RÉSUMÉ
The purpose of this study is to address what undergraduate students of professional healthcare learned in interprofessional education (IPE), and to explore a way to develop interprofessional work (IPW) competencies effectively in IPE. A qualitative analysis was conducted on the portfolios of 9 medical, 8 dental, 16 pharmaceutical, and 16 nursing and rehabilitation students. 6 elements were identified in the undergraduate IPE; 【Patient/Family-Centered care】, 【Value/Ethics for IPW】, 【Communication Necessary for IPW】, 【Roles/Responsibilities as Healthcare Professionals】, 【Understanding of their own profession】, 【Team/Team work】. In order to acquire these capabilities, undergraduate education programs based on IPE are required.
RÉSUMÉ
The purpose of this study is to address what undergraduate students of professional healthcare learned in interprofessional education (IPE), and to explore a way to develop interprofessional work (IPW) competencies effectively in IPE. A qualitative analysis was conducted on the portfolios of 9 medical, 8 dental, 16 pharmaceutical, and 16 nursing and rehabilitation students. 6 elements were identified in the undergraduate IPE; 【Patient/Family-Centered care】, 【Value/Ethics for IPW】, 【Communication Necessary for IPW】, 【Roles/Responsibilities as Healthcare Professionals】, 【Understanding of their own profession】, 【Team/Team work】. In order to acquire these capabilities, undergraduate education programs based on IPE are required.
RÉSUMÉ
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.