Advanced Initiatives in Interprofessional Education in by Hitoshi Sohma, Izumi Sawada, Miki Konno (auth.), Hideomi

By Hitoshi Sohma, Izumi Sawada, Miki Konno (auth.), Hideomi Watanabe M.D., Ph.D., Misako Koizumi Ph.D. (eds.)

Interprofessional schooling (IPE) is turning into a well-known self-discipline between health and wellbeing care execs and clinical education associations around the world. Its importance is mainly felt in Japan, the place little has been written at the topic even supposing the necessity is superb. contemporary projects between a number of associations have helped to create the Japan Interprofessional operating and schooling community (JIPWEN), comprising ten universities. via session and cooperation with the realm healthiness association, different foreign networks, and native well-being coverage planners, JIPWEN makes a speciality of severe matters and appropriate types to aid associations drawn to establishing IPE courses. With contributions from the 10 JIPWEN member universities, this e-book explains intimately the various contents of present IPE courses and offers doable versions for the expanding variety of associations aiming to advance their very own IPE courses. The chapters that make up the booklet depict the member associations' backgrounds, ambitions, equipment, modules, scholar compositions, facilitation platforms, and curricula, delivering a useful description of IPE tasks at the moment less than method in Japan.

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Additional info for Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network

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Niigata J Health Welfare 7:1–8 5. Barr H (2008) Interprofessional education: from rhetoric to reality. Niigata J Health Welfare 8:90–98 Interprofessional Education Program of the University of Tsukuba: A Program to Develop Interprofessional Competence Takami Maeno1, Ayumi Takayashiki1, Tetsuhiro Maeno1, Tokie Anme2, Akira Hara1, Yuka Saeki2, Osamu Urayama3, and Fujio Otsuka1 Summary This experience-based educational program is designed to train health professionals to provide a high level of interprofessional care.

However, we implemented it earlier than the original schedule, during 2004–2007, because we wanted to introduce it—an unprecedented attempt—in an effective, efficient way. ” The seminar was provided in the form of lectures twice a week over a period of 7 weeks, in which students assessed disabled people regarding their physical functioning in daily life and then held case conferences to develop care plans. 3 In 2005, the seminar was held for three groups of students at a comprehensive community sports club and a nursing care facility for the elderly under two themes.

The Medical Technology Faculty included the following departments: Physical Therapy; Occupational Therapy; Speech, Language, and Hearing Sciences; and Health and Nutrition. The Social Welfare Faculty included the Department of Social Welfare. As of 2009, the university has three faculties and eight departments, with the Departments of Health and Sports (2005), Nursing (2006), and Prosthetics & Orthotics and Assistive Technology (2007) being established. The university was reorganized into three faculties in 2007, when the Faculty of Health Sciences, being added, included the Departments of Health and Nutrition, Health and Sports, and Nursing.

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