Now that "team medical care" is indispensable in the medical field, there is a strong demand for close cooperation with various professionals such as Doctor, nurses, and pharmacists.
Osaka Medical and Pharmaceutical University, promotes interprofessional education [IPE: Interprofessional Education] to develop the ability to understand multiple professions and to have practical cooperation over six years (four years for Faculty of Nursing). I'm here. After graduation, students acquire advanced knowledge and skills in order to build close relationships of trust in clinical and regional medical settings.
*The published information is as of 2021.
Aim of promoting Interprofessional education
Our university is focusing on the evolution and development of multidisciplinary education by pharmaceutical nurses. In the medical field, there are criticisms such as "The Doctor is looking at the chart on the monitor rather than the patient's face" and "Wait for 30 minutes and the treatment is 3 minutes". I think these problems are due to the fact that Doctor do not look at patients as "people" because they try to diagnose their "illness". For example, some patients with the same illness should take the medication properly, while others may be better off with exercise and diet. Our goal is to be a university that can provide holistic medical education that treats patients as "people." Considering the situation of Takatsuki City, the location of our university, which is aging, it is an urgent task to establish a system that can provide medical care tailored to each individual patient. At this university, education that contributes to the realization of true team medical care, where Doctor, nurses, pharmacists, and various medical professionals work together on an equal footing to provide the necessary treatment to each person, centered on patients. We will continue to promote.
Lectures / exercises to deepen understanding of multiple occupations in lower to middle grades
First of all, the first step in multi-professional collaboration is to correctly know what kinds of occupations there are in the medical profession and what kind of things people in each occupation think about, and to build trusting relationships. We will deepen mutual understanding, starting with the “new student joint training” jointly held by medical nurses immediately after admission.
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New student joint training グランキューブ大阪にて、医・薬・看の３学部生が入り交じる研修を行い、ディスカッションを通じて、最初の交流を図ります。
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Multidisciplinary Collaboration Theory 1 "Medical Care Mind" A group of medical students, pharmaceutical students, and nursing students is formed and gathered together to attend lectures. Understand the same challenges from multiple perspectives.
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Multidisciplinary Collaboration Theory 2 "Medical Care and Professionals" In a group discussion format, you will acquire the basic ability to collaborate with professional occupations.
Middle to upper grades clinical / clinical training and clinical conference
In the Kochi Prefecture Community Healthcare Support Project, a joint selection team of two people from each faculty of medical care and nursing will practice community medicine based at Reihoku Central Hospital in Motoyama Town, Kochi Prefecture.
Under the comprehensive community care system, this program allows you to experience the actual conditions of medical care, long-term care, and welfare. We will deepen practical learning based on communication and mutual understanding between occupations based on the specialties of medicine, nursing, and medicine.
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Visit medical treatment scenery -
Local training scene
Practical exercises using simulation education methods for middle to upper grades
For issues that cannot be solved without cooperation based on advanced specialized knowledge, such as medical ethics and medical safety, we will provide practical active learning centered on the PBLD (problem-solving class) method.
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Multidisciplinary Collaboration Theory 3 "Medical Ethics" We will cultivate the ability to respect the perspectives of other faculties and present optimal responses to life and medical ethics issues.
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Multidisciplinary Collaboration Theory 4 "Medical Safety" Multidisciplinary Collaboration Theory 4 (Medical Safety) examines medical safety scenarios that require a multidisciplinary perspective in clinical practice.
What is simulation education?
In current medical education, medical students and trainees are ethically not allowed to perform invasive acts that harm the patient's body. In addition, when clinical training is conducted jointly by medical and nursing staff, there are spatial restrictions due to the large number of people involved. For this reason, it is very effective to use simulations to learn everything from technical skills to communication. For example, scenarios of serious clinical accidents and critical cases are presented in the form of PBL (Project Based Learning). After acquiring basic knowledge and sharing learning goals through pre-learning, participants will discuss how to work together as a team by extracting issues from the perspective of their own and other occupations. After the simulation, we look back to identify areas for improvement and deepen our learning.
From 2017, our university has adopted "Construction of a multi-professional collaborative education system using a simulation environment" as a research base development incentive subsidy theme. Medical nursing teachers have jointly promoted education and research, such as holding lectures on interdisciplinary education and simulation education methods. Furthermore, for the 2019 research center development subsidy theme, we have adopted the theme of “Construction of teacher FD for seamless interdisciplinary education”. In 2020, we are also working to widely disseminate that knowledge, such as publishing the book “Practical Multi-professional Collaborative Education” with the participation of many teachers.
Voices of students who attended
At the 5th year joint clinical conference, I was surprised that the way of getting involved is completely different depending on the faculty, even though I am in charge of the same patient at the same time. Since I belonged only to a cultural club, I had little involvement with other faculties outside of class, and I felt that it was a waste to have a limited perspective. Doctor often not only interact with patients, but also interact with people in other occupations outside the clinic. Doctor can do alone, and I rely on other occupations. What I learned in the multidisciplinary class is "human involvement" with people in completely different positions. I think that when I become a trainee, I will come to life when I broaden my horizons and realize that I should talk to people in other occupations in this way.
[Mr. MO, 6th year Faculty of Medicine］
Beginning with the first year off-campus training camp, I have taken a series of classes on medical minds and professional collaboration medical theory. Through discussions with students from other faculties sitting next to me, I was able to learn "what kind of learning I have learned and what kind of spirit I have." I think that the attitude toward patients is basically the same regardless of the type of job. However, if you Faculty of Medicine, you do not know what other people think. It is valuable that more opportunities to Faculty of Pharmacy Faculty of Nursing and pharmacy students, who are familiar to us in medical care, are incorporated into classes. I think it is important to lower the barriers between multiple occupations and build relationships that respect each other.
[Mr. SO, 4th year Faculty of Medicine］
At the joint training camp with the Faculty of Medicine first year, I was able to learn about the viewpoints and differences in thinking between the Faculty of Medicine and the Faculty of Nursing At the 3rd year medical and nursing fusion conference, Maternal Nursing and Psychiatric nursing and noticed the difference in how to relate to patients more deeply. At the 4th year clinical joint conference, I renewed what I had learned so far. It was an opportunity to relearn. Also, since I was the manager of an athletic club, it was good to be Faculty of Medicine In the future, Faculty of Pharmacy students in joint classes will be an important factor for learning from a broader perspective on how to treat patients in clinical settings.
[Faculty of Nursing 4th year student NB]
I decided on a university because I knew that there was collaborative learning. At the first year's joint training camp, I was Faculty of Medicine, but by noticing the good points of each, I deepened my subsequent learning with the dream of "I want to be like this" from the perspective of nursing. I was able to go. In the joint class with Faculty of Medicine third year, I Doctor about treatment policies for future patients. I feel the importance of noticing the differences in the viewpoints and ways of thinking of various occupations, thinking about future home medical care, and continuing to study to become a public health nurse. In the future, I think it is important to be able to learn the relationship between the patient's disease and the prescription drug at an earlier stage by increasing cooperation with the Faculty of Pharmacy
[TM, 4th year student, Faculty of Nursing］