Advanced Initiatives in Interprofessional Education in Japan (eBook)

Preface 5
Table of Content 7
Contributors 9
Encouraging Appreciation of CommunityHealth Care by Consistent Medical Undergraduate EducationCommunity Health Care Training Beyond the University Hospital for Mutual Understanding Between Medical Students and the Community 17
Summary 17
1 Profi le of the University 18
2 Background and Goals of IPE 19
2.1 Background 19
2.2 Goals 20
3 Details of IPE 20
3.1 Special Features of the Programs 20
3.1.1 Programs to Date and Framework for the Future 20
3.1.2 Educational Benefi ts 23
3.1.3 Tips for Motivating Students for Community Health Care 25
3.1.4 Coping with Current Issues 25
3.2 Management Structure of the Programs 26
3.2.1 Joint Curriculum Across Schools (Team-based ResidentialCommunity Internship) 26
3.2.2 Plan for Upgrading the Program to the Joint Regular Curriculumand Creating a Joint Seminar for Community Health Care 27
4 IPE Characteristics: Advantages and Originality 27
5 IPE Outcome: Evaluation 27
5.1 Evaluation of the Programs and Program Effect 27
5.2 Evaluation Method and System 28
5.3 Program Planning Process 28
Interprofessional Education at Niigata University of Health and Welfare Implementation of an Integrated General Seminarand Future Prospects 29
Summary 29
1 Profile and Mission of the University 30
2 Core Curriculum and Interprofessional Education 31
3 Implementation of the Integrated General Seminar 32
4 Evaluation of the 2008 Integrated General Seminar 34
5 Future Perspectives for 2009 and Beyond 35
6 Discussion 36
7 Conclusion 36
References 37
Interprofessional Education Program of the University of Tsukuba: A Program to DevelopInterprofessional Competence 38
Summary 38
1 Profile and Mission of the University of Tsukuba 39
2 Background and Goals of the Interprofessional Education Program 40
3 Educational Content of the IPE Program 40
3.1 New Integrated Curriculum of the School of Medicine 40
3.2 Program to Develop Interprofessional Competence 41
3.2.1 Essentials for Medical Professionals Course: Interprofessional WorkUnits (Table 2). 42
3.2.1.1 First Year: “Early Exposure” 42
3.2.1.2 Second Year: Home Medical Care Course 45
3.2.1.3 Third Year: Care Colloquium (Teamwork Training Course) 46
3.2.1.4 Fourth Year: Experiencing Other Health Professionals’ Work in Tsukuba University Hospital 46
3.2.1.5 Fifth Year: Community-based Medicine Clerkship 47
3.2.2 Interprofessional Education in Other Medical Education Curricula 47
3.2.2.1 First to Third Years: Basic Medicine and Preclinical Training CurriculumBased on PBL Tutorial-based Learning 47
3.2.2.2 Fourth and Fifth Years: Clinical Clerkships 48
4 Characteristics of the IPE Program 48
4.1 Characteristics of the IPE Program 48
4.2 Organization of the Program 49
5 Efficacy of the IPE Program 50
6 Brief Discussion 53
Reference 53
Community-Based Interprofessional Educationat Saitama Prefectural University 54
Summary 54
1 Profile and Mission of Saitama Prefectural University 55
2 Background and Goals of the IPE Program 55
3 Educational Content of the IPE Program 56
4 Characteristics of the IPE Program 57
5 A Study on the IPW Course 58
Objectives 58
Method 58
Results 59
Discussion 61
References 62
Jikei University School of Medicine:An Interprofessional Medical Education Program 64
Summary 64
1 Profile of the University 65
2 Background and Goals of the Program 66
3 Multidisciplinary Health Professions Education Programs 68
4 Organizational Structure of the Programs 68
5 Outcomes of the Programs 69
6 Overall Features of the Program 70
Interprofessional Education at the Keio University Faculty of Pharmacy 72
Summary 72
1 Background 73
2 Joint Seminars 2007–2008 74
3 Percentage of Students from Each Faculty 75
4 Student Evaluations (from Questionnaire Results) 76
5 Future Problems and Prospects 78
Support Program for Contemporary Educational Needs: “Contemporary Good Practice” Project at Chiba University Educational Program for Training Autonomous Health Care Professionals: Human Resource Training Emphasizing Interprofessional Collaboration 79
Summary 79
1 Profile and Mission of Chiba University 80
2 Background and Goals of the IPE Program 80
2.1 Goals of the Project 80
2.2 Goals of IPE and Desired Human Resources 81
2.3 Educational Content of the IPE Program 81
2.4 Characteristics of the IPE program 82
2.4.1 IPE: Compulsory Subject Based on Mutual Respect for the ExistingCurricula of the Three Schools 82
2.4.2 Implementation System 82
2.4.2.1 Management and Instructors 84
2.4.2.2 Support System 84
2.4.2.3 Extramural Collaboration 84
3 Effi cacy of the IPE Program 85
4 Discussion 86
4.1 Promotion Factors for the Inohana IPE Project 86
