@article{oai:ompu.repo.nii.ac.jp:00000294,
 author = {角山, 香織 and 駒澤, 伸泰 and 佐々木, 綾子 and 赤澤, 千春 and 寺崎, 文生 and 中村, 敏明 and KADOYAMA, Kaori and KOMASAWA, Nobuyasu and SASAKI,, Ayako and AKAZAWA, Chiharu and TERASAKI, Fumio and NAKAMURA, Toshiaki},
 journal = {大阪医科薬科大学　薬学部雑誌, Bulletin of the Faculty of Pharmacy, Osaka Medical and Pharmaceutical University},
 month = {Mar},
 note = {Osaka University of Pharmaceutical Sciences (OUPS) and Osaka Medical College (OMC) have been working on 
interprofessional education (IPE). The purpose of this study is to evaluate the influence of the class methods on student 
interaction from the perspective of OUPS, and to improve the method of implementation in the future.
Eight lectures were given, and the OUPS students were divided into 8 groups, and then each group took lectures in turn 
with OMC students. In 2018, we set up opportunities for students to discussion in the 4th and 8th lectures, and in 2019, in 
each lecture. We conducted a questionnaire survey to assess if OUPS students were able to interact with OMC students 
before, during, and after lectures.
In 2018, the number of OUPS students who "could not talk with OMC students before and after the lecture " increased 
as the number of lectures progressed, in the lecture after the 7th lecture, reaching 80％ . On the other hand, in 2019, it did 
not exceed 20％ in all lectures. Furthermore, in 2019, more than 70％ of the OUPS students answered that they were able 
to talk during the discussion time in each lecture. However, a certain number of students answered that they had not able 
to talk. Comments about the class methods of OUPS students suggests it is one of the reasons OUPS students could not 
interact that OMC students talked with the same members but students from OUPS were different every time.
We consider that interaction between the medicine, pharmacy and nursing students before, after and during class will 
help them understand each other's roles and functions. In the future, it is expected that the interaction of medical students, 
pharmacy students, and nursing students will be further deepened by changing group member on a regular basis for 
discussion.},
 pages = {109--118},
 title = {大学間の物理的課題を乗り越える多職種連携教育の授業方法の評価},
 volume = {1},
 year = {2022},
 yomi = {カドヤマ, カオリ and コマサワ, ノブヤス and ササキ, アヤコ and アカザワ, チハル and テラサキ, フミオ and ナカムラ, トシアキ}
}