as a center for advanced medicine and medical care, and is now promoting
university-wide, planned initiatives.
For internal quality assurance, the Academic Steering Committee, theorganization set up in AY2014 responsible for the promotion of internal quality
assurance throughout the University, formulated a university-wide policy, and theCommittee of Self-Assessment Survey has formed smaller committees for variousorganizations, with substantial checks and reviews being performed. Data collectedand analyzed by the Institutional Research Center created in AY2016 for checks andreviews are being utilized for the proper operation of the PDCA cycle.
Regarding education, each of the undergraduate and graduate divisions has
systematically organized their courses suited to their own degree program, based on
their respective curriculum design and implementation policy (curriculum policy). A
learning outcome visibility system (Assessmentor) has been implemented for
education in undergraduate schools, with students themselves conducting a formativeassessment, which encourages independent learning and is highly commendable.
An outstanding initiative is the Center for The Assembly Education, based on
the founding philosophy and leading to outcomes involving education withcoordination among specialized professions, such as large-scale Team-Based
Learning (TBL) conducted with nearby universities. Regarding student enrollment,
distinctive selection methods for new students are being conducted in the School ofMedicine such as the Entrance Examination for Future with Fujita and behavioral
interviews. The Keyaki Iki Iki Project and other community-based regional
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cooperation are also outstanding initiatives. The diverse social contribution provided
in response to the spread of COVID-19 should be noted, that is, from swift admission
and treatment of infected persons to providing clinical vaccine trials, PCR testing,and large-scale vaccinations.
However, several issues should be improved. First, some undergraduate andgraduate divisions have not created a degree award policy (diploma policy) for eachof the degrees to be awarded. Some schools do not present the basic ideas on
curriculum design and implementation policy. Concluding that learning outcomes arebeing recognized and assessed adequately in graduate schools as indicated in theirdegree award policy is also difficult. Regarding student enrollment, the admission
policy for the Master’s Course and Doctoral Course is nearly identical. Also,
improvement should be made regarding the ratios of student enrollment to the student
enrollment cap being high in some undergraduate divisions.
The JUAA hopes that the University swiftly responds as a comprehensive
medical university to the needs of the times and accelerates the development ofeducation, research, and social contribution activities through internal quality
assurance efforts for further development going forward.
Notable Strengths
Education and Research Organizations
 University-wide organizations have been set up such as facilities like the Instituteof Comprehensive Medical Science which comprehensively promotes researchin areas related to basic and clinical medicine, as well as the Research Promotion
and Support Headquarters, which supports clinical research, developmental
research, and clinical studies for the provision of cutting edge medical care.
Education and research organizations like the Fujita COVID-19 Research Center
that are necessary for research and development in response to recent healthcrises have been promptly set up and that they are actively operating can becommended as education and research organizations of a comprehensive
medical university.
The Center for The Assembly Education, which provides interprofessional
education that transcends the boundaries of schools and departments, does notlimit its offering to job classifications fostered by the University. It also conducts
creative and large-scale team-based learning (TBL) together with three
universities that nurture pharmacists, dentists, nutritionists, social welfare2

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workers, and other medical/ welfare-related professionals, and it iscommendable that it is producing outcomes in interprofessional education.
Educational Program and Learning Outcomes In the undergraduate program, the learning outcome visualization system(Assessmentor) is utilized, and students periodically self-assess their own levelof achievement for each goal of their various courses. By doing so, they cancompare their self-assessment against learning outcomes based on data ofassessment of their academic achievement, and see where their learning
outcomes stand against others in the same grade. They can also see the learning
outcomes they have built up from admission to the present time and periodicallyreflect on dreams and goals as medical professionals for the future that they eachrecorded in the past. These are commendable endeavors from which outcomesin terms of encouraging independent learning among students can be anticipated.
In the undergraduate program, objective data from the Institutional ResearchCenter is actively utilized for the assessment and verification of learning
outcomes. A certain amount of outcome is evident in checks and reviews inimproving education, such as surveys based on the assessment policy of each of
the schools and impact assessment of remote learning as a countermeasure forthe spread of COVID-19 on grades, as well as improvements made based on
those results, which is commendable.

Student Enrollment
 A unique process for the selection of individuals as prescribed in the admission
policy is implemented in the School of Medicine with the Fujita Future
Examination. Besides academic testing, students undergo interviews conducted
to test specific behavior in response to situations involving a dilemma, group
discussions, and behavioral interviews to test actual behavior in the past. It canbe commended as a unique selection process to appropriately select medical
professionals able to respond to recent social demands.
Social Cooperation and Contribution
 Toyoake City, Urban Renaissance Agency, and Fujita Health University enteredinto a comprehensive agreement among the three parties and are conducting theKeyaki Iki Iki Project, an initiative aimed at creating a regional medical and3

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welfare hub. This project involves a large number of students living in theToyoake apartment complex and starting a project to participate in thecommunity activities of the apartment’s neighborhood association. The Fujita
Machikado Infirmary was set up in the apartment, aiming to become a modelcase for comprehensive community care created by the University, with nurses
and other professionals providing seminars in areas such as medical care, health,daily living, and personal interests. It can be commended as a community-basedcollaboration.
The Okazaki Medical Center, before its official opening, took in many COVID19 patients and close contact individuals from a passenger ship cruise. It
responded swiftly with not a single COVID-19 infection arising among thehospital staff and can be commended for its proactive social contribution to theprevention of COVID-19 infections. As initiatives related to COVID-19, theUniversity started the Fujita COVID-19 Research Center, organized a PCRtesting system, set up a vaccination site, and conducted a vast amount of research
including assessment studies and developmental operations for vaccines. Theseendeavors can be commended as social contributions responding to the needs ofsociety.

Suggestions for Improvement
Educational Program and Learning Outcomes The curriculum design and implementation policy do not present the curriculum
design and implementation in the Faculty of Medical Technology in the Schoolof Medical Sciences and the Faculty of Rehabilitation in the School of HealthSciences, nor do the basic ideas on curriculum design in the Faculty ofRadiological Technology in the School of Medical Sciences and the Faculty of
Nursing in the School of Health Sciences. Additionally, the Faculty of
Rehabilitation in the School of Health Sciences and the Master’s Course in
Health Sciences in the Graduate School of Health Sciences have not created adegree award policy and curriculum design and implementation policy for each
degree to be awarded. These issues should be improved.
Concerning the measurement method of learning outcomes in the graduate
schools, the method of recognizing and assessing learning outcomes using thethesis examination and final exam, as well as handling of learning outcomes4Fujita Health University

described in the degree award policy, are unclear. It is difficult to conclude thatrecognizing and assessing learning outcomes in accordance with the degree
award policy is being properly conducted. This should be improved.
Student Enrollment
 The Graduate School of Medicine has almost identical student enrollment
policies for their Master’s program and Doctoral program, which should beimproved.
The ratio of student enrollment to the student enrollment cap in the Faculty ofMedicine in the School of Medicine is high at 1.02. To ensure proper
undergraduate student quota management, this should be improved.

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