How Has IPE Been Incorporated into the National Curriculum? : A Case Study of Japanese Psychologists

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  • 多職種連携教育はいかにして国家資格カリキュラムに組み込まれたか : 公認心理師カリキュラム等検討会の議事録分析
  • タショクシュ レンケイ キョウイク ワ イカニ シテ コッカ シカク カリキュラム ニ クミコマレタ カ : コウニン シンリシ カリキュラム トウ ケントウカイ ノ ギジロク ブンセキ

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Abstract

In recent years, Inter Professional Education (IPE) prevails among various professional educators in Japan, especially in healthcare. When many professionals’ tasks overlap, conflict between occupations cannot be avoided. To overcome such conflict and to conduct high-quality practice, designing institutions to motivate collaboration and to build good relationships in daily practice are essential. In this circumstance, IPE has been incorporated into some professions’ public curriculum. However, little study on institutionalizing IPE has been conducted. This paper analyzes IPE’s institutionalization through a case study of Japanese psychologists. In Japan, the Ministries of Education and Health formed a committee to build a national curriculum for psychologists from September 2016 to May 2017. Using text analysis of the committee’s minutes, this paper examines the following two points: First, it clarifies the main actor who claimed that IPE should be added to the national curriculum. Second, it considers committee members’ multifarious interests in IPE for psychologists.

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