Gunma University Interprofessional Education (IPE) Program Overview
Gunma University Interprofessional Education (IPE) Program Overview
— A Practice-Oriented Curriculum for Shaping the Future of Collaborative Healthcare —
Since 1999, Gunma University has been a pioneer in experiential Interprofessional Education (IPE) in Japan, guided by the principles of holistic care and team-based healthcare.
Today, students from medicine, health sciences, and pharmacy come together to learn within a systematically designed, evidence-based curriculum that integrates both theory and practice.
Key Features of the Program
・Curriculum designed to address diverse societal needs, including patient safety and community healthcare
・Practice-oriented learning through interprofessional teamwork
・Field-based training experiences
・Scientific evaluation of educational outcomes
・Hybrid learning environment integrating online and in-person instruction
・Over 30 years of experience
・International credibility as a WHO Collaborating Centre
・Evidence-based validation of educational effectiveness
・Expertise in implementing large-scale interprofessional education
15-Session Learning Process
Full Program Digest (9:45)
A comprehensive overview of teamwork training across all 15 sessions
Lesson 1: Foundations of IPE and Patient Safety (2:10)
The program begins by exploring the critical relationship between patient safety and interprofessional collaboration—one of the most important challenges in modern healthcare.
Learning objectives and goals are clearly shared, and a pre-program survey using validated assessment tools is conducted to enable scientific evaluation of learning outcomes.
Lesson 2: Team Building (2:09)
Students form teams and establish psychological safety.
They clarify roles and responsibilities while developing a proactive attitude toward achieving shared goals, taking the first step as professional teams.
Lesson 3: Non-Technical Skills (2:10)
Students learn the importance of non-technical skills such as leadership and communication.
With a focus on psychological safety, they acquire practical communication strategies to foster open and inclusive team environments.
This session is conducted in a hybrid format, connecting a central hub with multiple classrooms, ensuring high-quality group work even in large-scale, multi-site settings.
Lessons 4–5: Case-Based Simulation (2:05)
Students engage in authentic group learning using simulated cases.
Through collaborative problem-solving, they deepen both self-awareness and understanding of other professions.
Lessons 6–9: Planning and Strategy Development (2:08)
Students prepare action plans for field training through literature review and data analysis.
They develop research and planning skills while building consensus within teams.
Faculty members facilitate group dynamics to ensure active participation and team development.
Lesson 10: Field Training (4:25)
Students participate in real-world healthcare and welfare settings.
They experience how theoretical knowledge is applied in dynamic clinical environments, achieving integration of theory and practice.
Lessons 11–13: Analysis and Integration (1:27)
Students organize their observations and insights into presentations and reports.
This process enhances critical thinking and information-sharing skills within teams.
Lesson 14: Final Presentation (5:38)
All teams present their outcomes, sharing diverse experiences across settings and cases.
Students develop flexibility by learning from different perspectives.
A post-program survey is conducted and compared with pre-program data to scientifically evaluate learning outcomes.
Lesson 15: Reflection and Consolidation (2:00)
Students reconvene and reflect on the entire program.
Through a case discussion on fall prevention, they analyze risks from multiple professional perspectives and develop practical strategies.
This final reflection strengthens professional identity and prepares students to become future leaders in team-based healthcare.
