By Hitoshi Sohma, Izumi Sawada, Miki Konno (auth.), Hideomi Watanabe M.D., Ph.D., Misako Koizumi Ph.D. (eds.)
Interprofessional schooling (IPE) is turning into a famous self-discipline between well-being care pros and clinical education associations around the globe. Its value is mainly felt in Japan, the place little has been written at the topic even supposing the necessity is excellent. fresh tasks between numerous associations have helped to create the Japan Interprofessional operating and schooling community (JIPWEN), comprising ten universities. via session and cooperation with the area wellbeing and fitness association, different foreign networks, and native wellbeing and fitness coverage planners, JIPWEN makes a speciality of serious concerns and appropriate types to help associations drawn to developing IPE courses. With contributions from the 10 JIPWEN member universities, this ebook explains intimately the varied contents of current IPE courses and gives conceivable types for the expanding variety of associations aiming to strengthen their very own IPE courses. The chapters that make up the publication depict the member associations' backgrounds, targets, equipment, modules, pupil compositions, facilitation platforms, and curricula, delivering a useful description of IPE tasks presently less than approach in Japan.
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Additional resources for Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network
Otsuka H. Watanabe and M. Koizumi (eds) Advanced Initiatives in Interprofessional Education in Japan. 1007/978-4-431-98076-6_4, © Springer 2010 39 40 M. Otsuka et al. government grant in the Support Program for Contemporary Education Needs. In the study presented, signiﬁcant differences in learning effects were observed in an interprofessional (IP) study, particularly for the aspects of understanding patients, extracting issues, considering resolutions, understanding other professions’ roles, developing perspectives on a team, understanding cooperation and collaboration, and identifying professional roles.
Until 2004, the university consisted of two faculties (Medical Technology and Social Welfare) and ﬁve departments. The Medical Technology Faculty included the following departments: Physical Therapy; Occupational Therapy; Speech, Language, and Hearing Sciences; and Health and Nutrition. The Social Welfare Faculty included the Department of Social Welfare. As of 2009, the university has three faculties and eight departments, with the Departments of Health and Sports (2005), Nursing (2006), and Prosthetics & Orthotics and Assistive Technology (2007) being established.
87 for the postsurvey. No signiﬁcant difference was observed, which suggested that attending the Integrated General Seminar did not affect students’ professional awareness of future professions. Because the Integrated General Seminar held in 2008 improved students’ understanding of research subjects in which both they and other groups were involved and increased their awareness of future professions, we concluded that its educational effects had been proven (Table 2). 5 Future Perspectives for 2009 and Beyond In the revised 2009 curriculum, interprofessional programs were introduced for all students (from the ﬁrst year through the fourth year).