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

该项目旨在发展卫生和社会服务基础教育中跨专业工作的教学方法，首先，对跨专业工作的研究进行了审查，并将跨专业工作一词定义为“多学科专业人员的支助活动，他们了解其他专业人员，提供和分享他们的技能和知识，旨在实现相同的目标。跨专业教育（IPE）被定义为“有效促进IPV的教育”。“第二，2003年，为琦玉县立大学护理系、理疗系、职业治疗系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。四个系的四五个学生做一个案子。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。2000 -4年，对参加培训的学生进行了跟踪调查。第三，2004年，利用项目成员创建的一个案例进行了IPW培训。参与者是四个系的学生和另一所大学的医学生。使用问卷对培训进行评价。第四，英国布里斯托大学、南安普顿大学和金斯顿大学的IPE课程。结果发现，IPE能让学生分享以使用者为导向的支援概念，加深学生之间的相互了解，扩阔他们对合作工作的看法，以及认同他们的专业身份。根据调查结果编制了思想政治教育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.