• 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.

• Journal of Integrative Natural Science
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• v.15 no.2
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• pp.55-61
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• 2022

Recently people require complex access to problems in various fields of health, medical and welfare by an aging society. For this reason, the need for interprofessional education is required at the site of university education. This study was conducted to investigate the effect of interprofessional education (IPE) on attitudes towards health care teams. The subjects were 29 sophomores in the fields of health, medical and welfare in a university. Attitudes Towards Health Care Teams Scale (ATHCT) was used to measure the attitudes towards health care teams of subjects. The subjects were provided with a IPE program. The collected data were analyzed by descriptive analysis and paired t-test using the SPSS 26.0 version program. The attitudes towards health care teams of subjects increased significantly after IPE education (t=-4.28, p<.001). And there were significant differences in the three sub-factors of attitudes towards health care teams (Team efficacy, t=-4.44, p<.001; Benefit of communication, t=-3.30, p=.003; Team value, t=-3.21, p=.003). Therefore, the IPE program is considered to be an effective education program to improve attitudes towards health care teams.

• Journal of Korean Biological Nursing Science
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• v.26 no.2
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• pp.83-98
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• 2024

Purpose: This study investigated how interprofessional education (IPE) related to medication for undergraduate healthcare students, including nursing students, has been designed and conducted. Furthermore, the outcomes of these IPE programs were evaluated. Methods: A scoping review was performed to understand the content and methods of IPE on medication for undergraduate healthcare students, including nursing students. A literature search was done using PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Research Information Sharing Service, and Korean Nursing Database in English between January 2000 and December 2022. In total, 14 papers were selected and reviewed. Results: Eleven research studies were conducted on the implementation of one-time IPE on medication safety or errors. Among them, six studies focused on providing IPE to nursing students alongside medical and pharmacy students, while three studies targeted nursing and medical students, and two studies focused on nursing and pharmacy students. The most commonly employed educational method was simulation, which was utilized in 12 studies. All studies consistently reported a positive impact on attitudes toward IPE and effective communication. Additionally, five studies evaluating medication knowledge reported improvements in participants' understanding of drugs. Conclusion: The effects of IPE related to medication for undergraduate nursing students have been confirmed. It is necessary to introduce IPE in the field of pharmacology.

• Korean Medical Education Review
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• v.26 no.2
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• pp.81-82
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• 2024

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.3
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• pp.1165-1170
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• 2011

The purpose of the study was to explore the perception of dentist and dental hygienist of Interprofessional cooperation, to identify factors influencing dentist and dental hygienist satisfaction with their cooperation. The data were collected with a questionnaire for this study from 6 April, 2009 to 27 April 2009. Data were analyzed using SPSS(Statistical Package for Social Science) WIN 12.0 Program to determine the perception of dentist and dental hygienist of Interprofessional cooperation and predicting factors on their satisfaction. The result shows that dental hygienist is recognized that degree of depression which is caused by dentist's condemnation and by dental hygienist's condemnation rather than dentist. On the other hands, dentist is recognized that the importance of interprofessional cooperation and mutual trust between dentist and dental hygienist.

• Korean Medical Education Review
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• v.22 no.2
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• pp.122-130
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• 2020

Concern for patient safety underlies the need for interprofessional education (IPE). One way to measure the effectiveness of IPE is by measuring attitude change toward other healthcare professionals; however, there are currently no valid Korean tools to measure such a change in attitudes. Therefore, this study aims to develop and test a Korean version of the Interprofessional Attitudes Scale (IPAS). The original IPAS was translated into Korean according to the World Health Organization's guidelines after obtaining permission from the article's corresponding author. A total of 414 questionnaires were collected from third- and fourth-year medical and nursing students at four Korean institutions in December 2018. To analyze the validity of the Korean IPAS, exploratory and confirmatory factor analyses were conducted. Cronbach's α was used to evaluate reliability. Results from the exploratory factor analysis identified four functions: teamwork, community-centeredness, patient-centeredness, and respect for diversity. Significant cross-correlations were found among the four functions (r=0.438-0.631, p<0.001) along with overall reliability (Cronbach's α=0.929) and reliability of each subfactor (Cronbach's α=0.804-0.897). This study verified the validity and reliability of the Korean version of the IPAS, so this scale can be used in the future to measure the effectiveness of IPE in Korea.

