Organization of the Program

Inohana IPE is a phased, comprehensive education program consisting of four steps, Step 1 (freshman) through Step 4 (senior). Each step has learning objectives.

Required Four-Year Program

Inohana IPE, which is a required courseor all three undergraduate schools, is a phased learning program with continuity overfour years. It is set as a requirement rather than elective because we believe IPW skills are essential in medical care in the future and something that we should make sure to teach as a duty of educational institution.

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The Theme of Step１ is “Sharing.”

Step 1 “Sharing” is a step where students experience interactions with patients and service users, communication, workshops, and numerous group works in order to develop the ability to build the foundation for professional attitude and communicate with patients, service users, and students in other departments.

The Theme of Step 2 is “Creation.”

Step 2 “Creation” is a step where students participate in the Field Visit Practical Training at health, medical, and welfare facilities as well as in group works in order to develop the ability to understand each team member’s role and function and effectively build the team.

The Theme of Step 3 is “Resolution.”

Step 3 “Resolution” is a step where students analyze the conflict and struggle in the team and work on resolution rather than avoiding in order to develop the ability to understand the conflict between patients/service users and medical professionals and solve the problem.

The Theme of Step 4 is “Integration.”

Step 4 “Integration” is a step where students prepare a hospital discharge plan in a team by integrating the IPE-related understanding that they have built up since Step 1 and the acquired knowledge in own specialized field in order to develop the ability to holistically assess the patient/service user and create a plan for medical examination/care through patient and service user-centric IPW.

Through the above four steps, we strive to develop autonomous healthcare professionals with sophisticated expertise and the attitude to serve for the sake of patient and service users who will work with various professionals, improve each other, and keep learning while being autonomous. (Please refer to the specific page for each step for more details.)

Learning Objectives in Each Step

Step Learning Objectives
Step 1 Sharing Ability to build the foundation for professional attitude and communicate with patients/service users and students in other departments. Students will be able to do the following after completing Step 1:

  1. To think what is necessary to grow as a professional
  2. To understand and respect the role and function of each team member
  3. To explain the initiative and achievement of the team
  4. To understand the experience and desire of patients and service users based on the communication with them
  5. To communicate positively with their team members, other professionals, and faculty members
  6. To fulfil own responsibility in order to achieve team’s goal
Step 2 Creation Ability to understand each team member’s role and function and effectively build the team. Students will be able to do the following after completing Step 2:

  1. To understand (upon receiving explanation) the basis and reason for the treatment and care that are actually implemented
  2. To know the basic knowledge and skill necessary for team building and apply them to own team
  3. To adjust own actions in order to achieve team’s goal
  4. To explain medical and welfare services as well as the care that is implemented from the perspective of the autonomy and independence of the patient/service user
  5. To make effective communication with other professionals, faculty members, and team members in order to achieve team’s goal
  6. To explain the role and function of professions in the fields of medical, health, and welfare
Step 3 Resolution Ability to understand the conflict between patients/service users and medical professionals and solve the problem. Students will be able to do the following after completing Step 3:

  1. To think from the standpoint of student the way a professional should be
  2. To explain the conflict and the solution for the conflict as well as to notice a conflict that is arising in the team
  3. To resolve a conflict within the team in order to achieve team’s goal
  4. To look at multiple ideas for solving problem and choose as a team the best method that respects the will of the patient/service user
  5. To discuss frankly with team members about the way treatment and care should be for the patient/service user
  6. To state opinion to team members based on the specialized knowledge and judgement one has now as a student
Step4 Integration Ability to holistically assess the patient/service user and create a plan for medical examination/care through patient/service user-centric IPW. Students will be able to do the following after completing Step 4:

  1. To apply the latest expertise to a hospital discharge plan with a help of professionals and/or faculty members
  2. To work together with team members based on the characteristics and limitations of their expertise
  3. To assess the situation of the team and determine own action in order to achieve team’s goal
  4. To work as a team to prepare a hospital discharge plan based on a holistic assessment of the patient/service user
  5. To create a friendly atmosphere to have discussions with team members and other various professionals involved on the basis of good human relationships
  6. To explain from the standpoint of student the scope and challenges regarding what can be done with the expertise of own profession and technology