Ⅰ An overview of theories about interprofessional education and work / 医学教育

　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.<br>　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.”<br>　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.<br>　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.

Curriculum of Medical Schools in North America Offering Various Education Programs: A Report of the Inspection Tour Organized by Dr. Hinohara in July, 2005 / 医学教育

1) The study tour was organized by Dr. Hinohara to learn about the medical education in North America and its philosophy to support the method.<BR>2) The McMaster University, which started PBL curriculum in 1969, began COMPASS curriculum which focuses on conceptual thinking and e-learning in which tutorial groups still remain as the key to the learning process.<BR>3) The Duke University, which values the researcher promotion, began a new curriculum including at further integration of basic and clinical medicine and structural clinical training (Intersession).<BR>4) The Washington University, which constructed WWAMI Program that cooperated with the medical institutions in four states surrounding Washington, started College System to support the students and to strengthen their clinical competencies.<BR>5) Common aspects of the innovation of medical education in North America are (1) further integration of the basic and clinical medicine, (2) early exposure to the principle of clinical medicine and (3) promotion of professionalism by Clinical Preceptorship.