Medical School Faculty of Medicine 3rd year ICHINO Nana
My Journey to Becoming an Obstetrician-Gynecologist: A Story That Began in Middle School
―Learning Environment Before Attending an IB School
Due to my father’s work, I started living abroad when I was in my first year of middle school. I spent my middle school years in Chile. I remember feeling frustrated at first because my English skills were at a basic level, and I couldn’t express myself properly when I entered an international school. It took me about two years to gradually become accustomed to English. The moment I started thinking about my future career was when I was in my third year of middle school. It may be rare in Japan, but most students in Chile already have an idea of their future careers by this point. Influenced by my friends, I also decided that I wanted to enter medical school. Watching TV dramas like "Code Blue" and "Kounodori" may have had a slight influence on me too. Considering the costs of tuition and where my family would live in the future, I decided that I would aim to become a doctor in Japan. However, I thought it would be a good idea to leverage my overseas education and search for a medical school in Japan that accepts IB students. So, I chose not to return to Japan for high school but to move with my father to Argentina and pursue the IB qualification there.
―Experience at an IB School
Once I became a high school student, I no longer struggled with English communication, but I became busy with the IB program that started in my second year. The workload was enormous—writing essays, preparing presentations, volunteering... I spent my weekends very busy. The subject that troubled me the most was the Philosophy (TOK) essay. Unlike other subjects, TOK is not about memorizing facts; it requires you to think deeply about how to support your arguments and make your essay persuasive. For example, when asked, “What is science? At what point can something be considered science?” I had to constantly think about how to back up my ideas. Through experiences like this, I believe the most valuable skills I gained from the IB program were task management and time management.
―Why I Chose Okayama University
While searching for universities in Japan that accept IB students into their medical programs, I found Okayama University. Although I considered other universities, Okayama University was not just a school with an IB admission track; it also gave the impression of being welcoming to IB students, and I felt it offered an environment that truly embraced them. I also read feedback from IB students and found it reassuring to see so many of them there. The most important factor for me, however, was Dr. Sabina. Knowing that there was a professor who understood the IB system, offered advice, and provided support gave me peace of mind and confidence.
－Student Life at Okayama University
At Okayama University’s medical school, students from all years (1st through 6th year) gather together, and every April, there is a welcoming event for new students. It was through this event that I was able to connect with senior medical students. The seniors were all very approachable, and I also met several who came from IB backgrounds. The medical program involves a lot of memorization, and as someone who enjoys subjects like mathematics and calculations, I find it challenging, but I am doing my best to memorize everything. I often get asked whether the IB program or medical school is more difficult, but I feel that the challenges are different. As a medical student, the amount of material to memorize is substantial, and in addition, it’s all in Japanese, which requires mastering kanji and writing papers that are not awkward in Japanese. This is not an easy task for someone from an IB background. However, medical students also frequently learn medical English terms and drug names in their English versions, so I believe the challenges are the same for everyone.
Additionally, in the third year of the program, there is an opportunity to go abroad for a research project as part of the MRI (Medical Research Internship) course. If you wish, you can spend about two and a half months doing research abroad, and I will be researching autophagy in France. I think this international exchange aspect is one of the appealing features of Okayama University.
During my holidays, I enjoy small trips. Living in Okayama makes it easy to travel around the Chugoku and Shikoku regions, so even when I don’t have long breaks, I can go on road trips with friends to places like Tottori, Kagawa, and Hiroshima. Okayama is surrounded by various tourist spots and natural locations, so there is always something fun to do!
―Future and Career Plans
I haven’t decided on a specific specialization yet, but because I love children and am interested in fertility treatments, I want to become an obstetrician-gynecologist. I hope to conduct research that can propose treatment options for people who are struggling with infertility, without placing undue physical or mental burden on them. Additionally, with my experience abroad and language skills, I would like to challenge the USMLE (United States Medical Licensing Examination). I know some seniors in my department who have already obtained this qualification. Even if I work in Japan, I believe I will need to use English when attending academic conferences, so I would like to actively participate and learn new medical knowledge there. I want to use my background to work internationally.
―Message to IB Students
To all of you currently studying in the IB program, I’m sure you are going through difficult times. However, the skills you develop in IB, such as organizing your thoughts and expressing them clearly when speaking in public, and speaking without fear, will be valuable in the future. If you persevere, you will acquire these skills through the IB program. Keep going!
Okayama University has a large number of IB students and is a very IB-friendly university. The support from Dr. Sabina is also very thorough, and there is an IB student community, so if you have any questions or concerns, there are people who will help you. Additionally, Okayama University has students from diverse international backgrounds, which makes interaction with other students enjoyable. There are also many exchange programs available, offering opportunities to work internationally. I think your student life here will be very fulfilling. I would highly recommend Okayama University to IB students aiming for medical school!
Discovery Program for Global Learners 2nd Year SAENGSOEMSAP Amporn
I want to be a bridge connecting my beloved Japan and Thailand.
―Learning Environment Before Attending an IB School
I was born and raised in Thailand. From a young age, I loved Japanese pop culture and remember often watching anime and singing Japanese songs. In fifth grade, I studied abroad in Singapore for a year. I went along because my older sister was studying abroad at the same time, and I thought, “If my sister is going, I want to go too!” My English skills significantly improved during that period.
After returning to Thailand, my love for Japan remained strong, and I decided to study abroad in Japan on my own. After graduating from elementary school, I spent a year learning Japanese at a Japanese language school in Thailand and then entered Asahijuku Secondary School, a 6-year integrated junior and senior high school. In fact, Asahijuku introduced the IB program when I was in the second year of middle school, so I didn’t join Asahijuku specifically to pursue IB. At that time, my main motivation was just my strong desire to go to Japan. I chose Okayama because I thought it would be a safe place with fewer natural disasters.
―Experience at an IB School
It's surprising for many people that I studied abroad alone as a middle school student, but I only experienced homesickness for 1 or 2 days. I quickly adapted to dorm life. In the second year of middle school, Asahijuku introduced the IB program, and I became one of the first students. After completing the Middle Years Programme (MYP), I had to choose whether to continue with the Diploma Programme (DP) or not. While most of my classmates chose either the humanities or sciences, I chose the DP because I felt that the DP’s discussion-based and inquiry-based classes suited me better than the lecture-style classes. There were about 30-40 students in my year, but only 6 chose the DP. It was the beginning of a tough life, filled with writing essays and self-management. The DP required a lot of essay writing, and I had to manage my schedule while meeting numerous deadlines. Additionally, there was the CAS (Creativity, Activity, Service) requirement, which was not about waiting for instructions but required proactive involvement in activities that fulfilled at least one of the categories: creativity, activity, or service. I worked with a private company to revive a local festival that had disappeared. Although the festival was not revived during my time at school, it was restored the year after I graduated. Even though I have already graduated, I was able to help with the second-year event this year thanks to continued connections.
―Reason for Choosing Okayama University
Studying in the DP sparked my interest in various fields, making it difficult to narrow down what I wanted to study at university. During this time, a teacher introduced me to the Discovery Program for Global Learners (GDP), which offers the opportunity to study across various academic disciplines. This aspect appealed to me. Since the GDP did not conduct an IB entrance exam, I took the Discovery Entrance Exam like other students. Although there was no IB entrance exam, I submitted my IB scores and had my past activities evaluated.
－Student Life at Okayama University
The learning style in the GDP program feels like a natural extension of Theory of Knowledge, which was my favorite IB subject. The focus on discussions rather than lectures truly showcases the benefits of an IB education. One of the things I love about the GDP is that many professors value students expressing their opinions. Additionally, while I studied in a multicultural environment during my IB years, the diversity at Okayama University is even greater, and I enjoy the opportunity to discuss topics from various perspectives.
As a university student, I have needed a slightly different level of self-management compared to my IB years. This includes meeting assignment deadlines, managing credits, balancing study and part-time work, and handling expenses. Since I am studying abroad alone in Japan, there are many things I have to manage on my own. Additionally, as I cover all my expenses through part-time work, I am continuously experimenting and striving to manage my finances effectively.
―Future and Career Plans
Currently, I am making efforts to gain a variety of experiences, but I have not yet found a clear direction for what I want to do. I have a strong desire to find something I am truly passionate about and dedicate myself to it wholeheartedly. I want to continue challenging myself in various ways to discover something I can be deeply involved in. My hope is to become someone who can connect my beloved Japan and my home country, Thailand, in some way.
―Message to IB Students
Although there were many challenges with reports and assignments during the IB program, the skills I developed are valuable in university life as well. For those with a wide range of interests like me, the GDP is highly recommended. I actually missed participating in an open campus event because it overlapped with a mock exam for the DP, which is something I still regret. For those interested in the GDP, please make sure to attend the open campus events as well as you can!
What I've cultivated is the spirit of never giving up.
