We will foster “medical doctors who can heal” through their advanced clinical skills, common sense and genuine humanity.
Osaka Medical College was established in 1927 as Japan’s first five-year medical college. We are located in front of Hankyu Takatsuki-shi station, which is situated between Osaka and Kyoto.
We are a highly accessible “urban college”, and accordingly we provide a significant number of the clinical examples that are essential in studying today’s most advanced medical care.
Under the motto “Fostering Good Medical Doctors”, the College has been offering a course for the Medical Doctor’s National License.
Moreover, we have dedicated ourselves to producing “medical doctors who can heal".
We are one of the first medical colleges in Japan to introduce the problem-based study system known as the “PBL Tutorial Course”.
Additionally, in accordance with our founding ethos, we actively participate in student/researcher international exchange programs.
Faculty of Medicine
|Division of||Chief Professor||Department of||Professor|
|Liberal Arts||Hideyuki HAYASHI||Biology|
|Foreign Language (English)||Miho FUJIEDA|
|Life Sciences||Fumihito ONO||Anatomy and Cell Biology||Yoichi KONDO|
|Internal Medicine（Ⅰ）||Akihisa IMAGAWA|
|Internal Medicine（Ⅱ）||Kazuhide HIGUCHI|
|Internal Medicine（Ⅲ）||Nobukazu ISHIZAKA|
|Surgery||Toshihiko KUROIWA||General and Gastroenterological Surgery||Kazuhisa UCHIYAMA|
|Thoracic and Cardiovascular Surgery||Takahiro
|Comprehensive Medicine||Yoshifumi NARUMI||Neuropsychiatry||Hiroshi YONEDA|
|Clinical and Laboratory Medicine|
|Rehabilitation Medicine||Ryuichi SAURA|
|Vital Care and Reconstruction Medicine||Akira TAKASU||Anesthesiology||Toshiaki MINAMI|
|Emergency Medicine||Akira TAKASU|
|Orthopedic Surgery||Masashi NEO|
|Plastic and Reconstructive Surgery||Koichi UEDA|
|Masahide OHMICHI||Pediatrics||Hiroshi TAMAI|
|Obstetrics and Gynecology||Masahide OHMICHI|
Function and Morphology of Sensory Organs
|Takaaki UENO||Dermatology||Shin-ichi MORIWAKI|
|Junko TAMAKI||Microbiology and Infection Control||Kouichi SANO|
|Legal Medicine||Koichi SUZUKI|
|Hygiene and Public Health（Ⅰ）
(Social and Environmental Health)
Hygiene and Public Health（Ⅱ） (Community and Occupational Health)
Three Policies (Faculty of Medicine)
We welcome students who understand the objectives and the mission of the College in accordance with our founding ethos, who do not hesitate to work hard to become physicians with global perspectives and genuine humanity through the completion of a six-year curriculum, and who are able to contribute to society and take action based on their own values and ideas.
In accordance with our founding ethos, we provide our students with the following education through practical education, research and quality medical care from a global perspective to contribute to the welfare and culture development of mankind.
- Through our six-year education, we provide education based on the model core curriculum for medical education.
- In order to foster students’ ability to solve problems by themselves, we employ the Problem Based Learning (PBL) system.
- Through the Nakayama International Center for Medical Cooperation, we proactively encourage students to participate in overseas medical education programs.
- The Basic Medicine Learning (BML) period has been introduced in order to provide students with opportunities to participate in research.
- We have been providing practical clinical training by introducing medical care practicum at an early stage, in order for students to acquire the appropriate attitude toward patients while learning the overall flow of medical practices through actual experience.
- The students’ fundamental skills required for practical clinical training are evaluated, by the Objective Structured Clinical Examination (OSCE) and Advanced OSCE.
- Students are also able to experience a broad range of local medical services in the medical institutions of our community.
We will authorize graduation and confer a degree (medicine) to the student who has acquired broad knowledge and deepened his/her understanding of various areas of science, mainly medicine but also with respect to culture, society and nature; who has gained a strong sense of responsibility, patience and leadership; who has obtained sufficient fundamentals to demonstrate his/her quality and skills as a physician in the future; and who has acquired the required credits.
The Education Center was established in 2003 with the mission of managing medical education and planning the proposals derived from it.
The wave of global educational reform, such as international certification, surging upon us, the Education Center must quickly respond to it. Because the subject of medical science is about humankind, the medical education should be basically common throughout the world. However, the differences among races cultures and national traits must be taken into account. Additionally, it is essential to reflect the spirit of establishment and education policy of each college or university onto its own curriculum. The Center aims to create curriculums that are unique to the College based on the global standards of medical education, which serve as the core.
The College established the Faculty of Nursing in 2010, thereby requiring collaboration between nursing and medical education.
The barrier between medical science / medical care and nursing is becoming increasingly lower in the clinical environment. We aim to educate students thoroughly to become aware of this fact as they continue their studies.
Abundant challenges awaiting us, the Education Center will conduct our activities even more energetically in order to embody the education policy and the founding ethos.
Student Life Support Center
The Student Life Support Center provides students with advice and support on student life except for issues directly connected with the curriculum.
It offers support in the following areas: extracurricular activities, selection of scholarship recipients, consultations on lifestyle and health maintenance, and dealing with harassment.
There are general support and individual support. Regarding the individual support, the Center can begin providing support only when an individual student voluntarily seeks consultation, and then move on to more sufficient support.
However, depending on the problem that the student is facing, it is often difficult for him/her to come to the Center for help.
Therefore, it is necessary to make in the Center comfortable for students to visit for consultations.
In order to achieve this goal, we have implemented a system whereby several teaching instructors serve as the “window” for students.
For freshmen, who have just started campus life, one instructor is allocated for approximately eight to ten students. For senior students, who are more familiar with the college system, two instructors are allocated for each grade.
Needless to say, students are welcome to choose any instructor with the same gender, or the one they feel most comfortable with, such as a clinical psychologist stationed in the Health Consulting Section.