Students’ evaluation of face-to-face and distance teaching practices in a Multidisciplinary Education Program

• Published in: The Journal of Interprofessional Collaboration in Health and Social Care Vol. 17; no. 2; pp. 134 - 145
• Main Authors: 佐口 健一, 大久保 茂子, 加藤 里奈, 三橋 幸聖, 田中 佐知子, 剣持 幸代, 吉川 輝, 榎田 めぐみ
• Format: Journal Article
• Language: Japanese
• Published: Japan Association for Interprofessional Education 2024; 日本保健医療福祉連携教育学会
• Subjects: face-to-face; multidisciplinary education; remote teaching; 多職種連携教育; 対面形式; 遠隔形式
• ISSN: 1883-6380; 2434-4842
• DOI: 10.32217/jaipe.17.2_134

(Purpose) This study investigated students’ evaluations of their engagement and achievement in a multidisciplinary educational program, designed for students from faculties of medicine, dentistry,pharmacy, and health sciences. We used post-implementation survey questionnaires to compare faceto-face and distance implementations of the program.(Methods) The study included data from students who responded to a post-implementationquestionnaire after participating in this program in 2019 (face-to-face implementation) and in 2021(distance implementation).(Results) There were no significant differences in the students’ evaluations of their experiences withthe four-quadrant approach described by Jonsen, collaboration/teamwork, responsibility/roles,communication, fulfillment in learning team medicine, and motivation for further learning betweenthe face-to-face and remote groups.(Discussion) The results of this survey showed that this program can be used for group work inremote as well as face-to-face settings.