A Systematic Review and Case Reports of InterProfessional Education

Lee, Jae‐Shin; Lee, Bum-Suk; Kim, Si-Yeong; Watanabe, Hideomi

doi:10.14519/kjot.2020.28.1.11

Cited by 1 publication

(1 citation statement)

References 25 publications

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“…Conversely, in health-related education, the focus is still on single major learning due to national exams for license acquisition. Although some universities are trying to provide interdisciplinary education linking medicine, nursing, and social welfare, the efforts to date have been insufficient 7) . Research on connected-convergence education related to dental hygiene is also insufficient.…”

Section: Introductionmentioning

confidence: 99%

A Study on the Awareness and Need for Connected-Convergence Education among College Students in Health-Related Fields

et al. 2022

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Background: In modern society, rapid changes in the medical environment have required medical staff to access various information and be competent in active and effective problem-solving through collegial interactions. In line with these changes, universities are aiming to connect education. This study aimed to provide basic data of connected-convergence education by survey the awareness and needs of college students in health-related fields. Methods: This study included 122 college students from the health field. A survey regarding "the awareness and need of connected-convergence education" was conducted and general characteristics of the participants were collected from June to July 2022. Results: The awareness of connected-convergence education was low at 19.7%, but the intention to participate was high at 74.6%. Subject requirements were 18.0% for medical psychology, 13.5% for communication and counseling, 13.5% for medical artificial intelligence technology convergence, and 10.4% for sports health management. In the group showing high satisfaction with the major curriculum, the demand for connected education was also high. For efficient operation, it was investigated that it was necessary to secure specialized training courses, recognition of liberal arts credits, the right to register for courses equal to those of major students, and secure dedicated classrooms. Conclusion: Although the awareness and experience of connected-convergence education among the participants were low, the intention to participate was high. As such a plan to revitalize the university curriculum was required. It is timely to discuss the nurturing of convergence-type talents and multidisciplinary thinking skills. It is meaningful to provide basic data necessary for connected-convergence education in health-related fields at university. Universities should strive to enhance job competency in the health field by providing connected-convergence education based on student demands.

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Section: Introductionmentioning

confidence: 99%