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

这个项目的目的是制订保健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）的研究进行了考察，IPW一词被定义为“多学科专业人员相互了解，提供和分享他们的技能和知识，并以实现相同目标为目标的支持活动”。跨专业教育被定义为“有效促进跨专业教育的教育”。第二，在2003年，为埼玉县立大学护理系、物理治疗系、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。4个系的4、5个学生一起办案。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2002 - 2004年，对参加培训的学生进行了调查作为跟踪研究。第三，2004年开展IPW培训，由项目成员创建一个案例。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估。比较训练前后学生的回答；此外，还对多学科小组和单一学科小组的工作结果进行了检查。第四，对英国布里斯托尔大学、南安普敦大学和金斯顿大学的IPE课程进行分析。因此，研究发现，IPE使学生能够分享用户导向支持的概念，加深学生之间的相互理解，拓宽他们对协同工作的看法，并认识到他们的职业认同。根据调查结果，我们编制了国际政治经济学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.