―Learning Environment Before Attending an IB School
I was born in Hyogo Prefecture and spent my early childhood in Okayama Prefecture. Due to my father’s job, we moved to North Carolina, USA, before I started elementary school. I went to a local school and couldn’t speak English at all for the first two years. Strangely, I don’t remember struggling with communication. I’m not sure how I managed to communicate, but I played tag with my friends and had a lot of fun. I later learned that the school I attended was also an IB school, so perhaps it was destined for me to pursue IB from then on. Looking back, I was already creating PowerPoint presentations and giving presentations since elementary school. When I returned to Japan in 5th grade, I was surprised to find myself thinking, “Wait, I've forgotten some Japanese words!”. By then, my sister and I were speaking English at home. Soon after, I became comfortable with Japanese and attended an international school in Osaka during middle school years, where I had enjoyable days with friends. However, due to my father's work, we had to move to Germany. Living in Europe was one of my dreams, so I was happy but also quite anxious about returning to an English-dominant environment after a long time. We moved to Germany in 9th grade, and this marked the beginning of my IB journey.
―Experience at an IB School
When I began attending an IB school in Germany, the first challenge I faced was English. Due to my decline in English proficiency, I had difficulty fitting in with other students and didn’t enjoy it much at first. However, with the support of teachers and involvement in activities like the running club, I gradually made close friends. By the end of the Middle Years Programme (MYP) in 11th grade, I had completely regained my English skills, but the real challenge began with the start of the Diploma Programme (DP). The DP begins in the middle of 11th grade, and its difficulty might be comparable to preparing for the Japanese university entrance exams. I spent two truly grueling years… (laughs). The sheer volume of essays with tight deadlines was exhausting enough to eliminate any sleep, and on top of that, the COVID-19 pandemic added more pressure. The lockdowns, inability to go out, and lack of contact with friends were quite overwhelming. The strength I developed during this period was definitely "perseverance." I was determined to do what was in front of me until the end! Besides only enduring the hardships, I also tried to enjoy myself. For example, I chose the theme of “Calculating the Area of Pringles” for the math essay. Pringles have a unique curve, and calculating the surface area using formulas is challenging. Comparing the calculated result with the area measured by crushing and placing it on graph paper was exciting, and when the results were close, my teacher and I celebrated together!
―Reason for Choosing Okayama University
Having obtained an IB qualification, I wanted to enter a university that would recognize and value it. Additionally, given my background of frequently moving, I wanted to settle down in Japan and experience life here. When I learned that Okayama University accepted IB students, I thought, "It’s Okayama, where I lived during my early years!" The required IB scores seemed to be set based on a good understanding of the IB reality, and the university’s positive stance towards the IB curriculum gave me the impression that it would be a good fit for me. I felt that I could thrive here after admission.
－Student Life at Okayama University
Having taken all my classes in English during high school, studying in Japanese at university was challenging. I often struggled with technical terms that I didn’t understand in Japanese. When I faced difficulties or needed advice, I could rely on the support of Assoc.Prof Sabina. She assists with a deep understanding of the IB system, so I feel comfortable talking to her.
Moreover, upon entering Okayama University, I joined a long-awaited “club!” In the US and Germany, clubs had seasonal sports, and I admired those who excelled in one sport. I’m now a member of the lacrosse club, practicing daily to compete in the national championships.
―Future and Career Plans
Though I am studying in the School of Engineering, I have not yet decided on my specific future path. Having studied in English, I hope to find a job where I can use English, whether in Japan or abroad. I also want to continue leveraging what I learned from the IB as one of my strengths in the future.
―Message to IB Students
While the IB can be challenging, I believe that the strength cultivated after overcoming these challenges is invaluable. What I learned from the IB is the importance of persevering until the end, no matter how long it takes or what methods you use. Once you overcome the IB, you can handle anything that life throws at you! I’ve lived in various places, but Okayama is a great place! I encourage you to consider Okayama University!
School of Pharmaceutical Sciences 3rd year TOMITA Eri
Becoming a pharmacist with English as a strength.
―Before entering IB
I graduated from Katoh Gakuen Gyoshu Senior High School, an integrated junior and senior high school. Before attending junior high school, I attended Katoh Gakuen Gyoshu Elementary School. This elementary school was exceptional, as I learned all subjects in English (except for Japanese). My parents, who cannot speak English, wished me to be fluent in English and encouraged me to enter. I, a 1st grader, had zero English skills, and I remember struggling to express what I wanted. In that situation, I gradually got used to it and figured out how to ask questions at the end of 1st grade. I still remember the joy when teachers understood the questions I asked in English, and I became friends with them. I got used to speaking English, and I have enjoyed using English since then.
My life as an IB student started in junior high school, but I had already heard rumors about how challenging IB was when I was an elementary student. However, I didn’t want to give up on myself, so I stepped into IB.
―Experiences during IB
My IB classes mostly consisted of half-American/British/Australian/Canadian students and students who grew up overseas. Most of my classmates spoke English very well at a native level; however, because I had no experience studying abroad, my English level was apparently lower than that of other students. Because of that, I really struggled during discussions. For example, in history class, we discussed “What factors contributed most to the outbreak of World War I?”. Because I wasn’t good at history and my English skills weren’t good, I remember my mind going completely blank, and I couldn’t even start my conversation. It was challenging to express my opinion in English, but I believe the experience of having discussions in English during IB helped me improve my English and verbalize complex factors.
I participated in several CAS activities during high school, such as teaching English to local elementary and junior high school students, participating in the Asia-Oceania High School Students Forum, forming a musical band, making a video with my classmates, etc. Because we were so tired of the assignments we had to do every day, my friend and I came up with an idea of how much we could burn calories by typing. We did calculations and made a video; this is one of my best memories in IB.
For example, in chemistry class, we trained to explain phenomena in our own words. As a post-IB student, I was surprised when my friends at university told me they memorized scientific knowledge by using mnemonics. I remember I didn’t use mnemonics during IB, and I think the reason why is that I was used to explaining scientific knowledge in my own words.
―Reasons why I chose Okayama University
My IB classmates chose universities in Japan and foreign countries such as the US, Canada, Australia, the UK, Italy, etc. In the first year of the diploma program, I was thinking of becoming a pharmacist in Japan, so I decided to attend the pharmacy faculty in Japan. While searching Japanese pharmacy universities with IB admissions, I found Okayama University. I researched Okayama University and learned that it is an IB-friendly university. I participated in an admissions information session and talked with Sabina sensei, and I got the sense that the admission staff at Okayama University are very knowledgeable about IB. This made me decide to apply to Okayama University.
－Life at Okayama University
Because pharmacy classes are done in Japanese, I had to convert all my scientific knowledge into Japanese, so I struggled initially. I remember I was very uncomfortable with compounds that sounded very different when I translated them into Japanese (for example, ethanoic acid→酢酸, sulfuric acid→硫酸). In addition, what I learned in IB chemistry and what Japanese students learned in high school chemistry were very different. Because of that, there were times when I was the only one who did not know some content during lectures because my classmates already learned in high school. In those cases, I studied on my own to catch up. Because I had to do extra study, I felt disadvantageous. However, I think my IB experience will be advantageous after joining the laboratory because I will read scientific papers written in English.
After classes, I enjoy interacting with international and Japanese students who like English like me in the English Speaking Society (ESS). I also work part-time to spend money on my hobbies, such as buying vinyl records and attending concerts by artists from foreign countries.
―What I want to be in the future
When I was in the second year of the Diploma program, I heard from my IB teacher that he had a hard time at the pharmacy because he couldn't communicate in English while feeling sick. This made me think I want to be a pharmacist who can use English as a tool. What I mean by “English as a tool” is not like getting a full score on TOEIC or passing the Eiken grade 1 exam. I want to become a pharmacist who can speak English well and accurately explain Japanese-specific terms, such as onomatopoeias, used to express pain in English.
―Message to IB students
When I was an IB student, I didn't feel that I was blessed. However, after entering University, I realized that the IB program is unique and special, so not everyone can take it. I feel IB students should not take their privileged environment for granted. I hope everyone reading this message will be grateful for their environment and make the most of it for their growth. I understand how challenging the IB is, but there are many things you can do only in IB. Memories, even the hard ones, will get glorified, and you will likely miss IB as I do. Good luck!
The experience that shaped me and will last a lifetime.
―Learning before Enrolling in an IB School
Due to family influence, I had always wanted to work in the medical field in the future. I was interested in "pain," and I believed medicine was the field best suited to address it, which led me to aim for medical school. I spent my junior high at a boarding school in Nagano Prefecture. I was lonely and homesick. The school had a relatively old-fashioned atmosphere, and studying and dorm life was very rigorous. Education was indeed cramming, known as "Gari-ben," I developed the habit of concentrating for long hours at my desk during this time. Living in the dormitory also taught me manners and self-management.
Considering studying abroad, I chose I-Shou International School in Taiwan, and after graduating from junior high school, I went to Taiwan by myself.
