Hase Ayako, Kawahito Junko, Tsuno Norifumi, Yokohira Masanao, Komasawa Nobuyasu, Kato Ikuko, Noguchi Shuji, Shinohara Tomomi, Tsuge Kaoru, Uematsu Miyuki, Takemori Motohiko, Kanbara Kenji
Department of Clinical Psychology, Faculty of Medicine, Kagawa University, Miki-cho, JPN.
Department of Medical Education, Faculty of Medicine, Kagawa University, Miki-cho, JPN.
Cureus. 2025 Jun 14;17(6):e86021. doi: 10.7759/cureus.86021. eCollection 2025 Jun.
Few longitudinal studies have examined the effects of interprofessional education (IPE), particularly those involving psychology students. In Japan, where national certification for psychologists was established in 2017, a common challenge faced by psychologists is the content and methods of IPE.
A four-year longitudinal study was conducted to examine the sustained effects of first-year IPE within an undergraduate training program for licensed psychologists. In addition, a separate study investigated the changes in interprofessional work skills in a non-IPE practicum.
This study employed a mixed-method research design combining (i) a longitudinal observational study (2020-2023) to examine the sustained effects of the IPE implemented in the 2020 academic year and (ii) a quasi-experimental pre-post test study independently conducted with the same participants in the 2023 academic year. The design was based on (i) Kolb's Experiential Learning Model and (ii) Schön's Reflective Practitioner Model, and one of the goals was to develop interprofessional work skills. The participants were students in a licensed psychologist training program who enrolled in 2020. We investigated their readiness for IPE (using the Readiness for Interprofessional Learning Scale (RIPLS)) over a four-year period (primary evaluation) and interprofessional competency (using the Interprofessional Competency Assessment Scale for Undergraduates (ICASU)) before and after their fourth year of practice (secondary evaluation).
RIPLS scores from first to fourth year neither improved nor declined; ICASU scores increased from 56.00 (49.00-63.00) before the program to 63.00 (55.00-67.00) after the program (p = 0.005). On the subscales, "understanding one's own and other occupations" (p = 0.013) and "interprofessional collaboration skills" (p = 0.014) improved significantly. Regarding "basic communication skills," which did not improve significantly, the results of the item-by-item analysis showed that items related to recognizing diverse values (p = 0.008) and finding one's issues (p = 0.003) improved; however, four items, including assertive discussion skills, did not improve.
In the longitudinal survey, readiness for IPE did not decrease after the first year of IPE. This suggests that even without continuous IPE, readiness for IPE could be maintained, and the basic skills for interprofessional work could be developed by devising a curriculum and practice program.
很少有纵向研究考察过跨专业教育（IPE）的效果，尤其是涉及心理学专业学生的研究。在2017年设立心理学家国家认证的日本，心理学家面临的一个共同挑战是IPE的内容和方法。
开展一项为期四年的纵向研究，以考察本科执业心理学家培训项目中一年级IPE的持续效果。此外，另一项单独研究调查了非IPE实习中跨专业工作技能的变化。
本研究采用混合方法研究设计，结合（i）一项纵向观察研究（2020 - 2023年），以考察2020学年实施的IPE的持续效果，以及（ii）一项准实验前后测研究，于2023学年对相同参与者独立进行。该设计基于（i）科尔布的经验学习模型和（ii）舍恩的反思性实践者模型，目标之一是培养跨专业工作技能。参与者为2020年入学的执业心理学家培训项目的学生。我们在四年期间（主要评估）调查了他们对IPE的准备情况（使用跨专业学习准备量表（RIPLS）），并在其实践第四年前后调查了跨专业能力（使用本科跨专业能力评估量表（ICASU））（次要评估）。
从第一年到第四年，RIPLS分数既没有提高也没有下降；ICASU分数从项目前的56.00（49.00 - 63.00）提高到项目后的63.00（55.00 - 67.）（p = 0.00）。在子量表上，“了解自己和其他职业”（p = 0.013）和“跨专业协作技能”（p = 0.014）有显著提高。关于未显著提高的“基本沟通技能”，逐项目分析结果显示，与认识不同价值观相关的项目（p = 0.008）和发现自身问题相关的项目（p = 0.003）有所改善；然而，包括自信讨论技能在内的四个项目没有改善。
在纵向调查中，IPE第一年之后对IPE的准备情况没有下降。这表明，即使没有持续的IPE，通过设计课程和实践项目，也可以维持对IPE的准备情况，并培养跨专业工作的基本技能。
