Committee report (Practice Article1) : Online Interprofessional Education

Interprofessional Education Committee; Junji Haruta; Michiko Goto; Takahiko Norose; Chikusa Muraoka; Miyuki Ino; Satoko Ishikawa; Yasushi Uchiyama; Masatsugu Ohtsuki; Hirotaka Kato; Ryohei Goto; Chisako Naito; Takami Maeno; Kenji Yoshimi; Hiroki Yasui

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Committee report (Practice Article1) : Online Interprofessional Education

VernacularTitle:オンラインでの多職種連携教育実践報告　第1報　初年次学生を対象とした教育的なインタラクションを促すオンラインの工夫
Author: Interprofessional Education COMMITTEE ¹ ; Junji HARUTA ² ; Michiko GOTO ³ ; Takahiko NOROSE ³ ; Chikusa MURAOKA ⁴ ; Miyuki INO ¹ ; Satoko ISHIKAWA ⁵ ; Yasushi UCHIYAMA ⁶ ; Masatsugu OHTSUKI ⁷ ; Hirotaka KATO ⁸ ; Ryohei GOTO ⁹ ; Chisako NAITO ⁸ ; Takami MAENO ¹⁰ ; Kenji YOSHIMI ¹¹ ; Hiroki YASUI
Author Information

1. Keio University
2. Mie University Graduate School of Medicine
3. Hokkaido University of Science
4. St. Marianna University School of Medicine
5. Nagoya University Graduate School of Medicine
6. Fujita Health University
7. Iwate Prefecture Iwai Hospital
8. University of Tsukuba
9. Graduate School of Medicine and Faculty of Medicine Kyoto University
10. Seikei University
11. Bihoro Municipal Community Hospital
Keywords: Zoom, LMS (Learning Management System); membership; teamship; understanding of other professionals
From:Medical Education 2021;52(1):53-57
CountryJapan
Language:Japanese
Abstract: It is difficult to implement interprofessional education (IPE) in the classroom due to COVID-19. To share our knowledge of online IPE, we report on how we provided IPE for first-year students at two universities. At Mie University, a class was implemented to use Zoom. Quizzes and chats promoted interactions between instructors and students. At Hokkaido University of Science, an online team medical experience game was conducted via Zoom and a Learning Management System (LMS). The activity promoted interaction between students through gameplay and clear instructions. In both cases, students could successfully develop online IPE based on existing learning methods. Through their experience, it was clear that students are able to understand other professionals’ roles. They were also to commit to membership and/or teamship. On the other hand, students faced challenges with faculty familiarity and time allocation.