―Experiences at the IB School
Starting my life in Taiwan was rugged and tough! No room was available in the school dormitory, so I lived alone in a small, rented room. I was always overwhelmed with daily chores and many assignments and couldn’t get enough sleep. Speaking of studies, I couldn't do anything despite my Gari-ben experience since junior high. The educational style at the IB school was quite different from that of Japan's cramming education; the assignments included essay writing and presentations. I felt utterly lost. However, whenever assignments were given, the perseverance I had developed during junior high, coupled with my inherent seriousness, kicked in. Still, it was a cycle of not understanding and being unable to cope. I spent countless hours researching and diligently completing assignments one by one.
After about two months of studying abroad, I continued to study intensely as I worked on writing a critical essay. Then I suddenly found changes in me, realizing, "Huh? Reading isn't that painful anymore. Writing isn't unpleasant either. It's taking less time than before!" The steady effort I had put in unknowingly became my strength, and I believe that essay became my breakthrough. I was desperate, not even knowing where that energy was coming from, but since I was in an environment where no one would help me, I had no choice but to push through.
The first year was hectic, and I couldn't see myself or those around me. But, when I could objectively view my environment, feelings of loneliness and dissatisfaction welled up. During a phone call with my family, I lamented, "I want a meal where it's delicious, warm, with lots of variety, and everyone saying, 'It's delicious' together." Later, I heard that my family worried about me, struggling alone in a distant place. I realized that it wasn’t just me who did it; we went through it.
―Reasons for Choosing Okayama University
Looking for medical schools I could apply to through the IB entrance exam; I attended several open campus events. It was during one of these events that I first visited Okayama. When I stepped onto the campus, I felt warmth and comfort and intuitively thought, "This is it!" I was also interested in the early observational practice at the medical school. I was attracted to the system where I could approach practice with a fresh mindset before delving deeply into medicine.
Moreover, at the venue, I happened to encounter and have a small talk with Professor Sabina. I won’t forget how happy I was when I could see and feel her deep understanding of IB education and her empathy with the feelings of IB students.
Also, the recruitment criteria were clearly stated compared to other universities, and I appreciated the well-informed requirements about IB education.
－Student Life at Okayama University
Entering through the IB exam might be viewed as receiving "special treatment." I’m not saying that I want to boast about being an IB school graduate myself. However, considering my hardships, I wanted my efforts and experience recognized. At Okayama University, there is a culture of understanding IB well, and they evaluate efforts accordingly. Not only IB graduates but all students are valued for their experiences, creating an atmosphere where everyone can be their natural selves. There are many impressive people on campus, and they always inspire me!
Studying at the medical school right now isn’t easy, but it's just something I have to do. I've learned to adjust to effectively pushing myself and moving up a gear. As we started learning clinical medicine, it’s fascinating and eye-opening that we now have more opportunities to learn about many ways to engage in healthcare.
―Career Path and Future Vision
While I’m capable, I want to try things. After studying the fundamentals at medical school, I want to engage in healthcare in various approaches. I feel it’s essential to have an opportunity to see the healthcare field from the outside and to keep having the research mind. Right now, I want to leave all my options open and hear about as many experiences and stories as possible, not to limit any possibilities. I can listen and absorb various things, so I want to expand my repertoire, connect each piece, and create an actual career.
―Message for IB students
The essence of IB learning is that what you do becomes more than 100% of your strength. I went through such a tough time during IB that I don't think I'll ever have such a challenging period again for the rest of my life! But now, having overcome it, I cherish the time I spent and the experience I went through at the IB school. It’s my lifelong "treasure." You might be going through a lot, but trust me, your "now" is a valuable time worth lifelong!
Make full use of my time and enjoy studies, club activities, and hobbies. That is my secret to maintaining balance!
―My life before enrolling at Okayama University
I have lived in Okinawa since I was in 5th grade. I started learning English then but didn’t clearly envision my future. Since many students start working without going to university in Okinawa, I thought it was not difficult to work, and I would go to high school and university and work just like my friends. One day, when I had to think about high school, my parents recommended an International Baccalaureate. It was a turning point in my life. A place where I could develop my English and a range of competencies and dispositions is Okinawa Shogaku.
While in high school, I lived away from my parents and stayed in a dormitory where international and exchange students lived. It required self-management skills and the skill of considering others. I could grow my abilities to be an independent person.
I took math, biology, and literature in HL and chemistry, history, and language B in SL for my IB diploma. Almost all my classes were student-centered learning. The teacher gave us some tasks, and we discussed and worked in groups to get answers. It helped me grow in my ability to verbalize my thoughts and ideas.
I belonged to “Chiiki Kenkyu Club” (regional research club)” which conducts activities related to Okinawa. We mainly research various issues facing the society in Okinawa and try to solve them. Once a year, on June 23rd, on Okinawa Memorial Day, we held a tour of the Battle of Okinawa for our juniors. Also, we danced Eisa to interact with the local community.
―What brings me to go to Okayama University?
My dream is to be a dentist. My dentist in Okinawa has his dental clinic on the mainland and visits his clinic in Okinawa once a month. I became interested in such a working style.
Okayama University is popular among Okinawa Shogaku students, and many students apply. The most important reason I chose Okayama University is the environment and atmosphere. When I visited Okayama for the first time, I felt it was a good place to live for six years, with its convenience, location, comfortable climate, fewer natural disasters, and safety.
Another important reason is the curriculum. For example, we can take liberal arts courses in 1st and 2nd year, and all classes are 50 or 60 minutes. This type of class is comfortable to take.
―What I’m studying at Okayama University.
In my first and second years, I was less busy than expected and just took lectures on basic studies. I could learn practical skills in classes through observing hospital dental wards and visiting a nursing home. Gross anatomy class will start in January, so I feel a little nervous.
I went to the University of Toronto in Canada for a month through ODAPUS, a study abroad program supported by the Dental School at Okayama University. Toronto is diverse, and the University of Toronto is consistently ranked among the best universities in the world, which is why I wanted to go there. During my time there, I learned about differences in dental insurance, the process of becoming a dentist, the number of dental schools, and salary. By the way, today’s outfit is from the University of Toronto, I love it!
－About my extracurricular activities
I’m really enjoying my university life while spending my free time with club activities, part-time jobs, and hobbies! I like to support people who work hard, so I joined a dental semi-hardball baseball club as a manager, and we are active 3 times a week. Club activities help us make connections with older students, and they tell us about university life, so I feel reassured.
I have three part-time jobs at a convenience store, dental clinic, and restaurant, divided by day and time. Working part-time has taught me manners, communication skills, and responsibility. I enjoy working in different environments because I get to meet different types of people and learn new things from them.
I love to travel and to go to live houses and music festivals. I can study and work hard at my part-time job because of my hobbies. I keep my motivation up by thinking about live concerts or travel.
―For my future
My goal is to be a dentist, but I haven’t decided whether to become a specialist. Orthodontics and speech are my current research interests, but I will make my final decision after clinical training. I want to be a person who fits the IB learner profile. Thankfully, everyone around me is warm and nice, and I feel that all the people I meet and the experiences I have during my university life are the ingredients that make me who I am.
―Message for IB students
Okayama is an amazing place to live and study, and people are nice. Many of the things I learned at the IB school are helpful in my university life. You can confidently spend your university life learning to put your thoughts into words, using PC skills, and writing references before university!
School of Education, Training Course for School Teachers, Elementary School Education Course 4th year 4rd year YAMABE Maho
I want to be a teacher who can convey the importance of learning with gratitude.
―The learning environment before entering an IB school
My father put me into an English environment when I was young, and I used to go to an international school in Osaka until I was twelve. The main subjects were taught in English and Japanese, so English was naturally a part of my life. However, as a Japanese child, it was difficult for me to keep using English all day, and I remember speaking in Japanese with my friends when teachers weren’t there. Looking back, I think I wasn’t good at English then.
―Learning in an IB school
After graduating from the international school, I started to go to Ritsumeikan Uji Junior High and Senior High School, which my sister was already going to. It was a combined junior and senior high school, and I prepared for IB during junior high school. Many students spoke English fluently, and some were returnees, and that was when I faced a problem with my English skills. I worked hard studying English, so I improved a lot.
―Reasons for choosing Okayama University
Ritsumeikan Uji offers a lot of information and announcements about different events and programs that students can apply to, widening our opportunities. Of course, the participation was optional. However, I attended some of the programs that were interesting to me and tried to improve my English and communication skills.
One of the programs that I participated in was a history camp where Japanese, Korean, and Chinese students gathered and studied together for a week. That was when I started to get interested in the Korean language and learn Korean by myself. Since then, I started dreaming about studying abroad in Korea.
At Ritsumeikan Uji, various universities visit our school, and students can listen to their presentations. My friend told me that Okayama University was there, and I became aware of the university. The main reason why I chose Okayama University was the fact that they offered a study abroad program. Also, starting with Sabina Sensei, the support for the IB students made me feel comfortable. My father is from Okayama, so we were familiar with the area, which made my family agree with my choice. I dreamed of becoming a teacher, so I chose the School of Education.
