• Nana Kururi, Takatoshi Makino, Hiroko Kazama, Yoshiharu Tokita, Hiroki Matsui, Bumsuk Lee, Shiomi Kanaizumi, Yumiko Abe, Yoko Uchida, Yasuyoshi Asakawa, Hiromitsu Shinozaki, Fusae Tozato, and Hideomi Watanabe.
• Department of Rehabilitation Sciences, Gunma University Graduate School of Health Sciences , Maebashi , Japan .
• J Interprof Care. 2014 Jul 1; 28 (4): 285-91.

AbstractThe interprofessional education (IPE) program at Gunma University, Maebashi, Japan, uses a lecture style for first-year students and a training style for third-year students. To investigate the comprehensive implications of IPE, the change pattern of attitudes toward health care teams was examined longitudinally in pre-qualified students. The modified Attitudes Toward Health Care Teams Scale (mATHCTS) was used. The overall mean score of the mATHCTS improved significantly after the training-style IPE in their third year. Two individual items in the factor "quality of care delivery" decreased significantly during the first year. In contrast, two individual items in the factor "patient-centered care" increased significantly during the third year. These changes over time were confirmed by analyses using regression factor scores. There are at least two independent attitudes toward collaborative practice (CP) or IPE in response to IPE interventions: the attitude toward "value of IPE for health care providers" may response negatively to IPE in the early stages, and the attitude toward "value of IPE for health care receivers" positively in the later stages. These findings suggest that the continuation of mandatory IPE, which must be designed on the basis of students' high expectations for IPE and CP on entry, may result in profound changes in attitudes amongst participating students.

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