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Rating: 4.0/5 (2 votes cast)

Authors Institution
Kumiko Yamaguchi1)2)
Mina Nakagawa1)2)
Yuko Segawa-Tokunaga2)
Hiroto Yamamoto2)
Jun Tsuruta1)2)
Kazuki Takada1)2)
1)Tokyo Medical and Dental University Depertment of Professional Development in Health Science
2)Tokyo Medical and Dental University Center for Interprofessional Education
Theme
4JJ Interprofessional education 1
The impact of final-year interprofessional education (IPE) for medical and dental students
Background

An aging society requires coordinated and collaborative care between medical, dental and other health professionals. To achieve this, we developed a new session for interprofessional education (IPE) for undergraduate students.

Summary of Work

A total of 255 final-year students from five schools for health professions participated in a two-day-long case-based IPE program, 2013 (Table 1). A case that included systemic, oral, and social dilemmas was prepared in order to promote and require active participation of all students in mixed-small-group discussions. All students completed pre- and post-participation questionnaires. The results were analyzed quantitatively and qualitatively.

Most of the participants (214/255) considered this program to have exceeded their expectations (Figure 1). Students’ ratings of the following items significantly increased post participation: the understanding of 1) the roles and responsibilities of other professions, 2) the view points of other professions in addressing healthcare needs of patients, and 7) one’s own roles and limitations in knowledge and abilities (Figure 2, detail).

Qualitative study was performed using comments of the students (Table 2). Most of the comments were concerning “Other healthcare professions”, “Own profession” and “Interprofessional work”. Especially, “I learned about other healthcare professions” was the most frequently observed comment. Of the students learning in dentistry departments, “I could change my attitude toward patient care through these sessions” was observed more than in other departments' students. Some of these students mentioned realizing they were not considering just the oral condition, but the entire patient.The comments from medical technology (MT) students were slightly different from other students. “I realized the shortage of my knowledge and/or skill as a professional” and “I found that I need to learn more about my own profession” were more than other school students. One reason for this difference is only the MT students have never experienced discussion with case scenario within their own curriculum before this session. Nursing science, MT and Oral health students (4th grade) mentioned “I learned I have my own speciality” and “I became more confident in representing my profession” more than medicine and dentistry students (6th grade). This lead us to believe younger students feel stronger about their speciality.

Take-home Messages

Final-year IPE sessions may effectively equip students with the Roles/Responsibilities competencies.

Summary of Results

Table 1                                                                     Figure 1                                                                                                                                      

                                                         

Figure 2

  1. Able to explain roles and responsibilities of other healthcare professions.
  2. Able to explain the views of other healthcare professionals in addressing patients’ needs
  3. Able to explain the roles of other team members in interprofessional work (IPW) to patient.
  4. Able to explain own role in IPW.
  5. Able to use own expertise to have discussions with other professionals.
  6. Able to increase understanding of patients through IPW interaction.
  7. Able to increase understanding of one’s own roles and limitations through IPW interaction.
  8. Interprofessional education (IPE) is necessary for all health sciences’ students

Table 2

Conclusion

Our results suggest that a final-year IPE session may be effective in helping students acquire the Roles/Responsibilities competencies and that its impact may vary among students of different health professions. Also, our program may serve as an IPE model in which students of both medical and dental professions study together.

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Background
Summary of Work
Take-home Messages
Summary of Results

figure 1

 

Conclusion
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