―Study at Okayama University
Before taking the Okayama University entrance exam, I wanted to become a kindergarten teacher. However, the IB entrance exam did not include the kindergarten education course, so I switched to an elementary school education course. Within the elementary school education course, I thought about choosing English education but chose Japanese education. Most people are surprised by my choice. However, since I have been studying English for a long time, I decided to learn more about my mother tongue, Japanese. After entering the university, I had to re-study Japanese since I didn’t study them in high school. In IB, I took Japanese literature at a Higher Level, so for me, Japanese was analyzing novels and writing essays. Those skills I learned through IB helped me write my graduation thesis. Even though I struggled a little with the Japanese learning style and memorizing for the exams, I tried to enjoy the new experiences.
Also, I used the study abroad program and was able to study in Korea. Because of the coronavirus, it didn’t go as I planned. However, I was able to learn Korean with other students from all around the world. I used the exchange program called “EPOK,” so the number of schools was limited, but I am satisfied with accomplishing one of my goals. I am willing to keep studying Korean in the future.
－What I worked hard on in my student life
When I entered the university, I joined the Karate club. It might seem surprising from my appearance. While participating as a player, I also played a leadership role in the team. I experienced handling various documents that needed to be submitted to school and competition committees. I’m the type of person who is shy, so making contact with a lot of people made me nervous at the beginning. However, I think this experience will be helpful when I become a member of society. As a person who used to go to an international school and was an IB student, participating in the clubs with other students was a fresh experience, and fun.
―Future and career paths
After graduation, I would like to become a teacher who can teach a class where the children can actually “think.” I want to use my IB experience not just to teach knowledge but also how to think logically and become a teacher who can empathize with children. I will start working at an IB school this April, so I look forward to it.
I was lucky to have all these experiences, and I thank my parents for that. They always supported my passion for learning new things. I want to keep those feelings and become a teacher who always cherishes learning.
School of Engineering, Mechanical and Systems Engineering Program Robotics and Intelligent Systems Engineering 3rd year HOSAKO Taiki
Rather than making the most of my "strengths", I want to focus on developing my "likes" now!
―About My Learning Experience at IB School (Before Enrolling at Okayama University)
Because of my father’s work, my family have been moving to Japan and overseas alternately since childhood. We lived in Detroit for as long as I can remember, and then came back to Japan when in second grade of primary school. After 4 years in Japan, we moved to Australia.
Even though I learned English in childhood, I gradually forgot them by living in Japan. Before flying to Australia, my mind has alternated to Japanese mode. It was difficult for me to shift to English mode from there. There were few Japanese students in my secondary school, so I was not able to communicate with people around there. However, this kind of environment encouraged me to improve my English ability.
I had the desire to study at a Japanese university, so I felt the need to study for the Japanese entrance exams. Therefore, I returned to Japan on my own during the summer of my first year in senior high school. The fact that students and teachers in the IB course at Ritsumeikan Uji senior high school understands new students who live abroad and classes are in English, I choose to transfer to this school. In Ritsumeikan Uji, the curriculum of the IB course was greatly different than the other program. In order to obtain the International Baccalaureate Diploma, I focused more on my studies than club activities or school events.
―The Reason for Choosing Okayama University
I began to have an interest in Okayama University in my second year of senior high school. There was an open campus event held in Kansai where I first met with Ms. Sabina.
She had a good understanding towards IB students, and because there is a community for IB students in Okayama University, I felt comfortable entering Okayama University. After the event, I searched the websites of Okayama University for application. Okayama University had an area which consisted of a lot of interaction with international students, but I chose to apply in different areas. Rather than studying what I am good at (English・overseas experience), I decided to study what I like and am interested in, which is technical sciences. For future reference, I am aiming to utilize the knowledge from my favorite subjects as well as English skills in order to broaden my perspectives.
―Things I Realized After Enrolling at Okayama University
I am majoring in engineering at Okayama University. The main reason is the fact that I love science subjects. Despite my struggle in studying, the content and method of learning each subject were different in each country except for mathematics. By expressing equations, mathematics behaved like a common language and solving questions was amusing. In overseas, it was more of explaining a method than providing a solution. Therefore, it requires more logical thoughts which supports current education. Presently, I am interested in robotics and system engineering. Also, I take advanced English classes to sustain my English ability. Also, some professors have experiences overseas and tell important vocabularies in English at lectures in engineering, which helped me a lot.
－Lifestyle in Okayama University
Outside of classes, I am participating in a tennis club. Because I have transferred to Japan and other countries, “see you” is equivalent to “goodbye forever”. It was difficult to constantly communicate with friends overseas at an age of childhood, so I envy people who were friends for a long time. That is why I felt fresh and glad when I was invited and welcome to several club activities. I hope to meet and interact with my friends in the future.
―About My Future Career Path
I am likely to go to postgraduate school. During postgraduate school, I wish to study engineering abroad. Also I am planning to participate in an internship, I want to take chances when I encounter one. Eventually, I want to get a job at a Japanese company and go abroad. Bringing back beneficial techniques from overseas and transmitting technology from Japan is what I wish to do in places where automobiles and industrial robots are thriving. Living in both Japan and abroad made me realize the pros of Japan, and the desire to spread the greatness of Japan as a Japanese person. Therefore, I am looking forward to living meaningfully for the rest of my college life.
School of Pharmaceutical Sciences, Department of Pharmaceutical Technolog 3rd year TAKAYAMA Shogo
Wanting to Engage with Pharmaceutical English! What is the career path that Mr. Takayama is aiming for?
―About My Learning Experience at IB School (Before Enrolling at Okayama University)
Before entering Okayama University, I attended AICJ High School, an International Baccalaureate (IB) school located in Hiroshima Prefecture. The school had a significant number of native English teachers, and the classes in subjects like Mathematics and Science were conducted in English, creating an immersive English learning environment. During my high school years, I had the valuable opportunity to deeply engage with various academic disciplines.
In the international competition "Global Enterprise Challenge (GEC)," which aims to foster global talents capable of using English as a tool and engaging in social change from diverse perspectives, I participated in activities such as developing solutions and concrete products for given topics in groups and proposing feasible products based on economic trends and global situations.
Moreover, I participated in "Model United Nations (MUN)," a conference where high school students from across the country simulated UN meetings. As representatives of different countries, we presented proposals concerning the conference's topics. Beyond my participation in this event, I also organized the Hiroshima MUN (HMUN), bringing together student participants from various schools in Hiroshima Prefecture and managing the MUN simulation.
During my high school years, I was able to broaden my horizons by breaking away from fixed concepts and experiencing learning in various fields. The unique life and learning experience at the IB school, which cannot be replicated elsewhere, felt like a three-year journey of self-discovery.
―The Reason for Choosing Okayama University
There is a senior from AICJ High School who enrolled at Okayama University. The encouragement from him made me interested in Okayama University. Notably, my senior is actively involved in various activities, both domestically and internationally, and I had the impression that Okayama University is a university that is tolerant and supportive of individual activities. As I prepared for the entrance examination and researched Okayama University, I found that it is unique in accepting a large number of students from IB schools compared to other universities. This discovery heightened my anticipation for further expanding my experiences as an IB student and strengthened my desire to study at Okayama University.
―Things I Realized After Enrolling at Okayama University
I chose the School of Pharmaceutical Sciences because both of my parents are pharmacists. Although I enrolled in the desired department, less information made me feel a bit anxious because our year was the first group of IB students in the School of Pharmaceutical Sciences.
To be honest, I have experienced a significant reduction in opportunities to use English since entering the university. While studying in the School of Pharmaceutical Sciences, I wanted to take classes to improve my English skills, but I couldn't find the proper information and missed the chance to do so. I have realized that I need to thoroughly research and seize opportunities on my own to avoid missing out on valuable chances. Since I worked hard to enroll at the university, I want to take action to make the most of my remaining university life. If I could give advice to IB students aspiring to attend Okayama University, it would be that being an IB student does not automatically guarantee special treatment or privileges. You have to take the initiative and create your own path. Currently, I am considering studying abroad during my time at the university, even if it's for a short period. However, my goal is not to study language, but rather to study pharmaceutical sciences in a foreign country. I would be delighted to study pharmacy-related English.
―About My Future Career Path
After graduation, I hope to pursue further studies in graduate school. My parents are pharmacists, but I chose to pursue the path of pharmaceutical research and enrolled in Department of Pharmaceutical Technology. As I tend to get nervous easily, I hope to conduct research on drugs that can have an impact on emotions and feelings. I have considered studying abroad for my graduate studies, but my professor advised me, "It would be beneficial to acquire a solid foundation of pharmaceutical knowledge at a domestic graduate school and become an independent researcher before going abroad." Therefore, my current plan is to study at the graduate school of Okayama University so that I can confidently pursue research abroad as a researcher.
Why did Ms. Terashima, who has lived in Hong Kong for 18 years, choose Okayama University as her university?
―How have you lived your life up to high school?
