ArticleAdvances in health sciences education : theory and practice2021
Japanese medical learners' achievement emotions: Accounting for culture in translating Western medical educational theories and instruments into an asian context.
Article in Advances in health sciences education : theory and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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15 citing papers in PubMed, 24 citations in OpenAlex.
- Medical trainees' emotions and their effects on perceptions of performance and team mood in team-based simulations.The British journal of educational psychology · 2026Article
- Exploring health and allied science students' achievement emotions profiles: a person-centered analysis.BMC medical education · 2025Article
- Reduced Test Anxiety Among Medical Students in an Extremely Low-Stakes Examination.Medical science educator · 2025Article
- Achievement emotions in healthcare education: understanding the application of achievement emotions questionnaire.BMC medical education · 2025Article
- Unraveling "Feeling Bad" in a Non-Western Culture: Achievement Emotions in Japanese Medical Students.Medical science educator · 2025Article
- Article
- Effect of problem-based learning tutor seniority on medical students' emotions: an equivalence study.BMC medical education · 2023Article
- Evaluating Emotional Outcomes of Medical Students in Pediatric Emergency Medicine Telesimulation.Children (Basel, Switzerland) · 2023Article
- Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A Validation Study.Children (Basel, Switzerland) · 2023Article
- Complex motivations of Japanese medical students to an online medical English course during the COVID-19 pandemic.MedEdPublish (2016) · 2022Article
- Implementation and assessment of a pediatric point-of-care ultrasound training course in Japan: a pilot study.Journal of medical ultrasonics (2001) · 2022Article
- Article
- Evaluating Effectiveness of YouTube Videos for Teaching Medical Students CPR: Solution to Optimizing Clinician Educator Workload during the COVID-19 Pandemic.International journal of environmental research and public health · 2021Article
- Creating Clinical Reasoning Assessment Tools in Different Languages: Adaptation of the Pediatric Emergency Medicine Script Concordance Test to Japanese.Frontiers in medicine · 2021Article
- Positive emotions for promoting quality improvement of extracorporeal membrane oxygenation therapy for COVID-19: In situ interprofessional simulation.Acute medicine & surgeryArticle
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Authors and funding
5 authors at 5 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
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.
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