2017 年 137 巻 7 号 p. 853-857
At Showa University, which consists of the schools of medicine, dentistry, pharmacy, nursing and rehabilitation sciences, systematic interprofessional education was introduced with the cooperation of all 4 schools and through all undergraduate grades with the purpose of training medical staff who can contribute positively to the medical team. In the lower grades, students study the basics of medical team care based on a 4-school joint curriculum of experience learning (such as early exposure) and problem-based learning (PBL) tutorial inside and outside of the university. In the upper grades, students study the practice of medical team care by joint curriculum of participatory learning in the hospitals and community so as to acquire practical skills. Since 2014, we introduced systematic interprofessional education for home care and narrative-based medicine. Through these curriculums, I expect that the number of medical staff who actively promote patient-centered team medical care in a variety of medical fields, including hospitals and community, will continue to grow in the future.