I was born in Saitama, Japan, and then immigrated to Hong Kong after two months due to my parents’ jobs. I then spent eighteen years in Hong Kong before coming to Okayama University. In Hong Kong, I studied at Island School, a high school that is part of the English Schools Foundation (ESF), which followed through a British education system. I was part of a diverse student body in high school – about half were of Chinese or Hong Kong descent, 20% were of Western descent, and so on.
―Tell us about your experience studying at an IB school.
I was interested in biology and chemistry ever since I was little, and I remember tuning in on TV programs such as “Science ZERO” and skimming through scientific articles online. From such interests, I decided to take on biology and chemistry for my higher-level subjects in the IB. For my Extended Essay, a component of the IB core, I investigated the impact that the chemical features of fullerene had on the treatment of HIV infection and Alzheimer’s disease, as they were both diseases which no cure had been established for yet.
I was also involved with a lot of volunteering during my time in high school. Some of the projects that I was involved in include delivering unsold food to food banks, participating in charity races and delivering donations to orphanages. It was at this time that I began to take seriously the possibility of taking on a career in medicine, a field that would allow me to help those in need.
―Why did you choose Okayama University?
Having only lived in Japan for two months ever since I was born, I had never studied any of the sciences in Japanese. I knew Okayama University would be the place for me as they had an amazing support system in place for IB students – I am grateful for the senior students in the IB community who have helped me throughout the last three years.
―Tell us about your experience studying at Okayama University.
The first thing I learned about Okayama University after being a student here was that this was a place that would allow students to do anything they wanted to try. Last October, I spent three months at the Harvard T.H.Chan School of Public Health in Boston, USA, as part of my Medical Research Internship (MRI). During my time there, I conducted a global trend analysis to analyze country-specific trends in early-onset obesity-related cancers. It was such a fun and fulfilling experience that I knew I wanted to continue this research even after coming back to Japan. I’ve also had the honor of giving a speech as a student representative at international conferences and other events such as the ceremonial signing between Okayama University and UPEACE, discussing at the Okayama University Integrated Report Forum 2021 / Okayama University Future Sessions as a panelist. I am grateful that Okayama University allowed me to become involved with so many events over the last three years.
―What was your student life like at Okayama University?
Since freshman year, I have been part of the rowing team at Shikata campus. When I visited Boston with my family when I was sixteen, I watched Harvard and Yale students row down the Charles River – seeing them practice was super cool and definitely motivated me to row in university. Currently, there are days where I start training at the river from 5:00 for about 2 hours, then go to class from 8:40. Although rowing practice can be super hard, I must admit that the whole experience is very rewarding. Thanks to all the hard practice, we were able to place third in the general women’s division at the Asahi Regatta, a race that was held at Biwa Lake last May. I was part of the women’s quadruple crew, which consisted of four rowers and a coxswain. It’s beautiful to see the boat increase in speed as the rowers move perfectly in sync.
―What are your future plans?
Visiting Harvard for my MRI allowed me to realize that there are so many career paths available out there. I used to think the only path there was for me was to simply remain in Japan and follow the physician route – however, I learned that it is also possible to pursue a career in research overseas as well. I want to continue taking on new challenges to expand my possibilities.
Be curious and take on challenges! What kind of doctor does Ms. Nishimura aspire to be?
―How have you lived your life up to high school?
I lived in the U.S. until my first year of high school, but when I had to return to Japan due to my parents' work, I had a hard time choosing a high school. My dream at that time was to enter medical school and become a doctor. I had always liked biology, but I wanted to become a doctor because my grandfather underwent a major surgery when I was 9 years old. At that time, I had not decided whether to go to a university in Japan or the U.S., so I chose an IB school that is suitable for both.
―Tell us about your experience studying at an IB school.
In addition to studying, IB schools require students to engage in volunteer work, sports, and artistic activities. As for volunteering, I trained guide dogs when I was in the U.S. and have been a member of a NPO Disaster Rescue Dog Network since I returned to Japan. Lacy, a labrador retriever that I have had since I was in the U.S., is our family pet who is a certified therapy dog and disaster rescue dog. For my graduation research at the IB school, I studied the effects of animal assisted therapy on children with attention deficit/hyperactivity disorder (ADHD). The experience of reading journals and books on my own became the basis for my current approach to research.
―Why did you choose Okayama University?
The fact that Okayama University had an IB entrance examination was a big factor. In particular, Okayama University Medical School has a Medical Research Internship (MRI) program that allows students to conduct research overseas, and for me, who was undecided between Japan and the U.S., it was important to be able to take on international challenges while in Japan.
―Tell us about your experience studying at Okayama University.
I have wanted to do research since the first year of undergrad, and I received guidance on research from Professor Iori Ohmori and Associate Professor Mamoru Ouchida. It was a valuable experience for me to be able to do research while working with mice and rats from an early stage. I am currently a fifth-year undergraduate student, so I am busy with clinical training, but I visit the laboratory several times a month and participate in the Journal Club, where I introduce papers I have read.
―What was your student life like at Okayama University?
Since my first year as an undergraduate, I have been a member of “Mitsumata Medical Team”, a club at Okayama University that conducts medical activities in the mountainous region of the Northern Alps. At Mitsumata Clinic, located at an altitude of 2,545 meters deep in the Northern Alps, students volunteer to assist doctors and nurses, and to conduct Mountain Safety/First Aid workshops during the months of July and August. In addition, I have been actively working on disaster medicine by participating in the student group of the Japanese Society for Disaster Medicine. Moreover, I volunteer for a service dog and disaster rescue dog organization making use of my English skills by becoming the official translator.
―What are your future plans?
I plan to take the national medical examination as a sixth-year undergraduate student. After graduation, I would like to work as a resident at a hospital in Japan and join Mitsumata Medical Team, which I participated in during my university days, this time as a doctor. Through my current research, I am also interested in brain and nerves, so I would like to return to Okayama University Hospital to work on activities that connect clinical practice and research. Also, in the future, I would like to contribute to overseas medical support by making use of my experience in the United States and IB school.
HASE Genki, 3rd Year Student in Discovery Program for Global Learners
Exploring the “Social Discomfort” experienced by a Returnee Student at Okayama University
―How have you lived your life up to high school?
Due to my parents' work, I moved from one school to another in Europe and was raised as a "Japanese" in a land that is 9000km away from Japan. After 'returning' to Japan at the age of 9 and living in Japan until the end of my second year at the College of Technology, I noticed that the world I was seeing was getting smaller and smaller—realizing that I had been normalizing myself in the process of adapting in Japan.
So, I decided to take a gap year to study in Germany at the International School Frankfurt (ISF), an IB school. At first, I was planning to stay for a year, but the life there was so fulfilling that I stayed on and studied for another year and a half.
―Tell us about your experience studying at an IB school.
The college in Japan was mainly lecture-based, but the IB school I attended required a lot of thinking, discussion with others, and the ability to ask questions. Diverse ways of learning allowed me to formulate my topic of interest. Before graduation, I wrote an Extended Essay on Project Itoh's harmony—a sci-fi novel that depicts a perfect world constructed with totalitarian kindness. At ISF, I had to write essays and other writings in English, which I was not used to, so it was very challenging for me to pursue an IB diploma. However, I gradually got used to it by quickly looking it up online or asking my friends. I am grateful to those who supported me.
―Why did you choose Okayama University?
Since I had graduated from an IB school, I wanted to choose a university that would appreciate my efforts. After doing some research, I found that while few universities specifically acknowledge the IB diploma, Okayama University was the one that actively recognizes IB, so following my intuition, I said, "this is your next home!" I decided to apply to Discovery Program for Global Learners (GDP), where I could study both sociology and engineering. However, after taking many courses in different fields, I majored in cultural anthropology.
―Tell us about your experience studying at Okayama University.
I am currently researching memory and tourism under the supervision of medical anthropologist Dr. Uesugi. My research interest lies in Okunoshima, an island in Hiroshima Prefecture, where it is a resort site known as "rabbit island." Still, it has a dark past as a poison gas factory during WW2. I am interested in this duality of resort and tragedy and the gap between them. When I ‘returned’ to Japan at the age of 9, I became interested in such a gap in society. In Europe, I was taught that the Japanese word "wakuwaku" is used to express feelings of fun, but when I came to Japan and used this word, I was surprised to hear my friends say, "You are using it. differently!" When I asked him about it, he told me that "wakuwaku" is a word used when something fun is about to happen. My current research interest in the gap within society emerged from this experience, and this is what guided me here.
―What was your student life like at Okayama University?
I am now involved in publishing GDP's student journal Polyphony. As an editor, I collect and edit student articles, travel diaries, poems, and short stories and contribute essays on topics such as online games, disaster art, and illness and culture.
This spring, Polyphony held a roundtable discussion with the editorial team from the University of Tokyo's English student journal Komaba Times. It publishes English student articles at Japanese universities. Polyphony Issue No. 3 will be available around September this year, so don't forget to read it!!!
―What are your future plans?
I want to go on to graduate school and deepen my research in cultural anthropology. I'm still thinking about the future course, but I would like to create a society where people can live as easily as possible through the gaps and discomforts that I felt from time to time in countries of different cultures. For this purpose, I will continue studying as much as possible at Okayama University and acquire the knowledge and abilities to realize such a society.