4.2 Problems of Inohana IPE 86
References 87
Interprofessional Team-Based Medical Education Program at Kitasato University:Collaboration Among 14Health-Related Professions 88
Summary 88
1 Profile of Kitasato University 89
2 Background and Goals of Team-Based Medical Education Program 90
3 Implementation Details of the Team-Based Medical Education Program 92
3.1 Team-based Medical Education Program’s Priorityin the University 92
3.2 All-Kitasato Team-Based Medical Drill in Pursuit of the Realization of Safer and Higher-Quality Health Services 94
3.3 Introduction to Team-Based Medicine: Common Introductory Course for All Health-Related Schools 97
4 Implementation Arrangements for the Team-Based Medical Education Program 100
4.1 Implementation Arrangements and the Strategic Direction of the Whole University 100
4.1.1 Related Committees 100
4.1.1.1 Team-Based Medical Education Committee (Eight Members) 100
4.1.1.2 Implementation Committee of Team-Based MedicalExercise (42 Members) 100
4.1.1.3 Facilitators for All-Kitasato Team-Based Medical Drill (~130 persons) 100
4.1.2 Decision-Making Process Involving the Whole University 101
4.2 Prior Education for Students, Academic Staff, and Administrative Staff 101
4.2.1 Team-Based Medical Education Forum (Four Times a Year) 101
4.2.2 Pre-Event Briefing for the Facilitators of All-Kitasato Team-Based Medical Drill (Four Times a Year) 101
4.2.3 Supporting and Cooperating Arrangements Within the University 101
5 Features and the Originality of the Program 102
6 Assessment of the Program 102
6.1 All-Kitasato Team-Based Medical Drill 102
6.2 Introduction to Team-Based Medicine Lectures 103
7 Development Plan 104
7.1 Team-Based Clinical Training 104
7.2 Project to Establish a Clinical Training Center for the Whole University 105
8 Conclusions 106
Becoming Interprofessional at Kobe University 107
Summary 107
1 Road to IPE/L at Kobe University’s Faculty of Health Sciences and Beyond 109
1.1 Emergence of IPE/L in Relation to Kobe University 109
1.2 Developing and Implementing IPE/L at Kobe University 111
1.3 Conclusion 113
2 Introduction to the 4-Year Program 114
2.1 Outline of the IPE/L Program in the Undergraduate Curriculum 114
2.2 Outlines of the Various Subjects 116
2.2.1 Introduction to Interprofessional Work 116
2.2.2 Modern Medicine and Bioethics 116
2.2.3 Early Exposure Clinical Practice 117
2.2.4 International and Disaster Health Care 118
2.2.5 International and Disaster Health Care Activities 118
2.3 Evidence: Results and Evaluation 118
2.4 Extracurricular Activities: IPW Day and IPE/L Circle 119
2.5 Additional Activities 120
2.6 Conclusion 120
3 Theoretical and Educational Foundations 121
4 Conclusion 122
References 123
Interprofessional Education Initiatives at Gunma University: Simulated Interprofessional Training for Students of Various Health Science Professions 124
Summary 124
1 Profile and Mission of Gunma University 125
2 Background and Goals of the IPE Program 125
3 Educational Content of the IPE Program 126
3.1 Importance of IPE in the School of Health Sciences 126
3.2 Schedule of Teamwork Training 127
3.3 Facilities Where Clinical Training Is Provided (WideSelection of Facilities to Address Issues in Modern Medicine and Welfare Services) 130
4 Organization of the Program 131
4.1 Management of the Program 131
4.2 Participation of Students 132
4.3 Support System in the School 132
4.4 Efforts to Share the Importance and Values of the Programin the School of Health Sciences 132
4.4.1 Full Participation in General Discussions by All Departments 132
4.4.2 Group Work Learning 132
4.4.3 Interaction Among Students and Academic Staff 133
5 Characteristics of the Program 133
5.1 Efforts to Optimize the Training for Developing Students’Social Skills 133
5.1.1 Learning the Importance of Teamwork 133
5.1.2 Enhancing the Effectiveness of the Clinical Training 133
5.1.3 Promoting Trust and Cooperation in a Team 133
5.1.4 Developing Presentation and Communication Skills 133
5.1.5 Promoting Politeness and Appreciation 134
5.2 Response to Issues in Modern Medicine 134
5.3 System Replicability as a Program Model and Educational Efforts for Continuity 134
6 Effi cacy of the Program 134
6.1 Assessment Mechanism of Educational Effects 134
6.1.1 Assessment of the Facilities Where Clinical Training Was Provided 135
6.1.2 Assessment of Achievement Levels 135
6.2 Plan for Further Development 137
6.2.1 Simulated Interprofessional Training Based on Case Scenarios 137
6.2.2 Joint Training with Students from the School of Medicine 137
6.2.3 Networking for Interprofessional Education with Medical Facilitiesand Other Universities 137
7 Discussion 138
References 140
Subject Index 147