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Interprofessional education (IPE) program could be one of the most important strategies for global standards in medical education.

Authors

Mina Suematsu
Keiko Abe
Hiroki Yasui
Kazumasa Uemura

Theme

5JJ Interprofessional education 2

INSTITUTION

Nagoya University Graduate School of Medicine, Education for Community-Oriented Medicine
Nagoya University School of Medicine, Center for Medical Education

Background

According to the World Federation for Medical Education (WFME), global standards in medical education are required worldwide for better health care. It goes without saying that communication skill and teamwork skill are essential for global standards in medical education.

The aim of our study is to measure teamwork communication skill (TCS) and perception of other professions as a factor which may effect on those skills through the IPE.

Summary of Work

42 students were divided into six small mixed groups to discuss and interview the standardized patients(SPs). This IPE program was composed of the five group discussion sessions to make care-plans for SPs with lung cancer. The main disussion point was how the SPs and familiy need for their End-of-life care.

Table 1. Participants:

Table 2. IPE program in Nagoya University School of Medicine:

Table 3. Quesstionarries:

※NTwS: Nagoya Teamwork Scale was developed by Abe K.⁷⁾

※IEPS: Interdiciplinary Education Peeception Scale was translated into Japanese and developed by Itakura M and Sugimoto N.⁶⁾

1) Group work 2) Explain to SP and Family

This study was approved by the Ethics Committee of the Nagoya University School of Medicine.

more detail

References

1) The Interdisciplinary Education Perception Scale (IEPS): An alternative remodelled sub-scale structure and its reliability. A.K. McFadyen, MSc et al. 2007, Vol. 21, No. 4 , Pages 433-443

2) Assessing professional perceptions: design and validation of an Interdisciplinary Education Perception Scale. Luecht RM et al, J Allied Health. 1990 Spring; 19(2):181-91.

3) Grobal Standards and Accreditation in Medical Education: A view from the WFME. Hans Karle.Academic Medicine, Vol. 81, No.12/ December 2006 Supplement

4) Cross over training with medical, pharmacy and nursing students. Yasui H. 2011, Kyoto Hirokawa publisher, Tokyo.

5) Medical Interview and Simulated Patient, Suzuki T, Abe K. 2011. Nagoya University Publisher, Nagoya.

6) Itakura M, Sugimoto N. Development of Interdisciplinary Education Perception Scale (IEPS) in Japanese. 5th Congress of the Japan Association for Interprofessional Education, Oct. 8 2012

7) Development of Nagoya Team Work Scale (NTwS) to measure.　Abe K, Medical Education(Japan) suppl. 45 2014

8) Playing interprofessional games: reflections on using the Interprofessional Education Game (iPEG). Joseph S, Diack L. J Interprof Care. 2014 Aug 7:1-3.

Summary of Results

Table 4. Detail scores of each profession focused on Q11(IEPS).

Q 11.: Individuals in my profession have a higher status than individuals in other professions.

Conclusion

1. Although several limitations (small sample size, not compared to the other strategies) remained, our IPE program was useful strategy to improve TCS.

2. 5 repeated group works and mixed professions were two main factors required interactive communication skill.

3. Overall, our results of IEPS showed understanding of other professionals' role and perception deeply.

4. Self professional confidence in medical students were decreased (Q11.), however the result suggested a positive outcome for understanding other professions.

5. McFadyen reported that Q11 may not be appropriate for the assessment of undergraduates at the start of their professional development. Further analises should be done to use IEPS for Q11.

Take-home Messages

Interprofessional education (IPE) program could be one of the most important strategies for global standards in medical education.

Summary of Work

Nagoya Team Work Scale : NTwS

There are 7 scales from completely disagree (1) to completely agree (7).

Completely　 Completely

disagree agree

1. I have difficulty to do something in cooperation with plural people.	1	2	3	4	5	6	7
2. When an opposition seems to happen, I work to avoid it.	1	2	3	4	5	6	7
3. I often learn from other persons.	1	2	3	4	5	6	7
4. I value the human relationship when discussing in the group.	1	2	3	4	5	6	7
5. I expect that other persons take roles when I work in the team.	1	2	3	4	5	6	7
6. I have not been conscious of ethical problems very much.	1	2	3	4	5	6	7
7. I certainly do what I decide with others.	1	2	3	4	5	6	7
8. If the person has knowledge, I am not worried about the manner.	1	2	3	4	5	6	7
9. I always listen to what other person says.	1	2	3	4	5	6	7
10. I work actively when I do something in group.	1	2	3	4	5	6	7
11. When I am not confidence, I can not give my opinion.	1	2	3	4	5	6	7
12. I postpone what I don't understand well.	1	2	3	4	5	6	7
13. I rarely reflect what I have done.	1	2	3	4	5	6	7
14. I respect other person's opinion	1	2	3	4	5	6	7
15. I am always conscious of my own role and act.	1	2	3	4	5	6	7
16. I do not understand my roles in medical team well.	1	2	3	4	5	6	7
17. I always aware of how a patient thinks.	1	2	3	4	5	6	7
18. I have some negative preposition about other health professionals.	1	2	3	4	5	6	7
19. It is difficult to image a patient life.	1	2	3	4	5	6	7
20. It does not matter that I don't know the work of other health professionals.	1	2	3	4	5	6	7
21. I think a patient is a member of a health care team.	1	2	3	4	5	6	7
22. I am interested in the work of other health professionals.	1	2	3	4	5	6	7
23. I don't know the roles of other health professionals.	1	2	3	4	5	6	7

INTERDISCIPLINARY EDUCATION PERCEPTION SCALE

- Luecht et al, (1990, Journal of Allied Health, 181-191) with permission.

Using the scale below, (Strongly Disagree–1 to Strongly Agree–6) please rate your perception of your profession and other disciplines. DESCRIPTOR	Strongly Disagree 1	Moderately Disagree 2	Somewhat Disagree 3	Somewhat Agree 4	Moderately Agree 5	Strongly Agree 6
1. Individuals in my profession are well-trained.	1	2	3	4	5	6
2. Individuals in my profession are able to work closely with individuals in other professions.	1	2	3	4	5	6
3. Individuals in my profession demonstrate a great deal of autonomy.	1	2	3	4	5	6
4. Individuals in other professions respect the work done by my profession.	1	2	3	4	5	6
5. Individuals in my profession are very positive about their goals and objectives.	1	2	3	4	5	6
6. Individuals in my profession need to cooperate with other professions.	1	2	3	4	5	6
7. Individuals in my profession are very positive about their contributions and accomplishments.	1	2	3	4	5	6
8. Individuals in my profession must depend upon the work of people in other professions.	1	2	3	4	5	6
9. Individuals in other professions think highly of my profession.	1	2	3	4	5	6
10. Individuals in my profession trust each other’s professional judgment.	1	2	3	4	5	6
11. Individuals in my profession have a higher status than individuals in other professions.	1	2	3	4	5	6
12. Individuals in my profession make every effort to understand the capabilities and contributions of other professions.	1	2	3	4	5	6
13. Individuals in my profession are extremely competent.	1	2	3	4	5	6
14. Individuals in my profession are willing to share information and resources with other professionals.	1	2	3	4	5	6
15. Individuals in my profession have good relations with people in other professions.	1	2	3	4	5	6
16. Individuals in my profession think highly of other related professions.	1	2	3	4	5	6
17. Individuals in my profession work well with each other.	1	2	3	4	5	6
18. Individuals in other professions often seek the advice of people in my profession.	1	2	3	4	5	6