Committee report (Practice Article1) : Online Interprofessional Education / 医学教育

It is difficult to implement interprofessional education (IPE) in the classroom due to COVID-19. To share our knowledge of online IPE, we report on how we provided IPE for first-year students at two universities. At Mie University, a class was implemented to use Zoom. Quizzes and chats promoted interactions between instructors and students. At Hokkaido University of Science, an online team medical experience game was conducted via Zoom and a Learning Management System (LMS). The activity promoted interaction between students through gameplay and clear instructions. In both cases, students could successfully develop online IPE based on existing learning methods. Through their experience, it was clear that students are able to understand other professionals’ roles. They were also to commit to membership and/or teamship. On the other hand, students faced challenges with faculty familiarity and time allocation.

Report: Medical Education Cyber Symposium / 医学教育

The novel coronavirus infection (COVID-19) has significantly impacted medical education and the need to respond to rapidly changing and uncertain situation. In addition, with the decision to hold this year’s annual meeting, it was deemed necessary to have a forum for information sharing and discussion. Therefore, a special committee was formed to organize a cyber-symposium on medical education, and four symposia were held every two weeks, starting May 2020, under the themes of ‘Future Clinical Clerkship’, ‘Examinations’, ‘Post-graduate Education’ and ‘Medical Education with Corona’. This paper reports these symposia and provides an overview and future considerations.

Across institutions and professional borders: Three-year journey for extracurricular course development for interprofessional education with multi-institutions / 医学教育

<p>　This paper reports how Gifu University has been developing an extracurricular course for interprofessional education (IPE) in collaboration with multi-institutions for three years. Since the planning and implementation of such an IPE course have not been described exhaustively, we summarize our experience and the outcomes based on the analysis of a questionnaire survey involving the participants, including students and faculty members.</p>