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 wellbeing and fitness care pros and scientific education associations around 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 projects 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 future health association, different overseas networks, and native health and wellbeing coverage planners, JIPWEN specializes in serious concerns and appropriate versions to help associations drawn to constructing IPE courses. With contributions from the 10 JIPWEN member universities, this ebook explains intimately the various contents of latest IPE courses and offers attainable types for the expanding variety of associations aiming to advance their very own IPE courses. The chapters that make up the booklet depict the member associations' backgrounds, targets, equipment, modules, pupil compositions, facilitation structures, and curricula, supplying a useful description of IPE projects presently lower than approach in Japan.
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Extra info for Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network
Education aiming at the realization of collaborated and integrated services is provided with the support of communities. 2 Background and Goals of the IPE Program In our aged society, medical and nursing care has become vital, as more elderly people have limited mental and physical function and chronic diseases. The government has emphasized the need to enhance health care activities so as to shorten the period of nursing care for the elderly. Japan has long-term nursing care insurance; and medicine, health care, and social care have gradually become integrated.
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.
In other words, the students discussed a clinical case among a group of students from the same department on the ﬁrst day and among a mixed group of students from other departments on the second day. The group members were randomly selected in a drawing.