There are currently various proposals for method of wireless power transmission. Electromagnetic induction method has been known as a relatively efficient transmission method for a wide variety of application. Here we report the results of recent investigations about the “LC booster method,” a new electromagnetic induction-based system. This method make it possible to using Hi-Q Coil and load-matching, and enables power transmission in bands of several hundred kilohertz under low coupling condition.

Background: The rapid advancement of artificial intelligence (AI) has had a substantial impact on medicine, necessitating the integration of AI education into medical school curricula. However, such integration remains limited. A key challenge is the discrepancy between medical students’ positive perceptions of AI and their actual competencies, with research in Japan identifying specific gaps in the students’ competencies in understanding regulations and discussing ethical issues. Objective: This study evaluates the effectiveness of an educational program designed to improve medical students’ competencies in understanding legal and ethical AI-related issues. It addresses the following research questions: (1) Does this educational program improve students’ knowledge of AI and its legal and ethical issues, and what is each program element’s contribution to this knowledge? (2) How does this educational program qualitatively change medical students’ thoughts on these issues from an abstract understanding to a concrete and structured thought process? Methods: This mixed methods study used a single-group pretest and posttest framework involving 118 fourth-year medical students. The 1-day intervention comprised a lecture and problem-based learning (PBL) session centered on a clinical case. A 24-item multiple-choice questionnaire (MCQ) was administered at 3 time points (pretest, midtest, and posttest), and descriptive essays were collected before and after the intervention. Data were analyzed using linear mixed-effects models, the Wilcoxon signed-rank test, and text mining, including comparative frequency analysis and cooccurrence network analysis with Jaccard coefficients. An optional survey on student perceptions based on the attention, relevance, confidence, and satisfaction model was conducted (n=76, 64.4%). Results: Objective knowledge scores increased significantly from the pretest (median 17, IQR 15-18) to posttest (median 19, IQR 17-21; β=1.42; P<.001). No significant difference was observed between score gains during the lecture and PBL phases (P=.54). Qualitative text analysis revealed the significant transformation of cooccurrence network structures (Jaccard coefficients 0.116 and 0.121) from fragmented clusters to integrated networks. Students also used professional and ethical terminology more frequently. For instance, use of the term “bias” in patient explanations increased from 10 (8.5%) at pretest to 25 (21.2%) at posttest, while references to “personal information” in physician precautions increased from 36 (30.5%) to 50 (42.4%). The optional survey indicated that students’ confidence (mean 3.78, SD 0.87) was significantly lower than their perception of the program’s relevance (mean 4.20, SD 0.71; P<.001). Conclusions: This PBL-based program was associated with the improvements in knowledge and, more importantly, a structural transformation in students’ thinking about AI ethics from an abstract level to a concrete, clinically grounded reasoning. The discrepancy between quantitative and qualitative findings suggests limitations of MCQs in assessing higher-order skills fostered by PBL. Overall, this study indicates the potential of PBL as an effective pedagogical method for AI ethics education.

To clarify the current status of physical assessment education in Japan, this study analyzed publicly available syllabi from nursing universities. Syllabi from 299 member universities of the Japan Association of Nursing Universities were analyzed, and data on course classification methods, learning content, and practice methods were tabulated. The Body System Approach was the most common classification (used by 244 universities). Implementation rates were high for core systems like the respiratory system (98.0%) and cardiovascular system (95.2%), but lower for others, such as the otolaryngology system (41.5%). The use of simulation was noted in 21.4% of courses, and in 71.0% of syllabi, the role of the patient in practice exercises was not described. A discrepancy exists between the implemented content and the Model Core Curriculum for Nursing Education, which includes a wider range of systems. Furthermore, few syllabi described specific teaching methods, indicating that future curriculum revisions will require re-evaluation to ensure educational quality.