A Scottish and Japanese experience of patient-centred diabetic care: descriptive study of interprofessional education on live webinar.

To minimise the global burden of diabetes, the awareness of appropriate intervention methods for diabetes education and practice is essential. This project is the first international interprofessional education (IIPE) for the awareness of diabetes, with a focus on patient-centred care wherein three medical and four pharmacy students from Japan and one medical, two pharmacy, two nutrition and one occupational therapy (OT) student from Scotland participated. We described IIPE effects using interdisciplinary education perception scale (IEPS) before and after the programme among Scottish and Japanese students. University of Aberdeen/ Robert Gordon University and Nagoya University developed and established a shared online platform that provided knowledge to students on diabetes in both languages. We developed a case-based scenario that reflected diabetes care in each country using a standardised patient (SP). Lastly, a student-led live webinar was conducted on 14 November 2014 (the World Diabetes Day) to discuss and exchange care methods for SP. Each participating national team presented their care plan and all students discussed the diabetic care plan online. Both Japanese and Scottish teams were able to accurately assess the patient's condition and empathise with the SP. In conclusion, all participants learned that interprofessional collaboration was clearly required for diabetes management focused on patient-centred care. All participants appreciated the differences in the approach of the two countries involved because of the cultural- and health related differences. This programme was significant in raising awareness regarding the need for international interprofessional intervention on diabetes towards developing a model for live webinar IIPE.

Interprofessional education in practice.

BACKGROUND: Undergraduate interprofessional education (IPE) is perceived by many in health and social care education to reduce barriers between the professions. In Aberdeen there has been an IPE programme with Robert Gordon University and University of Aberdeen, and 10 health and social care courses since 2003. The steering groups reported to the Scottish Government in 2008. It was recommended that IPE should be extended from classroom-based learning experiences to practice-based learning experiences. METHODS: Replicating the same methodology, this study aimed to ascertain attitudinal change experienced by students undertaking IPE in clinical practice. Small groups in theatre and primary care were the pilot placement areas. The study design was a joint venture between the IPE research team and members of the clinical team. IPE activities were created for the specialities using adult learning and patient-centred approaches. RESULTS: Thirty-eight students from medicine, nursing and pharmacy were involved in the studies, and completed readiness for interprofessional learning scale (RIPLS) questionnaires before and after the course activity. There were 29 valid responses, showing a strong level of agreement for 14 out of 19 questions. The studies suggest that the IPE activities implemented had positive effects on the students' perceptions of interprofessional working. DISCUSSION: The implications are that IPE does not require large classroom-based activities to be successful. The study was successful in achieving its aims and learning outcomes for students in the two locations. It demonstrated that students can leave university better prepared for practice. There is a need for a rigorous longitudinal study to ensure tomorrow's health and social care workforce demonstrate graduate attributes in interprofessional working.