Developing Teaching Methods of Interprofessional Work in Basic Education of Health and Social Services

该项目旨在开发卫生和社会服务基础教育中跨专业工作的教学方法。首先，对跨专业工作(IPW)的研究进行了审查，术语IPV已被定义为“由多个学科的专业人员开展的支持活动，他们了解其他专业人员，提供和分享他们的技能和知识，并旨在实现相同的目标。”专业间教育(IPE)被定义为“有效促进IPV的教育”。第二，2003年，在崎玉县立大学为护理、理疗、产后治疗和社会工作系的四年级学生举办了IPW培训。与提供家庭护理的机构合作。四个系的四到五个学生参与了一个案例。他们检查了用户/患者的数据，访问了他或她的家，并采访了支持人员。在200-2004年，对参加培训的学生进行了调查，作为跟踪研究。第三，在2004年，项目成员创建了一个案例，进行了IPW培训。参与者是四个科室的学生和另一所大学的医学生。采用问卷调查的方式对培训进行评估。第四，对英国布里斯托大学、南安普顿大学和金斯敦大学的IPE课程进行了分析。结果发现，IPE使学生分享了以用户为导向的支持理念，加深了学生之间的相互理解，拓宽了他们合作工作的视野，并认可了他们的职业认同。在此基础上编制了IPE课程大纲和学生自我评价表。

This project has aimed to develop teaching methods of interprofessional work in basic education of health and social services.First, the studies on interprofessional work (IPW) have been examined, and the term IPV has come to be defined as "support activities by the professionals in multiple disciplines who understand other professionals, offer and share their skills and knowledge, and aim at achieving the same objectives." Interprofessional education (IPE) has been defined as "education which effectively promotes IPV."Second, in 2003, IPW training was held for the fourth year students of the departments of nursing, physical therapy, occupatioatal therapy, and social work at Saitama Prefecturral University. With the cooperation of the institutions providing homecare. four or five students of the four departments worked on one case. They examined the data of the user/patient, visited his or her house, and interviewed the support staff. In 200-4, the investigation on the students who participated in the training was held as a follow-up study.Third, in 2004, IPW training was conducted with one case created by the project members. The participants were students of the four departments and medical students of another university. Questionnaires were used to evaluate the training. The students' answers before and after the training were compared; besides the results of the work done by the multidisciplinary groups and single disciplinary groups were examined.Fourth, IPE courses at Bristol University, Southampton University and Kingston University in the U.K. have been analyzed.As a result, the study has found that IPE enables the students to share the concept of user-oriented support, deepe mutual understanding among the students, broaden their views for collaborative work, and recognize their professional identity. The IPE course syllabus and the student self-evaluation form have been made based on the findings.