Interprofessional Education Initiatives at Gunma University: Simulated Interprofessional Training for Students of Various Health Science Professions

Ogawara, Hatsue; Hayashi, Tomoko; Asakawa, Yoshinori; Iwasaki, Kiyotaka; Matsuda, Tamiko; Abe, Yumiko; Tozato, Fusae; Makino, Takatoshi; Shinozaki, Haruhiko; Koizumi, Masaru; Yasukawa, Takako; Watanabe, Hideomi

doi:10.1007/978-4-431-98076-6_10

Cited by 9 publications

(7 citation statements)

References 5 publications

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“…It also supports Coster et al's (2008) assertion that students commencing a new professional course will display high level of enthusiasm for IPE. However, a study in an Asian university reported that the existence of professional stereotype and hierarchy has affected the medical faculty staff's and students' willingness to participate in IPE (Ogawara et al 2010). This study found that the medical students reported the most readiness to learn with other healthcare students when compared with nursing, dentistry and pharmacy.…”

Section: Discussionmentioning

confidence: 98%

Are first-year healthcare undergraduates at an Asian university ready for interprofessional education?

Chan

Wong

Tan

et al. 2013

Journal of Interprofessional Care

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The health professions education at the National University of Singapore (NUS) is addressing the change in health service delivery in Singapore through the provision of interprofessional education (IPE). The success of this educational approach depends on the readiness of health profession students to learn together. Although such readiness has been explored in the Western institutions, little is known among healthcare students in Asian university. This study aimed to examine the readiness of healthcare students' toward IPE at NUS. The Readiness for Interprofessional Learning Scale was administered to first-year medical, nursing, pharmacy and dentistry students. Overall, the students' readiness for IPE was high. However, compared to the medical students, a significant less readiness was reported by the pharmacy and dentistry students. This study advocates the need to enhance the pharmacy and dentistry students' awareness of their professional role on collaborative practice and the benefits of IPE to their clinical practice.

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Section: Discussionmentioning

confidence: 98%

Are first-year healthcare undergraduates at an Asian university ready for interprofessional education?

Chan

Wong

Tan

et al. 2013

Journal of Interprofessional Care

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“…It is likely that Gunma University medical students spend their school career at the same campus where the health sciences students study, and the School of Health Sciences there delivers a comprehensive IPE program. 15 Interaction with these students and educational staff, which would constitute a hidden curriculum, might have contributed to fostering the CP mindset to the same level as that shown by medical students at Sapporo Medical University. Alternatively, we note that medical schools have recently introduced subjects fostering CP in response to the global movement.…”

Section: Discussionmentioning

confidence: 99%

“…As a result, the fundamental educational content was similar between the two universities. 15 Gunma University has developed a curriculum based on holistic medicine and CP, as described previously. Briefly, two mandatory, lecture-style subjects are delivered to first-year students.…”

Section: Study Setting 1 ) Curricula Delivered At Both Universitiesmentioning

confidence: 99%

First-year Medical Students’ Attitudes toward Health Care Teams:

Nozaki

Makino

Lee

et al. 2021

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Aim: First-year medical students' attitudes toward health care teams were compared between Sapporo Medical University and Gunma University, to evaluate the effect of the student placements in community health on the attitudinal change toward collaborative practice (CP). Methods: The modified Attitudes Toward Health Care Teams Scale was used to measure the attitudes of medical students from Sapporo Medical University and Gunma University. The scale was subjected to exploratory factor analysis to examine the underlying constructs of the survey. Results: The questionnaire was categorized into three subscales. The regression factor scores of "Quality of care delivery" were significantly reduced at both universities, while those for "Patient-centered care" trend toward an increase at both universities after subjects. Interestingly, there was no significant difference, with almost the same levels in all subscales, after the subjects between the two universities. Conclusions: Medical students may rather expect high values of CP from the viewpoints of care providers at the entry level. The interprofessional education (IPE) program can contribute to their awareness of the values. Finally, the additive effects of community placement in the IPE program could not be revealed for only one year.

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“…Since then, a variety of IPE programs have been developed, and the benefits of IPE in Japan have been reported to be similar to those in Western countries (Maeno et al, 2013). Since 1997, Gunma University School of Health Sciences (GUSHS) has implemented an IPE program with the inclusion of two learning styles of mandatory IPE, namely, a lecture style for first-year students and a training style for third-year students (Ogawara et al, 2010). GUSHS consists of the Departments of Nursing (NS), Laboratory Sciences (LS), Physical Therapy (PT) and Occupational Therapy (OT).…”

Section: Introductionmentioning

confidence: 97%

“…In the third year, the training-style session, called teamwork training, a mandatory training topic, is a core program in our IPE, as described previously (Ogawara et al, 2010). In this IPE training, students learn the ''spirit of interprofessional work'' by fulfilling their roles in the team and working well together.…”

Section: Introductionmentioning

confidence: 98%

Repeated cross-sectional study of the longitudinal changes in attitudes toward interprofessional health care teams amongst undergraduate students

Kururi

Makino

Kazama

et al. 2014

Journal of Interprofessional Care

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The interprofessional education (IPE) program at Gunma University, Maebashi, Japan, uses a lecture style for first-year students and a training style for third-year students. To investigate the comprehensive implications of IPE, the change pattern of attitudes toward health care teams was examined longitudinally in pre-qualified students. The modified Attitudes Toward Health Care Teams Scale (mATHCTS) was used. The overall mean score of the mATHCTS improved significantly after the training-style IPE in their third year. Two individual items in the factor "quality of care delivery" decreased significantly during the first year. In contrast, two individual items in the factor "patient-centered care" increased significantly during the third year. These changes over time were confirmed by analyses using regression factor scores. There are at least two independent attitudes toward collaborative practice (CP) or IPE in response to IPE interventions: the attitude toward "value of IPE for health care providers" may response negatively to IPE in the early stages, and the attitude toward "value of IPE for health care receivers" positively in the later stages. These findings suggest that the continuation of mandatory IPE, which must be designed on the basis of students' high expectations for IPE and CP on entry, may result in profound changes in attitudes amongst participating students.

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Interprofessional Education Initiatives at Gunma University: Simulated Interprofessional Training for Students of Various Health Science Professions

Cited by 9 publications

References 5 publications

Are first-year healthcare undergraduates at an Asian university ready for interprofessional education?

Are first-year healthcare undergraduates at an Asian university ready for interprofessional education?

First-year Medical Students’ Attitudes toward Health Care Teams:

Repeated cross-sectional study of the longitudinal changes in attitudes toward interprofessional health care teams amongst undergraduate students

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