TERAOKA Mao, 1st Year Student in the Master's Program in Science for Bio-Production, Graduate School of Environmental and Life Science
Giving it my all by applying what I learned at an IB school to a new environment
―Which high school did you graduate from?
I graduated from the International School of Asia Karuizawa (ISAK, now UWU ISAK Japan), an IB school in Karuizawa, Nagano. To be honest, I did not know much about the IB school system when I entered the school (laughs). However, when I was younger, I lived in Korea due to my parents’ job and attended an international school. I really enjoyed school life there and decided that I wanted to continue attending an international school.
Additionally, ISAK is a boarding school, so I lived separately from my parents. It was an opportunity for me to throw myself into an environment different from a regular high school.
―Tell us about your experience studying at an IB school.
The style of classes at my IB school was actually similar to university. Students were able to choose their subjects and attend classes accordingly. The teachers came from various backgrounds, so I was exposed to various English dialects, which was confusing at first, but thanks to that, I naturally developed my English skills. My favorite class was called Theory of Knowledge (TOK), which is a unique feature of IB schools, where students think critically and explore what “knowledge” actually means. During the first class, we were asked to think about what “bridges” various fields (such as human relations, music, language, mathematics, and society), and I found the question very sensational (laughs), but the experience of having deep discussions with my teachers and classmates was unforgettable.
―Why did you choose Okayama University?
The Global Discovery Program (GDP) was the main reason. At my IB school, students did not have to choose between humanities and science, so GDP was perfect for me because it allowed me to continue freely choosing my study path. I think that there aren’t many universities that offer similar courses. Even though I entered GDP using the international application method rather than the IB application method, I appreciated the fact that the faculty considered my IB score.
―Tell us about your experience studying at GDP.
At GDP, students study liberal arts courses from their freshman year, and from their sophomore year, they select either the Discovery Track (DT) or the Matching Track (MT), which is a cross-school and cross-departmental track. I have always loved biology, and after taking various classes during my freshman year, I decided to choose MT and major in Food Biochemistry at the School of Agriculture. I am currently in graduate school and am studying the function of nutrition (lipids) on mice. As a GDP student, I had the opportunity to read research papers in English and present my graduation research in English. I think my experience at an IB school was beneficial for that.
―What was your student life like at Okayama University?
I was a student volunteer supporting international students. My main goal was to support international students who had come to Japan for the first time and help them adjust to student life. For example, I helped organize welcome parties for international students when they entered Okayama University and farewell parties when they returned to their home countries. I also have fond memories of an event where student volunteers gave international students a chance to try their hand at making oden, a type of Japanese dish!
―What are your future plans?
I would like to work in research and development related to food biochemistry, which I am currently studying in graduate school, and I would like to apply what I learned at IB School and GDP to a new environment, with the aim of finding a job in an international company.
Won the SCRP National Competition and Continue to Work Hard on Research
Because of my parent’s background abroad, I had the fortunate opportunity to attend international schools since I was 1 years old. I attended Aoba Japan International School (Tokyo, Japan) for preschool and continued my education at St.Maur International School (Yokohama, Japan) until 5th grade. After transferring to Seisen International School (Tokyo, Japan), I graduated high school with an International Baccalaureate Bilingual Diploma. As a high school student, I was involved in 12 extracurricular activities including Women Education Support Committee, Volunteer for the Homeless, Yearbook Committee, and Soccer Club; I humbly served as the chair/board member of 5 committees.
Outside of school, I was heavily involved in abacus as I competed nationally and assisted instructing from middle school. Abacus is a sport that is very meaningful to me as I started at 5 years old and ended up obtaining the second highest certification level in Japan. Additionally, I attended a public Japanese elementary and middle school during my school breaks to get exposed to my home culture, because international schools had a different academic calendar as well as an international culture.
I initially had plans to further my education in the United States or in Europe; however, everything changed when I met Dr. Sabina MAHMOOD, the current IB Promotion Office Director. She gave me a school tour of Okayama University and welcomed me and my family with immense kindness, and suddenly, I was able to envision myself here as a student. Fast forward to the future, I am now the first IB student in the School of Dentistry. In the beginning, I struggled to keep up with the complex medical terms, lectures that were all Japanese, and especially with the Japanese culture. I was incredibly fortunate that many of my classmates and teachers were very understanding of my situation and offered to help.
Currently, along with being a full-time dental student, I am also researching at the Department of Oral Morphology. My career in research started when Professor OKAMURA Hirohiko offered me a spot in his department for my research class in the third year. Researching at this laboratory, I was given multitude of new challenges as well as opportunities for intellectual and emotional growth. Everyday, I am grateful to be given such valuable experiences and to be surrounded by supportive colleges and teachers. With everyone’s support, my first review journal was published to the Journal of Oral Biosciences as a first author, and I presented my research at five research conferences. Most notably, I was awarded with an Outstanding Award for the Undergraduate Student Division at the 126th Annual Conference of The Japanese Association of Anatomists. At the 29th Annual Society for Hard Tissue Regenerative Conference, I was awarded with an Exemplary Researcher Award.
Most recently, my research —the molecular mechanism by which periodontal disease stunts fetal-placental development — was placed first out of all the Dentistry Schools in Japan at the 2021 Student Clinician Research Program. Now, as a representative of Japan, I will be presenting my research at the American Association for Dental Research (AADR) conference in March 2022 (Atalanta, USA).
After obtaining my DDS (Doctor of Dental Surgery), I plan to pursue a Post-Doctoral degree while continuing to practice research and advance my clinical experience.
Sekiguchi Manabu ,2nd student of the Master's Program in Biological Sciences, Graduate School of Natural Science and Technology
Entering the doctoral program to become a researcher
I attended an international school from the third grade of elementary school and took the IB Program in the high school course.
I enrolled in the Matching Program Course* at Okayama University, but since I have always been very interested in animal behavior, I found myself taking almost the same curriculum as students in the Department of Biology, in the Faculty of Science. At the international school, I had taken classes in English, but it was refreshing to take classes in Japanese at the university.
When I entered the university, the number of IB students was still small, but Professor Sabina (currently the head of the IB Office) made efforts to build connections among IB students by creating a LINE group. I'm not the type of person who actively participates, but she still cares about me.
I am currently enrolled in a Master's course, and my research focuses on Drosophila, studying the circadian clock that regulates the 24-hour rhythms of physiology, metabolism, and behavior. Drosophila is an excellent laboratory animal because it takes only 10 days from egg to parent, has obvious physical characteristics such as eye color and wing shape, and its internal clock is controlled by only 150 clock neurons distributed in the brain. In the future, I would like to acquire more knowledge and skills and conduct experiments using not only Drosophila but also various other animals.
Okayama University has much better research facilities than an international school, and there are many excellent researchers, so I am able to conduct fulfilling research. In my research, I often read papers in English, but there are cases where technical terms or authors whose primary language is not English write the paper. I feel that my English studies have helped me to lower my threshold somewhat, but I still feel that I need to continue my studies in English. In October, I will enter the doctoral course and continue my research in this excellent environment with the aim of becoming a researcher in animal behavior.
※ The original Matching Program Course has been discontinued, though it has been developed and expanded through integration into the Global Discovery Program
School of Medicine, Department of Medicine 4th year SEYA Mizuki
I founded a club that helps medical students practice their English proficiency and diagnostic skills in a simulated environment
As a result of my parents’ work, I was born and raised in Hong Kong. I went to an international school with an IB diploma program where there were very few Japanese students in each grade. Though I was a minority, I had the opportunity to study with friends of various nationalities. I wanted to study medicine in Japan, but there were not many medical schools that accepted IB admissions.
While participating in a Japanese class held jointly with Hong Kong high schools, I was introduced to Okayama University’s IB admissions process by Professor Sabina MAHMOOD (current IB Promotion Office Director). Even though I was interested in the university, because I was going to graduate high school in May, I realized that I would miss the April enrollment period at Okayama University. Since the timing didn’t line up, I ended up enrolling in the faculty of medicine at Hong Kong University in September. However, I could not stop thinking about the medical school at Okayama University, so I enrolled at Okayama University via the IB admissions system.
Including me, there were three students in my grade who were accepted to the medical school via the IB admissions and during orientation I had the chance to talk to one of them for the first time. We were talking about our high schools when we realized that we had both graduated from IB-accredited schools. It was such a coincidence, and we were so surprised and happy that we started talking to each other in English without thinking. I think that we shocked our classmates, but it is a good memory now (laughs). There are quite a few students from IB-accredited schools in the medical school at Okayama University, and I think that it is a great environment to get support from seniors and faculty members. Since I am not good at reading kanji, I started going through assigned readings in English rather than Japanese, and I was grateful when professors allowed me to continue doing so instead of making me read the Japanese translation. I was happy that they considered my language ability a strength rather than a weakness.
