[Practical side of teamwork-based training--practice and evaluation in Gunma University].

In Gunma University, the School of Health Sciences was integrated with the Junior College Department into the Faculty of Medicine in 1996. For faculty integration, one of the most fundamental aspects of education was set as interprofessional education (IPE) in this school. To enhance collaboration between health professionals and overcome the fragmented nature of specialized medicine, the school has developed a curriculum, fundamentally based on holistic medicine and interprofessional work (IPW). The original and distinctive IPE was first introduced to 3rd grade students in 1999. The mandatory IPE practice training curriculum, designated as IPE, with multi-disciplinary students following a simulation training approach, has been implemented continuously for over 10 years. The major advantage of the curriculum lies in the training program, "a simulated interprofessional training", where students work in groups and perform a series of activities, including group discussions, clinical training at facilities, general meetings, and reporting. To assess the efficacy of IPE, a questionnaire survey was conducted for 11 years from 1999/2009. Students were asked to complete a short questionnaire with 10 questions and 2 or 3 open ended questions at the end of each IPE module. This systemic assessment of achievement has been developed independent of those described elsewhere, revealing the efficacy of the curriculum from a team building point of view. In this article, we introduce the results of the questionnaire survey in 2009. We hope that this article help in the teamwork-based training of students aiming to be medical technologists.