Published Papers etc.

Book

Advanced Initiatives in Interprofessional Education in Japan

Hideomi Watanabe, Misako Koizumi(eds.)Advanced Initiatives in Interprofessional Education in Japan: Japan Interprofessional Working and Education Network. Springer, 2010.

Papers

1. Hatsue Ogawara, Mayumi Ito, Fumio Endo, Hirohisa Yamakatsu, and Ayako Ono: Educational assessment of teamwork training over the past four years (Proceedings of the School of Health Sciences, Gunma University, 24: 93-101, 2003)
2. Fumio Endo, Mayumi Ito, Hatsue Ogawara, Hirohisa Yamakatsu: The status of education for multidisciplinary care in the School of Health Sciences, Faculty of Medicine, Gunma University – Approaches to teamwork training (Quality Nursing, 9: 36-39, 2003)
3. Yoko Uchida: Discharge plans to increase “ADL (activity of daily living)” – Discharge plans developed by students (Community care, 7: 58-61, 2005)
4. Ogawara H, Hayashi T, Asakawa Y, Iwasaki K, Matsuda T, Abe Y, Tozato F, Makino T, Koizumi M, Yasukawa T, Watanabe H. Systematic inclusion of mandatory interprofessional education in health professions curricula at Gunma University: a report of student self-assessment in a nine-year implementation. Hum Resour Health, 7:60, 2009.
5. Ogawara H, Abe Y, Watanabe H. The Practical Side of Teamwork-Based Training – Practice and Evaluation in Gunma University – Rinsho Byori 58(2):178-182, 2010.
6. Makino T, Shinozaki H, Hayashi T, Ogawara H, Asakawa Y, Iwasaki K, Matsuda T, Abe Y, Tozato F, Handa H, Bumsuk L, Koizumi M, Yasukawa T, Watanabe H. Comparison of the interprofessional education assessment between health sciences’ and medical students. The Journal of Interprofessional Collaboration in Health and Social Care 2(1):1-11, 2010.
7.  Hayashi T, Shinozaki H, Makino T, Ogawara H, Asakawa Y, Iwasaki K, Matsuda T, Abe Y, Tozato F, Koizumi M, Yasukawa T, Lee B, Hayashi K, Watanabe H. Changes in attitudes toward interprofessional health care teams and education in the first- and third-year undergraduate students. J Interprof Care, 26(2):100-107, 2012.
8. Lee B, Celletti F, Makino T, Matsui H, Watanabe H. Attitudes of medical school deans towards interprofessional education in Western Pacific Region countries. J Interprof Care, 26:  479-483, 2012.
9.  Makino T, Shinozaki H, Hayashi K, Lee B, Matsui H, Kururi N, Kazama H, Ogawara H, Tozato F, Iwasaki K, Asakawa Y, Abe Y, Uchida Y, Kanaizumi S, Sakou K, Watanabe H. Attitudes toward interprofessional healthcare teams: A comparison between undergraduate students and alumni. J Interprof Care, 27(3): 261-268, 2013.

Reports Concerning Faculty Development

1. Mayumi Ito: The status of teamwork training and problems: Workshop for health sciences education in Gunma University, “Curriculums for health sciences education”, at the Millennium Hall in the School of Health Sciences, Faculty of Medicine, Gunma University on February 6, 2004 (Maebashi)
2. Hideomi Watanabe, Misako Koizumi, Tamiko Matsuda:
   “The present and future activities concerning the Support Program for Distinctive University Education” Simulated interprofessional training for students from different departments. 2007 workshop on health sciences education held by the School of Health Sciences, Faculty of Medicine, Gunma University (vol. 9), March 24, 2008, Millennium Hall, the School of Health Sciences, Faculty of Medicine, Gunma University, Maebashi City
3. Fusae Tozato: The results of the simulated interprofessional training for students from different departments
   2009 workshop on health sciences education held by the School of Health Sciences, Faculty of Medicine, Gunma University (vol. 11)March 2, 2010, Lecture Room, the School of Health Sciences, Faculty of Medicine, Gunma University, Maebashi City

Guidelines and Reports

The Curriculum Guidelines

The curriculum guidelines are distributed to instructors in charge of training groups at the time of the first guidance. The guidelines, designed to provide the outline of practical training, present time schedules and details of training as well as the goals of each group. The Teamwork Training Guidance is distributed to students.

The Reports on Teamwork Training

Since the first session in 1999, reports on teamwork training have been submitted every year. Each of about twenty groups creates a four page-report stating profiles of the training facility, explanation of targeted diseases, and achievements of the training as well as room for improvement. Opinions and comments from students confirm their willingness to conduct the training with students of the School of Medicine. Reports are forwarded not only to instructors of the School of the Health Sciences but also to the facilities where training has been provided. This facilitates information exchange between them.