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[Practical side of teamwork-based training--practice and evaluation in Gunma University]
Hatsue Ogawara1, Yumiko Abe, Hideomi Watanabe
1Department of Laboratory Science, School of Health Sciences, Faculty of Medicine, Gunma University, Maebashi 371-8511, Japan. ogawara@health.gunma-u.ac.jp
Rinsho Byori. the Japanese Journal of Clinical Pathology
|March 17, 2010
Summary
Gunma University
Area of Science:
- Health Sciences Education
- Interprofessional Education (IPE)
- Medical Technology Training
Context:
- The integration of health sciences schools necessitates innovative educational approaches.
- Specialized medicine often leads to fragmented healthcare.
- Interprofessional collaboration is crucial for holistic patient care.
Purpose:
- To introduce a long-term, simulation-based interprofessional education (IPE) curriculum.
- To assess the efficacy of IPE in fostering teamwork among health science students.
- To evaluate the impact of a distinctive IPE program implemented since 1999.
Summary:
- A mandatory interprofessional education (IPE) curriculum using simulation training has been in place for over a decade.
- Students engage in group discussions, clinical training, and reporting within a team-based framework.
- A 11-year questionnaire survey (1999-2009) assessed the curriculum's effectiveness in team building.
Impact:
- The IPE curriculum demonstrates efficacy in enhancing team-building skills for future medical technologists.
- Systemic assessment reveals the program's success independent of other models.
- Findings support the integration of IPE into health sciences education for improved collaboration.
