2018 年 44 巻 4 号 p. 191-202
We conducted multidisciplinary medical care team education as a joint class by Gifu Pharmaceutical University, Gifu University and Heisei College of Health Sciences. We conducted a questionnaire survey on 84 pharmacy students before and after training in order to assess the effect of interprofessional education. Questionnaire items are the importance of each item related to interprofessional collaboration, self-assessment of SBOs (specific behavioral objectives) on the medical care team, KiSS-18 (Kikuchi's scale of social skills: 18 items), RIPLS (readiness for interprofessional learning scale) and IEPS (interdisciplinary education perception scale). The score before and after training was compared using a Wilcoxon signed-rank test. The importance of items related to interprofessional collaboration was reduced in “Patients-/Client-/Family-/Community- Centered” and “Role Contribution”. In medical care team SBOs, the scores increased in all four items. In KiSS-18, the scores increased in several items among the 18 items. In RIPLS, the scores increased in many items among the 19 items, which included “Learning between health and social care students before qualification and for professionals after qualification would improve working relationships after qualification/collaborative practice” and “I would welcome the opportunity to share some generic lectures, tutorials or workshops with other health and social care students/professionals.” In IEPS, the scores increased in many items among the 18 items, which included "Individuals in other professions think highly of my profession.” We found that interprofessional education improved the self-assessment of medical care team SBOs, social skills, learning preparation/orientation, and recognition of multidisciplinary medical care team education in pharmacy students.
