Interprofessional Education for Physical Therapists

• Published in: Journal of Physical Therapy Science Vol. 17; no. 2; pp. 115 - 118
• Main Authors: Hosoda, Masataka, Isozaki, Kouji, Morita, Sadao, Sakanoue, Noboru, Kaji, Keisuke, Takayanagi, Kiyomi
• Format: Journal Article
• Language: English
• Published: The Society of Physical Therapy Science 01-01-2005
• Subjects: Interprofessional education; Interprofessional work; Physical therapists
• ISSN: 0915-5287; 2187-5626
• DOI: 10.1589/jpts.17.115

This study was performed to determine the current situation and future prospects regarding the information, techniques, and educational methods of Interprofessional Education (IPE) that are needed throughout the world. The authors contacted a number of schools with physical therapy faculties that have introduced IPE into their curricula as well as credits designated by the Ministry of Education, Culture, Sports, Science, and Technology (MEXT). The IPE-related credits under the present curriculum were reviewed. In Japan, only 5 of 36 physical therapy faculties have adopted IPE into their curricula. In Japan, ninety-three credits are designated by MEXT in schools that train physical therapists. The Designated Regulation of Education of Japanese Physical Therapists was revised in 1989, and IPE-related clauses were added. This takes into account the social needs of physical therapists and recognizes the need for interprofessional knowledge. Furthermore, other clauses were added to train competent therapists: clauses regarding increased human understanding, sympathy for patients, understanding and cooperation in human relationships, understanding of patients' families, and understanding of support education methods. These are all part of the "joint education for training physical therapists," which is a small part of the curriculum.