As part of my student life, I joined two extracurricular clubs. The first one I joined was the archery club. I decided to sign up for archery because of my fascination with Japanese martial arts, and in addition, one of my IB seniors was a member. At the time, there were not many IB students, and I was nervous about adjusting to student life in Japan because I had grown up in a different country, but I have gotten used to living in Japan thanks to the support of my fellow club members. The second club I am a part of is one that I actually founded in my second year of university with the help of Professor Sabina and one other student, called “Ieikai”, which loosely translates to “Medical English Club”. The club recognizes the need for increased English proficiency in today’s globalizing society and aims to create a space where medical students can practice their English as well as their diagnostic skills by simulating medical examinations where native speakers play the role of a “standardized patient”. Recently, one of our members who is skilled at programming also created an app called “SiCL2”, which allows users to access mock medical records and conduct mock conferences in English using video conferencing software, meaning that we have been able to keep our activities going despite the coronavirus pandemic. The app also allows users to practice examining and diagnosing standardized patients, after which they are given a score based on the order of their examination, etc. When the club started, we only had three members, but now we have grown to over thirty members, including members from outside the university. Most of our members are from the department of health, but we hope to expand to other departments in the medical school as well. My goal is to create a meaningful program that will benefit many.
It is unusual for medical students to join a laboratory and start conducting research during their first few years at university, but I asked faculty members if I could join a research team from my second year because I wanted to learn more about organ transplantation. Currently, I am part of a research team looking at the gases used in medical care related to organ transplantation at the Department of Emergency and Critical Care Medicine. The research undertaken at the department is not limited to organ transportation, but rather looks at a range of diseases and medical conditions. Medical Research Internships (MRI) and overseas exchange opportunities have been hindered by the coronavirus pandemic, so I feel grateful to learn under instructors at the department. Even though I have had the opportunity to participate in research laboratories in Hong Kong, I feel like I am learning a lot more here because the instructors are actively practicing in their respective fields. Their insights are invaluable, and I learn something new every day. Additionally, I am participating in the ART Program, which allows me to register for graduate courses as an undergraduate student. I really enjoy Japanese food, so I do not want to leave Japan, but I would like to make the most of my English ability by going overseas and studying advanced medical care or cutting-edge organ transplantation methods in the future.
※ART Program is a postgraduate hosted by Okayama University that aims to help students efficiently balance clinical training and postgraduate research.
IMAMOTO Taku ,2nd Year Master's Program in Mechanical and Systems Engineering, Graduate School of Natural Science and Technology
Establishing an International Cooperation Student Organization with the Goal of a Library in Nepal
I am a graduate of an integrated junior and senior high school in Hiroshima Prefecture that offers the IB program. I became interested in the IB program when I studied abroad at an IB school in New Zealand when I was in the third year of junior high school. Since I was interested in manufacturing, I used my IB qualification to apply to universities in the UK, the US, and Canada, as well as the Faculty of Engineering at Okayama University. I was not sure which university to go to, but I decided to go to Okayama University because I thought I could study English at a domestic university and go to a foreign university for my master's or doctoral course.
IB entrance exams have been offered in all faculties since the 2015 academic year, and I was the first IB entrant in the Faculty of Engineering at Okayama University. At first, I was a bit confused, but I was able to further improve my English skills by taking the Global Human Resource Development Course, which allows students to develop their English skills while belonging to the engineering department. Also, during the second semester and summer vacation of my junior year, I spent four months studying abroad at an American university through the study abroad program of the faculty of Engineering. It was a great experience for me to have the opportunity to work together with master's and doctoral students in my study abroad program, as if I were skipping two years.
In addition to my studies, I founded Going, a student organization for international cooperation, with two other students when I was a second-year university student. After the establishment of the organization, I learned about the current situation in Nepal from the news about Japan's support for the Nepal Earthquake, and as the representative of the organization, I decided to focus on the project to build a library at the Shree Krishna Primary School in Nepal. To raise funds for the project, we conducted various activities that we had never experienced before, such as street fundraising around Okayama Station, opening stalls at local events, and crowdfunding. It was a small activity that started with three people, but as we recruited more members and supporters, the group grew to over 30 people in a year. I had a great sense of accomplishment when I was able to build a library at the elementary school when I was in the third grade after repeated contact with the principal of the Shree Krishna Primary School.
After graduation, I plan to work as an engine researcher, which is my specialty. Although my main work will be in Japan, I would like to be involved in overseas business by utilizing my experience.
SHIOMI Yukino, 1st Year Master's Program in Biological Sciences, Graduate School of Natural Science and Technology
I want to contribute to the international community through biological research
I lived abroad for a large part of my childhood due to my parents’ job. During that time, I attended an IB accredited International School in Germany. Even though I did not pay much attention to the school’s IB accreditation at first, when I decided to go to university in Japan and work there, I looked for ways to make the most of my IB qualification. While searching for Universities that accepted the IB Diploma, I came across Okayama University.
The curriculum offered at IB schools is significantly different from the average high school, and the essays and homework assignments are comparable to university coursework. I remember struggling at times, but I believe that the experience made me more capable in the end. When I was going through the University application process in Japan, there were very few universities accepting IB students, so I was pleasantly surprised by Okayama University’s positive outlook toward IB admissions, and felt that Okayama University believed in the ability of IB students. Furthermore, I was interested in biology, but also in the possibility of contributing to the world through studying humanities. Therefore, I was fascinated by Okayama University’s Matching Program Course *, which allowed students to choose their specialized field of study after taking classes from various faculties.
After enrolling in Okayama University, I lived in the international share house and worked part-time at L-café supporting international students. My experiences taught me that there are still many things that I do not know, and that there are many differences in peoples’ approach towards something, depending on their country or region of origin, even for something as simple as “how one uses or values water”.
In the future, I would like to work as a researcher, so I am attending the Graduate School of Natural Science and Technology to study molecular genetics. Currently, I am researching ‘translation’, which is the process whereby living organisms use the genes in DNA to produce protein molecules. If the cues at the end of the translation process do not function properly, it could inhibit the translation process from continuing. However, in recent years, the study of mechanisms shared by chloroplasts and bacteria such as E.coli suggests that there are ways to regulate the translation process. My research focuses on chloroplasts. Cells are the basic structure of all living things, and through research we can find connections between organisms that aren’t immediately apparent, which I find extremely interesting.
Compared to pharmacology and chemical engineering, it is difficult to find a research job in biological sciences. However, I think that a postgraduate degree in biology will be a great asset for me, since there is an increased emphasis on countermeasures against viruses due to the coronavirus. While studying at an IB school, I gained a broad perspective and realized that, no matter where one lives, there are various ways to contribute to the international community, even if one is not able to interact with or support a particular group of people, directly. Therefore, my goal is to contribute to the international community by pursuing research that is considered useful around the world.
※ The original Matching Program Course has been discontinued, though it has been developed and expanded through integration into the Global Discovery Program
Faculty of Education, Elementary School Teacher Training Course, 4th year NOMURA Keita
I want to guide IB students as an IB Diploma Program faculty member
After graduating from an IB school in Hiroshima, I took the time to carefully consider my next step, spending two years in Tokyo working at a restaurant and also at an elementary school as an instructor. During that time, I learnt about business administration and education, deciding that I would like to become more involved in the field of education so that I could contribute to a Japan where different viewpoints and cultural backgrounds are respected.
When I was applying to universities, Okayama University was the only national university that accepted IB admissions to the faculty of education, and even among private universities there were only a couple that accepted IB admissions. Additionally, I was impressed by how actively Okayama University promoted IB and shared information about IB programs—even one of my friends living overseas had heard about the university as a result of its efforts. I felt that Okayama University had a passion for IB education and consequently decided to apply here.
As an Okayama University student, I have participated in numerous volunteer activities. I am most proud of my work with the Tamano City Board of Education over the past four years as a “Tama Student Guide”; my role has been to encourage middle- and high-school students to use English by hosting various foreign language activities. The student guide program was established after receiving a request from the Tamano City Board of Education and was founded by eight Okayama University students and members of the Board of Education. Throughout the program, we have encouraged between ten and twenty middle- and high-school students from Tamano City to practice the English they learn in school through participation in various activities, including an outing to Naoshima where students were encouraged to interact with foreign tourists. Though students are used to being evaluated at school, we tried to motivate them by telling them that the activity would not be evaluated in the traditional sense, and that they should just try to enjoy the interactions they have. We found that this approach inspired students to loosen up and actively seek out conversation partners, with some of them even going out of their way to interview tourists. By coming into contact with people from a variety of cultural backgrounds, the students had the opportunity to consider different cultures and compare them to Japanese culture.
From April, I will start working at an IB school located in Okayama Prefecture. As an IB school graduate who will instruct the next generation of IB students, I feel a sense of connection or even serendipity. I still believe in the power of education to transform Japan, and I look forward to teaching my students global skills so that they can contribute to a better society.
