By Hitoshi Sohma, Izumi Sawada, Miki Konno (auth.), Hideomi Watanabe M.D., Ph.D., Misako Koizumi Ph.D. (eds.)
Interprofessional schooling (IPE) is changing into a well-known self-discipline between wellbeing and fitness care pros and clinical education associations all over the world. Its value is mainly felt in Japan, the place little has been written at the topic even if 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 area well-being association, different foreign networks, and native overall healthiness coverage planners, JIPWEN makes a speciality of severe concerns and acceptable types to help associations drawn to developing IPE courses. With contributions from the 10 JIPWEN member universities, this e-book explains intimately the varied contents of present IPE courses and gives attainable types for the expanding variety of associations aiming to increase their very own IPE courses. The chapters that make up the booklet depict the member associations' backgrounds, targets, equipment, modules, pupil compositions, facilitation platforms, and curricula, offering a useful description of IPE projects at the moment less than manner in Japan.
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Additional resources for Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network
Lectures is inappropriate as a strategy for developing skills for interprofessional work. , coordinating among departments and obtaining support from medical facilities). As a result, most medical students in Japan become doctors without the experience of interacting with other health professionals or understanding their roles. Furthermore, this situation may last throughout their career. In the program at Tsukuba University, students can improve interprofessional competence effectively; for example, students come to understand patients’ feelings and thoughts through experiencing an actual patient; and they come to understand the role of various health professionals by experiencing the work of nurses and other health professionals—experiences not acquired from classroom lectures.
Medical student) – I found it difﬁcult to convey my thoughts to those who have been trained in different ﬁelds. (Nursing student) – I learned the standpoints and roles of other medical professionals. 01 100% 1 Definitely no Fig. 9. Results of a questionnaire survey before and after a community-based medicine clerkship 38 T. Maeno et al. 6 Brief Discussion Although the Program to Develop Interprofessional Competence has achieved signiﬁcant results, it is centered on simulated care conferences using case scenarios.
Assessment of ALS patients and support for home living 3. Patients with spastic cerebral paralysis 4. Support for athletes with sportrelated joint injury 5. Lifestyle management for patients with possible metabolic syndrome 1. Home care for patients with cerebrovascular disorders 2. Support for a male patient with cerebellar infarction/his participation in social activities 3. Support for patients with spastic cerebral palsy 4. Support for athletes with sport-related injuries 5. Advice for patients with (possible) metabolic syndrome 6.