Structured Comparison Approach in Remote Interprofessional Education
Enhancing Role Clarity and Collaborative Identity Through Video-Based Reflection
Bibliographic Data
| ID | 22046306 |
|---|---|
| Authors | Y Nakamura (0000-0003-0188-6037, Nihon Fukushi University, corresponding author), Kazuko Ando (Nihon Fukushi University), Kyoko Otani (Nihon Fukushi University), Mayumi Yoshikawa (Nihon Fukushi University), Ayako Furuzawa (Nihon Fukushi University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 6 |
| Pages | 687 |
| Publication date | 2025-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15060687 |
| OpenAlex | W4410951691 |
| Language | EN |
| References cited | 21 |
Background: Remote interprofessional education (IPE) often fails to reflect cognitive differences across disciplines, limiting students’ ability to form collaborative identities and clarify professional roles. Prior research has focused on attitudinal change, with less attention to reflective and epistemological learning. Objective: This study aimed to examine whether making profession-specific reasoning patterns visible through structured comparison and guided reflection in a brief, remote IPE intervention could enhance students’ understanding of disciplinary perspectives and their interprofessional competence. Methods: Final-year Japanese university students in OT and MHSW participated in a two-session remote IPE intervention. In the first session, the students independently assessed a video case using the International Classification of Functioning, Disability and Health (ICF) core sets. In the second, the profession-specific results were aggregated, visualized, and shared as feedback to prompt guided reflection. A convergent mixed-methods design was used, combining pre-/post-surveys using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS), with qualitative analysis of the written reflections. Results: Significant improvement was observed in the IEPS Competence and Autonomy subscale among the MHSW students with low baseline scores. No significant changes were found in the RIPLS scores. Thematic analysis indicated increased awareness of disciplinary perspectives and recognition of complementary roles. Conclusions: A structured comparison approach can promote role clarity, reflective learning, and interprofessional identity in brief, remote IPE settings
CLARITY · Mathematics education · Medical education · Multimedia · Pedagogy · Adult and Continuing Education Topics · Computer Science · Higher Education and Employability · Interprofessional Education and Collaboration · Medicine · Psychology
| Highly cited | No |
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