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 health and wellbeing care pros and scientific education associations all over the world. Its importance is principally felt in Japan, the place little has been written at the topic even though the necessity is excellent. fresh tasks between a number of associations have helped to create the Japan Interprofessional operating and schooling community (JIPWEN), comprising ten universities. via session and cooperation with the realm well-being association, different foreign networks, and native overall healthiness coverage planners, JIPWEN specializes in serious matters and appropriate types to help associations attracted to developing IPE courses. With contributions from the 10 JIPWEN member universities, this booklet explains intimately the various contents of current IPE courses and offers potential versions for the expanding variety of associations aiming to enhance their very own IPE courses. The chapters that make up the e-book depict the member associations' backgrounds, pursuits, tools, modules, scholar compositions, facilitation structures, and curricula, delivering a useful description of IPE tasks at present lower than manner in Japan.
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Additional info for Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network
In the interprofessional work units, students develop interprofessional competence through practical training. Students are able to experience other (10 or more) medical professions and learn about their expertise and viewpoints—experiences not afforded by lectures. Students come to understand the role of physicians in interprofessional care by reviewing their work from the standpoint of other health professionals. 1 First Year: “Early Exposure” Various training programs (Figs. 3, 4) to experience health professions are provided during the ﬁrst academic year, just after entrance to the School of Medicine, with the following objectives.
32 in the postsurvey. The signiﬁcant Interprofessional Education at Niigata University of Health and Welfare 19 Table 2. 594 Results are the average ± SD IPW, interprofessional work difference between the two surveys demonstrated that attending the Integrated General Seminar further improved their recognition of the importance of teamwork. Question 6 asked students about the possibility of working with other professionals. 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.
Physicians are being asked not only to cure disease with drugs and surgery to play other, additional roles. They are expected to take a holistic approach to lifestylerelated disease, mental illnesses, and other health problems and to provide quality care for patients while paying attention to their social and psychological backgrounds. In this social context, it is difﬁcult for physicians to provide comprehensive and composite health services according to diversiﬁed patient needs unless they closely cooperate with other health care professionals—including nurses and social workers—and organize interprofessional care teams.
Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network by Hitoshi Sohma, Izumi Sawada, Miki Konno (auth.), Hideomi Watanabe M.D., Ph.D., Misako Koizumi Ph.D. (eds.)