Faculty of Letters, Department of Humanities OKADA Kana
I want to support people in being their best
I graduated from an IB high school in Japan. The school taught us about international communities, which actually made me realize how little I knew about my own country and inspired me to study more about Japan at university. However, when I searched for Japanese universities that recognized the IB diploma, I was surprised to learn that, while many universities accepted IB admissions, most of them only offered limited admission to certain departments or programs. Okayama University stood out because of how welcoming it seemed to IB school graduates, and I decided to apply here because I felt that the university really understood and appreciated the value of an IB education.
My major is sociology. During my first year, I had the opportunity to participate in an “international internship” in the north of Okayama Prefecture, where I learnt about forestry while interacting with various people who had moved to the region. At the time, I was struck by how interesting it can be to work together with different people when dealing with local issues. Thanks to that experience, I developed an interest in regional issues such as population decline and my graduation research consequently focuses on the processes through which local people and ‘outsiders’ come together in meaningful ways to tackle local issues.
Because of my inquisitive personality, I often felt compelled to take any course that interested me, so I ended up taking courses from numerous faculties, including the faculty of education, the faculty of economics and the faculty of agriculture. When I took a course at the faculty of engineering about the properties of radiation, I had a hard time because I did not have a good enough grasp of physics (laughs). Despite these difficulties, I wanted to make the most of the flexible learning environment at the faculty of letters so that I would not have any regrets when I graduated.
The number of IB school graduates studying in the humanities is comparatively few, but all students are supported by the wonderful members of faculty and staff at Okayama University; for example, Professor Sabina, who would regularly check in with me. Additionally, I am grateful for the close community of IB school graduates who sometimes eat together, giving students in different grades the opportunity to get to know each other.
I have always had a desire to support people in being their best, and after graduation I will work as a systems engineer in the IT field. I think that IT supports the lifestyles of many people, especially now that the coronavirus pandemic has forced many people to work remotely. I hope to contribute to an environment where people can more easily move to depopulated areas and to help solve local and regional issues.
Participated in One Yong World and IFMSA as a representative of the world's youth
I was born and raised in Okinawa until 16 years old, and then went to United World College (UWC) Atlantic College in Wales, U.K., where students come from more than 90 countries. 。
At UWC, I’ve got to learn different aspects of the world, by meeting a Syrian roommate who used to be a refugee. I went to U.K. to improve my English and know more about the global society. But, by getting exposed to the different backgrounds and experiences, I’ve become determined to contribute myself in delivering healthcare to those who are most in need.
The medical faculty at Okayama University is truly attractive as it takes lots of IB graduates and provided various international opportunities. Meeting those IB takers, coming from different background also gave me great inspirations.
One of the most exhilarating memories in the university is participating One Young World 2019, an international youth conference hold in London, where delegates come across more than 190 countries. I’ve got the honor to attend this summit as a university delegate and met lots of youth who are taking actions in various areas, including healthcare. This experience made realize it will never be too young to stand up and change things.
Inspired from this experience, I’ve joined IFMSA (International Federation of Medical Students Association), the world's oldest and largest independent organization representing one million medical students in 123 countries. I’ve worked to activate Okayama University in IFMSA and became a first local president. Currently I’m serving as Leadership Board member in Asia-Pacific region, working with the medical students from 20 countries. This experience taught me the importance of diversity.
After graduation, I would like to pursue in the area of public health and humanitarian aid. I hope to learn the necessary skills through the opportunities provided by Okayama University.
My dream to connect people motivated me to plan an interactive event between Fagiano and Okayama University students
I grew up in Hiroshima and had the privilege of attending the same international school from the age of three until the end of high school, ultimately graduating with an IB diploma.
The reason I decided to apply to Okayama University is because of the Matching Program course (※). I wanted to gain a broad perspective without being bound by one academic field, so this course, which allows students to take classes from a variety of faculties before choosing a specialization, suited me perfectly. Not many people from my high school studied at Okayama University, so initially I did not know much about the university, but the more I researched it, the more impressed I was by its emphasis on globalization. Additionally, I did not want to move far away from my family, so Okayama’s proximity to Hiroshima—not to mention the good public transportation system connecting the two prefectures—appealed to me.
After enrolling at Okayama University and taking classes from various faculties, I decided to specialize in my original interest, economics. I believe that the flow of the economy has global implications and that a basic grasp of economics is necessary to not only understand society but also plan my future lifestyle. In classes, we sometimes received special lectures from guest lecturers, including the CEOs of various companies, which helped me expand my vision for the future.
Outside of classes, I have been actively involved in extracurricular activities. I joined a fan club for Fagiano Okayama, a soccer team participating in the second division of the Japan Professional Football League, and even served as a representative for the club.
Once, I introduced one of my Japanese friends to a former classmate from high school who is a foreigner, and my Japanese friend expressed how pleased they were because it was their first time meeting a foreigner. Since then, it has been my dream to connect people. I joined the fan club because it looked like fun, but also because I was interested in the idea of connecting people with a common interest and connecting fans to players.
Whenever I have an idea, I immediately want to turn it in to action, so when the club was electing representatives, I thought it would be the perfect opportunity to lead the club and organize events. After being elected, I was able to co-ordinate an event where 1500 students gathered at Citylight Stadium to support Fagiano Okayama. It turned out to be the biggest event organized by the fan club to date. In order to co-ordinate it successfully, I had to visualize my goal and then work backwards, asking myself logistical questions such as “What sort of information and organization will we need to gather 1500 people?” and “How can we appeal to university students so that they will want to participate?” I believe that my ability to visualize a goal and then carefully consider what steps are needed to achieve it was cultivated during my time at an IB school.
After graduation, I plan to work in the automobile industry. I recently had the opportunity to speak directly to the CEO of a vehicle distribution company, and I was drawn by his enthusiasm. As one of the channels of distribution that form the basis of society, the distribution of cars is integral to people’s lives, and I think that it is an interesting profession. I hope to learn more about social systems before eventually starting my own business so that I can pursue my dream of connecting people.
After graduation, I plan to work in the automobile industry. I recently had the opportunity to speak directly to the CEO of a vehicle distribution company, and I was drawn by his enthusiasm. As one of the channels of distribution that form the basis of society, the distribution of cars is integral to people’s lives, and I think that it is an interesting profession. I hope to learn more about social systems before eventually starting my own business so that I can pursue my dream of connecting people.
※The Matching Program course is no longer offered as a special course. Instead, it has been developed and expanded as part of a new faculty called the Global Discovery Program.
Using English to Become a Bridge Between Japan and the World
I took the IB entrance exam the year that it was first introduced at Okayama University School of Medicine. At the time, I had been searching for Japanese universities with medical programs that accepted students on the basis of the IB examination, and when I reached out to Okayama University to inquire about their admission process, I immediately felt welcomed. IB had only recently begun to be recognized in Japan, so the number of universities accepting applicants through the IB entrance exam were still limited, yet Okayama University assured me that it was an IB friendly university “proactively trying to increase IB awareness”, so I decided to apply.
When I was in my second year of middle school, my family moved to Singapore because of my parent’s job. As a result, I was able to study at an IB accredited school, which suited my goal of pursuing medicine and my desire to be able to work anywhere in the world. IB schools are not only focused on route memorization, but they also encourage personal development through subjects that foster artistic ability and participation in social service. This allowed me to gain a broad field of knowledge. A particularly memorable experience was a class activity in which students had to plan and implement overseas volunteer activities, giving me the opportunity to volunteer at an orphanage in Indonesia.
When I first entered Okayama University, I felt a little bit awkward when I could not actively participate in conversations related to Japanese University entrance exams with my year mates, since IB entrance exams are very different. However, I am grateful for the many kind professors who took the time to inquire whether I was having any problems adjusting to university life, and I soon found myself settling into the new environment.
Returning to Japan after spending some time abroad, I noticed that Japanese students seem to be divided into two groups: those who have an intense interest in foreign countries, and those who are satisfied with staying in Japan. I have to admit that I had never considered attending school in a foreign country before living in Singapore; however, possibly because of my experience at an IB school that encouraged students to challenge themselves and think for themselves, I now feel that I can easily move and adapt to new environments. Since entering university, I have consistently challenged myself to take up roles where I can encourage other Okayama University students to interact with diverse groups of people. For example, I joined the National Model United Nations, an activity that allows university students to simulate the United Nations by acting as ambassadors from different countries and participating in debates about real-world issues. I also joined a study abroad initiative called JAPAN Tobitate! (Leap for Tomorrow), where I counsel university students who may feel nervous about studying abroad. I was pleasantly surprised when one of my friends told me that I had inspired her to join the initiative as well, and I hope that I can continue to encourage people to interact with diverse groups of people outside their immediate friendship groups.
Currently, I am diligently studying for the Japan National Medical Practitioners Qualifying Exam. In the future, I hope that I will be able to use my English skills and become a doctor that bridges Japan and the world by practicing medicine in Japan after studying further overseas, by becoming an English teacher to medical students, or something similar. Whatever path I eventually choose, I intend to help others by critically asking myself how I can use my English skills and by practicing the challenger mindset that I cultivated during my years at an IB institution.
