Academic and clinical education have faced disruption throughout the world following closure of campuses and a widespread pivot to online instruction, leading to interruption of Interprofessional Education (IPE). During this time, healthcare practice has adopted virtual visits in community settings to accommodate pandemic restrictions. With the pivot to virtual interactions comes the recognition that a humanistic and transformative approach must be highlighted and maintained in both practice and education settings to ensure human connection and compassion are not lost. Educators working within the field of IPE must likewise embrace these paradigms to teach online, maintaining what has worked well in traditional models and exploring new approaches. To foreground humanism in interprofessional care and collaboration, decision-making can be framed in a Relationship-Centred Care Framework considering the following dimensions: Clinician to Patient; Clinician to Clinician; Practitioner to Community; and Clinician to Self. Furthermore, from a pedagogical lens, transformative IPE educators should aim to foster connection, dialogue, and reflection in online learning environments, develop corresponding faculty development programs, and explore novel teaching approaches to enhance collaborative practice with our health professions students in the virtual space. Aligned approaches from our local community have included: advancing simulation, exploring global classrooms, incorporating arts and humanities, and promoting student collaborative leadership through initiatives like Student-Led Environments.

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[in Japanese]

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This paper reports on a large-scale online IPE conducted at Chiba University from 2020 to 2021, focusing on collaborative learning and experiential learning in“Step 1,” the first year of the four-step program. In the collaborative learning, the mean group work self-evaluation scores of students were significantly higher in the group using both of the on-demand tools and the simultaneous interactive tools than in the group using only on -demand tools （p＜0.05）. There was no significant difference in faculty evaluation scores, suggesting that positive feedback from faculty is especially necessary for learning with on-demand tools. In terms of experiential learning, we reported on the implementation issues of learning through interviews with patients and service user using e-mail and simultaneous interactive tools. Assessing the literacy of students with various ICT tools and ensuring the protection of personal information of patients and service users are issues that more need to be addressed.

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At Koshien University, we decided to hold a trial lesson with Takarazuka City School of Nursing, for the full-scale introduction of Interprofessional education (IPE) . However, due to the spread of the new coronavirus infection, IPE was carried out in a slightly irregular manner, i.e. online rather than face-to-face. Utilization of ICT, such as pre-learning using YouTube, exchange meetings using Zoom, and post-questionnaire using Google Forms, made it possible to study without restrictions on location and time. In the future, based on these experiences, we plan to develop a curriculum for IPE.

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[in Japanese]

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[Aim] With the coronavirus infection, exchanges were severely restricted, and the situation of education and medical care changed completely. Education includes professional education and interprofessional education （IPE）, both of which are indispensable. Therefore, through a literature review on IPE before the coronavirus infection, the issues of IPE in the coronavirus infection were organized. [Method] We searched for “（Collaboration in other fields / TH or interprofessional education / AL） and （PT = original paper）” using Ichushi （Search date: August 20, 2020）. We considered issues by study design. [Results] 88 studies, 7 literature studies, 26 observational studies, 4 intervention studies, 3 scale studies, 18 activity reports, 21 qualitative studies, and 8 descriptive studies. Many of the authors belong to educational institutions, and the main survey was for current students. [Conclusion] IPE remained in pre-graduate education and could not reach post-graduate education. In coronavirus, we need a place where we can learn IPE using online tools.

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[Purpose] To implement and evaluate the course “medical teamwork” in the fourth year undergraduate medical program. [Method] A self-evaluation of the achievement of the courses’ goals and objectives after the course. A multidisciplinary collaboration ability was performed using the Interprofessional Competency Assessment Scale for Undergraduates （ICASU） before, in the middle of, and after the course. A chi-square test was used to compare the three time points, and the Mantel-Haenszal test for trend was performed as a tendency test. [Results] A total of 132 responses were analyzed. The percentage of those who answered affirmatively regarding the achievement of the training goals and objectives were 94.7～98.5%. In almost all items of ICASU, the percentage of those who answered “I can” gradually increased in the order of before, in the middle of, and after the training. [Conclusion] The findings indicate that the contents of “medical teamwork” could achieve the courses’ goals and objectives. The result of evaluations by ICASU suggest that the course “medical teamwork” could improve students’ competency in interprofessional collaboration in a short period of time.

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