• Korean Journal of Clinical Pharmacy
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• v.32 no.4
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• pp.328-335
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• 2022

Background: Case-based learning (CBL) is becoming an important approach for improving interprofessional collaboration education. Previous studies have examined learners' satisfaction with interprofessional education (IPE) in medical institutions. However, there are few studies on the implementation of university-led CBL interventions and their direct effects on learning outcomes. The aim of this study was to evaluate the effectiveness of CBL interventions on changes in the participants' perception and knowledge acquisition ability. Methods: The CBL approach consisted of team-based case-based learning, self-directed learning, and post-feedback. It was conducted as a single course for pharmacy students in their 5th year in a university setting. Changes in the participants' perceptions and self-assessments of competence levels were evaluated using survey responses. The effect of the CBL intervention on knowledge acquisition ability was directly evaluated using the exam score. Results: The majority agreed or strongly agreed that team-based case-based learning, and self-directed learning helped them to improve their knowledge and skills to a higher level and to increase the self-assessment of competency level. The average score of knowledge acquisition ability (average score of 75.0, p=0.0098) was significantly higher in the CBL intervention group than the lecture-based learning intervention group (average score of 52.0). Conclusion: The participants positively perceived that CBL intervention helped them to effectively improve their knowledge and the self-assessment of competency level. It also enhanced knowledge acquisition ability. These data, based on the survey responses, suggest that it is necessary to implement CBL interventions in a university-led single professional education.

• Korean Medical Education Review
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• v.26 no.2
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• pp.93-107
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• 2024

Interprofessional education (IPE) is relatively new in medical schools in South Korea. Since the introduction of IPE in 2022, its effective and sustainable implementation has been of great interest in medical schools. This study analyzed literature on the development of IPE in the United States, Canada, the United Kingdom, Australia, and Japan to explore strategies for successful IPE in Korean medical schools. A systematic literature search focused on institutionalizing IPE yielded 30 papers for review. The findings included the following crucial elements for effective IPE: (1) government or institutional-led support; (2) establishment of networks and partnerships; (3) development of standardized core competency frameworks for IPE; and (4) inclusion of IPE in accreditation standards. These aspects underscore the importance of IPE as an essential component of health professional education that should be effectively and sustainably implemented in academic settings. The study concludes that the successful integration and sustainable development of IPE in Korean health education will necessitate expanded and proactive governmental support. Moreover, promoting collaborations among universities, hospitals, and local healthcare institutions will be vital for creating synergies in implementing IPE programs. Establishing networks to develop and execute joint IPE initiatives and securing initial support for conceptualizing and developing competency frameworks will be critical. Additionally, forming consortia of healthcare accreditation bodies to collaboratively develop and incorporate IPE standards into evaluation criteria will be essential. Efforts to surmount these challenges will contribute to building a structural and institutional support system for the successful introduction and sustainability of IPE in Korea.

• Korean Medical Education Review
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• v.24 no.2
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• pp.141-155
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• 2022

The purpose of this study was to investigate the current status of interprofessional education (IPE) and the efforts required to promote, popularize, and implement it in Korea. The IPE status of 40 medical colleges was investigated using a survey with questions regarding the details of IPE, the future plans and necessary support required, and the reasons for not implementing IPE. Thirty-two medical colleges responded, of which 10 are implementing or have implemented IPE. Most of these colleges started IPE in 2018, and the duration of IPE was less than 9 hours. All medical colleges held classes with nursing students. As for the type of IPE, there were independent courses for IPE, one-time special lectures, or partial sessions in one course. Lectures, discussions and presentations, role playing, and high-fidelity simulations were mainly used as educational methods. The support and interest of the dean was the most important facilitating factor. No medical colleges were currently preparing to implement IPE, four colleges had planned IPE but failed to implement it, and 16 had no plans for IPE at all. All medical colleges cited scheduling or cooperation with other majors as the most significant barrier. All the colleges listed their requirements for educational materials, cases, guidelines, and teaching and learning methods for IPE from external institutions. To activate IPE, it is necessary to create an appropriate atmosphere and conditions for developing IPE competencies and a model suitable for the domestic situation. External medical education support organizations should distribute IPE development guidelines and educational materials, form a network between medical colleges with IPE experience, and make efforts to promote the importance of IPE.

• International Journal of Contents
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• v.17 no.3
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• pp.30-37
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• 2021

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication.