• Korean Medical Education Review
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• v.26 no.2
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• pp.108-117
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• 2024

Interprofessional collaboration is crucial for patient-centered care and safety. Since healthcare students will be part of interprofessional teams in the future, they need to understand the unique contributions of various healthcare professions to patient care and develop skills in collaboration, communication, leadership, and mutual respect. In response to this need, healthcare faculties have adopted interprofessional education as an innovative teaching method. However, traditional health education has typically taken place within individual schools, resulting in a limited understanding of other professional roles and identities. In our study, we introduced an interprofessional education model involving two different colleges. A total of 152 undergraduate students, comprising 101 medical students from Chung Ang University and 51 nursing students from Sungshin Women's University, participated in the program. A one-day interprofessional education program was conducted to promote collaboration between medical and nursing students. The program included team building and communication games, scenario-based simulations, such as a "room of errors," and tabletop exercises. Key factors for successful interprofessional education include carefully planned scheduling, leadership, and commitment from participating colleges, faculty support and training, the use of diverse teaching methods and technology, and alignment regarding educational directions among the faculty. We believe that this model may provide valuable insights for healthcare institutions aiming to develop and implement interprofessional curricula.

• Journal of Technologic Dentistry
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• v.36 no.2
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• pp.119-128
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• 2014

Purpose: This study has been carried out to help to enhance the measures of interprofessional collaboration between Dental personnel and dental technicians, and between dental technicians themselves through the analysis of recognition of interprofessional collaboration between dental technicians. Methods: The subjects in this study were 130 dental technicians who were self-written questionnaire. The results were analyzed by SPSS 12.0. The collected data was analyzed by frequency and Correlation. Results: As a result of examining the correlation analysis of each question to explore the factors that affect interprofessional collaboration recognition of dental technicians, the group which received criticism from dental personnel showed negative (-) correlation in the interprofessional collaboration recognition (p<0.05). The following groups showed positive (+) correlations in the recognition of interprofessional collaboration : the group who replied that they can utilize information on the patients associated with the prosthesis production (p<0.01); the group who thinks that they are sharing common goals (P<0.01); and the group who replied that Dental personnel are familiar with patients (p<0.01). The following groups also showed higher positive (+) correlations in the recognition of interprofessional collaboration : the group who replied that they frequently discuss patient's information with Dental personnel (p<0.01); the group who thinks they have mutual confidence in one another (p<0.01); the group who thinks that cooperation among their colleagues in dental technique laboratories are being done well (p<0.01); and the group that has high job satisfaction (p<0.01). Conclusion: Effective communication and team work between human resources for providing medical service of the facility are essential for safe and high-quality medical service to patients. Further, such elements are directly connected to efficiency of the entire team. The reliability between dental technician and Dental personnel for cooperation should not be neglected therefore continuous interests in inter-cooperative partnership is required.

• Korean Journal of Clinical Pharmacy
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• v.33 no.3
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• pp.186-194
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• 2023

Background: Interprofessional education (IPE) is important for collaboration between professionals in the team-based practices of the healthcare field. Objectives: This study aimed to examine pharmacy students across in Korea on the experience of IPE and the perceptions of the importance of interprofessional collaboration (IPC) and the need of IPE. Methods: A cross-sectional survey using a 20 questionnaire to pharmacy students nationwide was conducted from March to May 2019. Results: A total of 555 students from 32 pharmacy schools participated. They recognized that the importance of close pharmacist-medical doctor collaboration was an average of 5.38 points (out of 6 points), but the current level of pharmacist-to-medical doctor collaboration was an average of 2.51 points (out of 6 points), and the reasons for the insufficient IPC were the lack of an environment encouraging mutual cooperation (79.5%) and the psychological distance to the other professional (35.3%). They perceived the necessity of IPE between pharmacistmedical doctor was 4.95 points (out of 6 points), with the curriculum including how to cooperate with medical doctors (78.2%), communication skills (51.0%), and understanding of medical doctors' functions (44.5%), etc. Only 52 respondents (9.4%) had experience in IPE. Respondents who recognized the importance of IPC (≥5 points) showed 4.44-fold higher agreement on the need for IPE than those who did not (≤4 points) (OR 4.44, 95% CI 2.56, 7.68). Conclusions: Further attention and discussion to add IPE program in the pharmacy school curriculum is necessary in order to cultivate pharmacists with sufficient professional collaboration capabilities.

• Korean Medical Education Review
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• v.19 no.1
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• pp.1-9
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• 2017

For the last half-century, interprofessional education (IPE) has been identified and discussed as a critical educational process to facilitate collaboration in order to improve healthcare outcomes for healthcare participants. While the concept is not new, outcome-based research has provided few valid and reliable explanations of whether and how IPE can be effective in healthcare quality improvement. This challenge stems from the struggle to understand the epistemological meaning of IPE. The purpose of this literature review paper is to provide a synthesized understanding of IPE, its meaning, and to provide practical guidance for medical educators. The paper reviewed several key aspects of IPE. Professionalility was discussed to understand the historical background of IPE, followed by an explanation of the international trend of embracing the complexity of health care practice and the need for interprofessional collaboration. Additionally, several theoretical perspectives, such as general systems theory, social identity theory, and community of practice were reviewed to pinpoint what constitutes IPE. Several existing definitions were discussed with similar concepts (i.e., disciplinary vs. professional, and multi-, inter-, vs. trans-) to clarify the nature of knowledge and collaboration in IPE. Three concepts, including practice, authenticity of context, and socialization were proposed as key constructs of IPE, followed by appropriate timing of IPE, outcome research, directions for future research, and guidance for implementation. Community-based medical education practice, professional socialization within a community, and longitudinal system-based outcome research are recommended as future directions for research and practice.

• The Journal of Korean Society for School & Community Health Education
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• v.11 no.1
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• pp.149-158
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• 2010

Background & Objectives: Rising concerns about patient safety and looming health provider shortages were generating new recognition for an old idea. Interprofessional education means that two or more professions learn with, from and about other to improve collaboration and the quality of healthcare. The University of British Columbia established the College of Health Disciplines in 2001 to examine the merits of interprofessional health education. The objective of this study was to review UBC's interprofessional health education and to introduce the theoretical framework of interprofessional education for collaborative patient-centered practice. Methods: This study was conducted with the materials relevant to the interprofessional education. We reviewed the journals and Web site for this subject and we obtained interview data from administrators in the University of British Columbia, College of Health Disciplines. Results: We introduced interdisciplinary education for collaborative patient-centered practice model. It is assumed valuable model in preparing the interprofessional education as well as theoretical framework for implementation. We preseuted the example for interprofessional education of the College of Health Disciplines, University of British Columbia. Conclusion: We need to introduce the interprofessional education at the health care departments of University or College in Korea.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.75-82
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• 2021

This study was conducted to analyse interprofessional education(IPE)-related research within Korean nursing literature and suggest future directions for IPE research. For this, Five articles were included for final review. As a results, IPE in nursing research has received attention since 2017. Studies have confirmed that no clear definition of IPE concepts has been established in nursing education. Key findings regarding IPE were categorized into Awareness of IPE, Effects of IPE as an intervention and Validation of Korean version tools measuring effectiveness of IPE. The collaboration of nurses and other healthcare professionals is essential to providing quality healthcare. Therefore, considerable effort should be made to define the concept of IPE and activate research to effectively apply it to nursing education and practice in Korea.

• Korean Medical Education Review
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• v.21 no.1
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• pp.22-30
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• 2019

Team communication, teamwork, and interprofessional collaboration are critical and the basis for patient safety in a more diverse and complex clinical environment. This study explored the current status of teamwork, team communication, and interprofessionalism in the context of patient safety within undergraduate medical education. A scoping review of the literature published since 2010 was undertaken. Fifteen papers were included for final review. The most commonly used educational methods were off-line lectures and simulations. Standard team communication tools suggested in TeamSTEPPS (team strategies and tools to enhance performance patient safety) were covered in some of the research. Knowledge, skills, and teamwork attitudes, interprofessional collaboration, and/or patient safety were improved in most of the papers. In the previous studies of team communication, the content and method of education, and the change in knowledge and attitudes of the individuals have been widely reported, but more research is needed regarding the method of evaluating the teamwork itself. In addition, education on team communication as well as patient safety and interprofessionalism is lacking. As the importance of team communication in patient safety increases, more attention is needed on this topic in undergraduate medical education.

• Korean Medical Education Review
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• v.21 no.3
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• pp.155-161
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• 2019

Interprofessional education (IPE) can promote high-quality patient care and good medical outcomes through teamwork among health professionals. However, there are no valid measurements to prove the effectiveness of IPE in Korea. This study aimed to develop and test a Korean version of the Self-efficacy for Interprofessional Experimental Learning Scale (SEIEL). The original SEIEL was translated into Korean by two experienced medical professors, and 368 questionnaires were collected from medical and nursing students (third and fourth year). To analyze the validity of the Korean version of the SEIEL, an exploratory and confirmatory factor analysis was conducted. Cronbach's ${\alpha}$ was used to evaluate reliability. Results from the exploratory factor analysis identified two functions: "interprofessional collaboration" and "interprofessional team evaluation." A significant cross-correlation was found between the two functions (r=0.690, p<0.001), with a Cronbach's ${\alpha}$ value of 0.932. The reliability and validity of the Korean version of the SEIEL was identified in this study. This tool can be helpful in measuring the effectiveness of IPE in Korea.

• Korean Medical Education Review
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• v.19 no.3
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• pp.152-157
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• 2017

Interprofessional education (IPE) fosters effective team-based collaborative practice among members of different health care professions to advance high-quality and safe patient care. Although the importance of IPE has been recognized and IPE initiatives have expanded rapidly in the past decades, substantial difficulties in IPE assessment still exist. At present, a lack of consensus on the optimal approach to IPE assessment contributes to uncertainty about the level of attainment of collaborative team performance. This paper aims to provide an overview of the benefits and current challenges associated with IPE assessment. Furthermore, a multifactor model with an assessment matrix and assessment blueprints from a recent study is briefly discussed. We also provide examples of assessment blueprints for the team management of stroke patient discharge covering a competency examination at the levels of individuals, the team, and the task.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.312-320
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• 2019

Purpose: The purpose of this study was to investigate the level of perceived readiness for interprofessional learning and its differences between nursing and other health-related students. Methods: A web-based survey was conducted from April 25 to June 30, 2017 in one university in Korea. A total of 325 undergraduate nursing students and other health-related disciplines completed the structured questionnaire consisting of Readiness for Interprofessional Learning Scale and general characteristics. Data were analyzed by descriptive statistics, t-test, ANOVA, and multiple linear regression. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in other health-related students (t=3.50, p=.001). Nursing students had higher collaboration, professional identity, and roles and responsibilities than other health-related students. The class experiences with other major students was a significant factor related to the readiness for interprofessional learning both in nursing (p=.001) and other health-related students (p=.001). Conclusion: The findings suggest that nursing educators consider the different level of readiness for interprofessional learning between nursing and other health-related students while integrating interprofessional education into nursing education curricula.