Abstract
BackgroundThe mandatory interprofessional education programme at Gunma University was initiated in 1999. This paper is a statistical evaluation of the programme from 1999 to 2007.MethodsA questionnaire of 10 items to assess the achievement levels of the programme, which was developed independently of other assessment systems published previously, was distributed, as well as two or three open-ended questions to be answered at the end of each annual module. A multivariate analysis of variance model was used, and the factor analysis of the responses was performed with varimax rotation.ResultsOver all, 1418 respondents of a possible 1629 students completed the survey, for a total response rate of 87.1%. Cronbach's alpha of 10 items was 0.793, revealing high internal consistency. Our original questionnaire was categorized into four subscales as follows: "Role and responsibilities", "Teamwork and collaboration", "Structure and function of training facilities", and "Professional identity". Students in the Department of Occupational Therapy reached a relatively lower level of achievement. In the replies to the open-ended questions, requests for the participation of the medical students were repeated throughout the evaluation period.ConclusionThe present four subscales measure "understanding", and may take into account the development of interprofessional education programmes with clinical training in various facilities. The content and quality of clinical training subjects may be remarkably dependent on training facilities, suggesting the importance of full consultation mechanisms in the local network with the relevant educational institutes for medicine, health care and welfare.
Highlights
The mandatory interprofessional education programme at Gunma University was initiated in 1999
It is of great interest that the present analyses reached the same three subscales as those described by Parcell & Bligh, i.e. "Role and responsibilities", "Teamwork and collaboration" and "Professional identity", these two assessments were accomplished in completely different Interprofessional education (IPE)
The present IPE programme in Gunma University School of Health Sciences (GUSHS) includes a two-day clinical training session at various types of facilities outside the university in the fields of medicine, health and welfare, while the assessment described by Parcell & Bligh did not include questionnaire items assessing these types of facilities [5]
Summary
The mandatory interprofessional education programme at Gunma University was initiated in 1999. A recent report from a nurse-coordinated, multidisciplinary, family-based, ambulatory programme (EUROACTION) demonstrated that healthier lifestyles and improvement in risk factors were achieved among patients with coronary heart disease and those at high risk for cardiovascular disease and their partners as compared to standard care, indicating the usefulness of interprofessional working (IPW) [2]. Interprofessional education (IPE) plays an important role in the acquisition of an attitude for IPW in graduate and undergraduate students [3]. There has been an explosion of interest in IPE on the part of academic institutions around the world [4]. To plan and perform IPE activities effectively, the characteristic culture of the country as well as the norms, strengths and constraints of the academic institutes must be taken into account. Unique IPE must be adapted for each educational setting in each country
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