Yoshino J1, Shimooka T2
1Teikyo Heisei University, Department of Physical Therapy, Tokyo, Japan, 2Teikyo Heisei University, Department of Occupational Therapy, Tokyo, Japan
Background: The importance of Interprofessional education among health care professionals is growing worldwide. For the entry level education of Japanese physical therapists and occupational therapists, Interprofessional education will become a compulsory subject in 2020, ahead of other health care professionals. However, at present there are not many universities that provide Interprofessional education in Japan. In our university, we introduced the course Interprofessional Collaboration Theory in 2017.
Purpose: The purpose of this research is to clarify the educational effect of Interprofessional education on entry-level education by comparing survey responses, before and after Interprofessional Collaboration Theory classes held at our university.
Methods: Interprofessional Collaboration Theory is an elective subject that can be taken by third-year student in the 5 departments (Department of Physical Therapy, Occupational Therapy, Speech-Language-Hearing Therapy, Health and Dietetics, and Clinical Psychology) of the Faculty of Health and Medical Science. (15 classes in total) The content of the subject consists of lectures on the necessity of Interprofessional collaboration, introduction of 5 health care professionals, and two case studies using patient scenario. The case study was conducted in mixed groups of different departments, and students made a presentation for each case. The survey was conducted twice, at the beginning and the end of the course using an original open-ended questionnaire. Example questions were "What are the characteristics of the other professions?" and " What are the overlapping areas between your profession and others?" Furthermore, only at the end of the course, "What was acquired by taking this course?" was added. The obtained text data was divided into meaningful sentences and classified according to similarity by two analysts.
Results: The total number of students who took the course was 27 from 5 departments. Two case studies were actively discussed, despite groups being a mix of students from different departments. Regarding the result of "What are the characteristics of the other professions?" at the beginning of the course, 19% of the students answered that they didn't understand at least one professional characteristic. At the end of the course, all students answered appropriately, and the answers were more specific than at the beginning of the course. 26% of the students could not answer the question " What are the overlapping areas between your profession and others?" However, at the end of the course, all the students could answer this question and 70% of the students could expand on the overlapping area with more than two professions. The result of “What was acquired by taking this course?" was divided into nine categories. "Importance of collaboration with other professionals " "Difference between own-profession and other professions" "Importance of communication" "Team building and cooperativeness" "Variety of perspectives "Improved motivation" etc.
Conclusion(s): Through experiencing lectures and group work in this class, they could understand each other's professions and practice collaborative learning. This study enabled us to demonstrate the effects of Interprofessional Education in entry-level education.
Implications: Clarifying the effect of Interprofessional Education can lead to better dissemination in physical therapy education.
Keywords: Interprofessional Education, Entry-Level Education, Educational Outcome
Funding acknowledgements: None
Purpose: The purpose of this research is to clarify the educational effect of Interprofessional education on entry-level education by comparing survey responses, before and after Interprofessional Collaboration Theory classes held at our university.
Methods: Interprofessional Collaboration Theory is an elective subject that can be taken by third-year student in the 5 departments (Department of Physical Therapy, Occupational Therapy, Speech-Language-Hearing Therapy, Health and Dietetics, and Clinical Psychology) of the Faculty of Health and Medical Science. (15 classes in total) The content of the subject consists of lectures on the necessity of Interprofessional collaboration, introduction of 5 health care professionals, and two case studies using patient scenario. The case study was conducted in mixed groups of different departments, and students made a presentation for each case. The survey was conducted twice, at the beginning and the end of the course using an original open-ended questionnaire. Example questions were "What are the characteristics of the other professions?" and " What are the overlapping areas between your profession and others?" Furthermore, only at the end of the course, "What was acquired by taking this course?" was added. The obtained text data was divided into meaningful sentences and classified according to similarity by two analysts.
Results: The total number of students who took the course was 27 from 5 departments. Two case studies were actively discussed, despite groups being a mix of students from different departments. Regarding the result of "What are the characteristics of the other professions?" at the beginning of the course, 19% of the students answered that they didn't understand at least one professional characteristic. At the end of the course, all students answered appropriately, and the answers were more specific than at the beginning of the course. 26% of the students could not answer the question " What are the overlapping areas between your profession and others?" However, at the end of the course, all the students could answer this question and 70% of the students could expand on the overlapping area with more than two professions. The result of “What was acquired by taking this course?" was divided into nine categories. "Importance of collaboration with other professionals " "Difference between own-profession and other professions" "Importance of communication" "Team building and cooperativeness" "Variety of perspectives "Improved motivation" etc.
Conclusion(s): Through experiencing lectures and group work in this class, they could understand each other's professions and practice collaborative learning. This study enabled us to demonstrate the effects of Interprofessional Education in entry-level education.
Implications: Clarifying the effect of Interprofessional Education can lead to better dissemination in physical therapy education.
Keywords: Interprofessional Education, Entry-Level Education, Educational Outcome
Funding acknowledgements: None
Topic: Education; Education: methods of teaching & learning; Education: clinical
Ethics approval required: Yes
Institution: Teikyo Heisei University
Ethics committee: the Ethical Committee of Teikyo Heisei University
Ethics number: 29172
All authors, affiliations and abstracts have been published as submitted.
