Igaku Kyoiku / Medical Education (Japan)
Online ISSN : 2185-0453
Print ISSN : 0386-9644
ISSN-L : 0386-9644
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Volume 45, Issue 3
Displaying 1-12 of 12 articles from this issue
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Main topic Interprofessional Education
  • Ⅰ　An overview of theories about interprofessional education and work
    Junji Haruta, Hiroshi Nishigori
    2014 Volume 45 Issue 3 Pages 121-134
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_121
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    　The theoretical framework for interprofessional education is drawn from a number of academic disciplines. To put theory into practice, it is necessary to analyze major theories and use metacognitive frameworks focusing on the micro, meso, and macro levels.
    　As major theories, social constructivism and social capital were introduced. Social constructivism emphasizes the necessity of interaction with the social environment and proposes that persons play a large role in cognitive development. In social capital, people tend to share a common idea as “the social network has value.”
    　On the basis of social welfare theory, we have described several theories focusing on the micro, meso, and macro levels. In micro-level analysis, successful application of adult learning theory, or andragogy, is a key mechanism for well-received interprofessional education. In addition, contact theory provides appropriate ways to reduce prejudice between members of a group, and social identity theory provides a concept for explaining intergroup behavior. In meso-level analysis, team learning, the theory of cooperation, activity theory, and Tuckman’s team development model were introduced. In macro-level analysis, we explained that healthcare professionals are socialized in complex systems focusing on organizational learning or practice.
    　Finally, the literature for interprofessional education focusing on a metacognitive framework was introduced. We expect that, through multifaceted reflection over time, a theoretical framework for multidisciplinary cooperation will be developed.
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  • The Interprofessional Education Programs of the University of Tsukuba:
    Programs to Develop Interprofessional Competence through Interuniversity Collaboration
    Takami Maeno
    2014 Volume 45 Issue 3 Pages 135-143
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_135
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    　In the medical education curriculum of the School of Medicine, University of Tsukuba, an interprofessional education （IPE） program has been implemented from the first through fifth academic years as the core program in the “Essentials for Medical Professionals” course. From immediately after admission to the start of clinical training in the senior year, students have many opportunities to interact with a variety of health professionals and to systematically develop competence for interprofessional work.
    　The School of Medicine and Medical Sciences, University of Tsukuba, consists of the School of Medicine, the School of Nursing, and the School of Medical Sciences. We have step-by-step IPE programs: students from 2 or more professions learn with, from, and about each other. In the first academic year early exposure to IPE is provided by team discussions of students from the 3 schools. In the second academic year the IPE program uses team-based learning （TBL）. In the third academic year, the Care Colloquium （a teamwork training course） is provided. The TBL program and the Care Colloquium are conducted though interuniversity collaboration with the Ibaraki Prefectural University of Health Sciences and with the Tokyo University of Science, respectively. One strategy to improve the effectiveness of the IPE program is interuniversity collaboration with the participation of a larger number of professions.
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  • Interprofessional education at a university without a medical department:
    Realization of interprofessional practice by cooperation between universities
    Mariko Otsuka
    2014 Volume 45 Issue 3 Pages 145-152
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_145
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    　In this paper, we report on the process by which Saitama Medical School, the medical department of Saitama Prefectural University, which also has departments of nursing, physiotherapy, occupational therapy, child and social welfare, and health science, realized interprofessional （IP） practice by interuniversity cooperation and report on the results of that process. For the realization of IP education （IPE） through interuniversity cooperation, university presidents’ must share their recognition of the mutual benefits and importance of IPE, and the teaching staff must work together towards a common goal. The benefits of locally based IPE （IP practice） of Saitama Prefectural University were that medical students became more aware of their role as caregivers for the entirety of their patients’ lives and that students of other departments were able to participate in IP work with medical students as part of their undergraduate education, to form partnerships with physicians, and to clarify the special nature of their occupations.
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  • Program-improvement progress and future tasks of Inohana Interprofessional Education
    Ikuko Sakai, Mayumi Asahina, Takashi Maeda, Yuko Sekine, Kana Kurokoch ...
    2014 Volume 45 Issue 3 Pages 153-162
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_153
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    　This report summarizes the Inohana Interprofessional Education （Inohana IPE） program and describes its current achievements and improvement process. Since 2007, a total of 5,679 students have participated in the program. Students who have graduated include 335 from the Faculty of Nursing, 197 from the Faculty of Medicine, 84 from the Faculty of Pharmaceutical Sciences.
    　Through Inohana IPE we have created an environment that encourages students’ self-directed learning and the setting of behavioral objectives and have refined the program contents and evaluation method. As the first phase of the improvement, we developed competencies for interprofessional collaboration with 6 components and then created a matrix of learning-achievement goals and 4 learning steps based on the competencies. Furthermore, the number of faculty members participating in the program has increased.
    　The two main tasks for the future are to develop an IPE program for nursing and to integrate IPE for basic education and continuing education.
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  • Systematic and stepwise interprofessional education in Showa University
    Yuji Kiuchi, Naomi Kurata, Yasushi Takagi, Yusuke Takamiya, Mitsuori M ...
    2014 Volume 45 Issue 3 Pages 163-171
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_163
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    　At Showa University, which consists of the Schools of Medicine, Dentistry, Pharmacy, and Nursing and Rehabilitation Sciences, systematic interprofessional education for the purpose of training staff who can contribute to the medical team has been introduced with the cooperation of all 4 schools and through all undergraduate years. In the lower years, students study the basics of medical team care through a 4-school joint curriculum of experiential learning （such as early exposure） and problem-based learning inside and outside of the university. In the upper years, to acquire practical skills, students study the practice of medical team care through a joint curriculum of participatory learning in hospitals and the community. Through this curriculum, I expect that the medical staff to promote patient-centered team medical care in a variety of medical fields will grow in the future.
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  • Regarding multidisciplinary education:
    The case of Kobe University
    Midori Hirai
    2014 Volume 45 Issue 3 Pages 173-182
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_173
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    　Healthcare professionals need to understand the operational mechanisms that drive the team-care model. Although such concepts should be integrated into the education of healthcare students, but current methods of teaching such a model of care are unsatisfactory. In 2007 the Faculty of Medicine and Health Science of Kobe University introduced an early clinical exposure program focusing on team care for first-year students. In 2008, students of the school of pharmacy joined this program. We have developed a collaborative program, the Interprofessional Work tutorial program, for the fourth year of the undergraduate curriculum. As the history of collaborative education for healthcare students is relatively short, we faculty members continuously discuss how to develop this tutorial program. Simulated multidisciplinary team conferences have been introduced into this program to increase students’ understanding of the scenario. During the course of this program, students, as well as faculty members, come to understand the roles of other professionals and to consider collaboration to be fundamental for patient-centered treatment and care. Interprofessional education is essential for human resource development and for preparing future healthcare professionals to participate in interdisciplinary team care. We must integrate the community-based aspects of health and welfare into interprofessional education for health professional students.
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  • Instructional Design for Interprofessional Education
    Yoshiyuki Shibata
    2014 Volume 45 Issue 3 Pages 183-192
    Published: June 25, 2014
    Released on J-STAGE: May 16, 2016
    DOIhttps://doi.org/10.11307/mededjapan.45.3_183
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    　Instructional Design is a research area that aims to increase the effectiveness, efficiency, and attractiveness of instructional activity. In this report, I present an outline for developing interdiscliplinary education based mainly on the ADDIE （Analysis, Design, Development, Implementation, and Evaluation） model, which is the central concept of the instructional design process. In addition, I introduce an example of how knowledge is applied to interdiscliplinary education at a university hospital.
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