Collaborating Centres
ANNUAL REPORT
Folder eCC_00010269 is in stage Annual_Report_Review
Name of the University, Hospital, Research Institute, Academy or MinistryGunma University
Name of the Division, Department, Unit, Section or Area
Centre for Research and Training on Interprofessional Education
Reference Number

JPN-89City

Maebashi-City

Title

WHO Collaborating Centre for research and training on Interprofessional Education

Report Year

07-2015 to 07-2016

1. Please briefly describe the progress made in the implementation of your agreed workplan as WHO
collaborating centre during the past 12 months (or the reporting period listed above). Please report on
how each workplan activity was implemented, if any outputs have been delivered, if any results havebeen achieved and if any difficulties have been encountered during this time. If an activity has
previously been completed, has not started yet, or been placed on hold, please indicate this.
Activity 1
Title: Better understanding and dissemination of WHO/WPRO initiatives in IPE and CP
Description: The Commission on Education of Health Professionals for the 21st Century has published anarticle calling for a global social movement in order to promote a new century of transformative professional
education. The Commission recommended the promotion of IPE and trans-professional education as one of
the ways to improve performance of instructional reforms in the transformative health professional education.
The WHO HRH Policy is to scale up and transform health professions education to better address populationneeds in the 21st century.
There are several organizations that promote IPE/CP nationally or internationally. These academicorganizations make a flexible inter-federation network and have international meetings on some regular basis,such as All Together Better Health (ATBH) and Collaborating Across Borders (CAB) annual conference.
These conferences facilitate knowledge sharing and experience exchange, and to establish evidence-based
IPE and CP in developed countries’ needs, but not focus on the introduction of IPE in response to developing
countries’ needs that must fit with WHO policy. JIPWEN is one of the leading network organizations in theinter-federation network. For promotion of effective IPE to succeed, with JIPWEN convening and networking
capacities through the communication with international and national governmental agencies of education andhealth sectors as well as international academic institutes, Gunma University will support the WHO global andregional strategy on promoting multi-sector collaboration in IPE and CP by organizing and planninginternational symposiums with WHO staff as well as actively participating in these international conferences.
Outcomes (Works):
Annual international symposium in terms of IPE and CP that the centre convened
1) The centre and JIPWEN member universities convened JIPWEN International Symposium “New ways topromote IPE”, 11 June 2016, with Convenor of the World Coordinating Committee for Interprofessional
Education and Collaborative Practice in Maebashi.
International workshop that the centre participated and supported in terms of the workshop program
1) The centre sent three members of the staff to the Inter-professional Education workshop in Thailand
organized by The Health Professional Education Foundation (NHPE) of Thailand and the WHO Country
Office, 24, 25 November 2015, in Kanchanaburi Thailand. The members of the centre was invited as speakers
to provide better understanding of IPE that can lead to collaborative practice. The organizer of this workshop
will develop a guideline on IPE course based on their country context. The Centre will monitor the progress in
8/17/2016 1:52:06 PM

Page (1/7)

Collaborating Centres
ANNUAL REPORT
the development of their IPE programs.
International meeting that the centre and JIPWEN universities participated
1) JIPWEN universities attended the International Association for Medical Education (AMEE), 5-9 September
2015, in Glasgow to present the consensus-building in multi-professional case conferences and performanceof collaborative practice in Japan.
2) JIPWEN university attended the Collaborating Across Boarders V, 29 September – 2 October 2015, inRoanoke to present the competency development in interprofessional work.
3) Two members of the centre attended The 30th Japan Association for International Health Congress 2015,
21 November 2015, in Kanazawa and contributed to the promotion of global health workforce with mindset of
multi-professional collaboration.
4) The centre sent three members of the staff to the WHO Kobe Centre Consultation 2015 “Research for
Policy Innovations for UHC and Ageing Populations: Transforming Health Systems to Meet the Holistic Needs
of Older Persons”, 14 December 2015, and commented the importance of the educational approach and theresearch on the effect of IPE to avoid silo approach in HRH issues in terms of quality, equity, sufficiency,
accountability and resilience of UHC.
5) JIPWEN university attended The 13th Asia Pacific Medical Education Conference (APMEC), in Singapore,
13-17 January 2016 to present the factors influencing interprofessional work.
6) JIPWEN university attended The 19th East Asian Forum of Nursing Scholars (EAFONS), 14-15 March
2016, in Chiba to present comparison of competency for collaborative practice between different hospitals.
7) Three members of the centre attended the “Third Hospital Quality and Patient Safety Management Course”
organized by National Institute of Public Health and WPRO/WHO, as observers, 15 to 18 March 2016 at
National Center for Global Health and Medicine. Through the communication with the participants, theimportance of IPE in the patient safety was strengthened by the members.
Outcome (Lectures and presentations):
1) Haruta J, et al. (JIPWEN universities): How does the complexity of cases influence the consensus-building
and objective-setting in multi-professional case conferences? International Association for Medical Education(AMEE), Glasgow, 5-9 September 2015.
2) Majima T, et al. (JIPWEN universities): Association between communication, competency forinterprofessional collaborative practice, and team performance in Japan. International Association for Medical
Education (AMEE), Glasgow, 5-9 September 2015.
3) Haruta J, et al. (JIPWEN universities): Development of an interprofessional competency framework inJapan. Collaborating Across Boarders V, Roanoke, VA, USA, 29 September -2 October, 2015.
4) Watanabe H et al.: Global initiatives of Gunma University in interprofessional education. The 30th Japan
Association for International Health Congress 2015, Kanazawa, 21 November 2015.
5) Ichikawa S et al. (JIPWEN universities): Factors related to the subjective characteristics of interprofessional
working in a tertiary care unit: a cross-sectional study. The 13th Asia Pacific Medical Education Conference(APMEC), Singapore, 13-17 January 2016.
6) Majima T. et al. (JIPWEN universities): omparison of Competency for Interprofessional Collaborative
Practice and Job Satisfaction among Medical Professionals in Intensive Care Units and Operation Rooms at
Two University Hospitals in Japan. The 19th East Asian Forum of Nursing Scholars (EAFONS), Chiba, 14-15
March 2016.
7) Kama A: Challenge of the World Health Organization. The 11th Japan Interprofessional Working and
Education Network International Conference, “New ways to promote IPE” Maebashi, 11 June 2016
Results:
The centre contributed to better understanding of IPE in the context of overall transformative scaling up of
health professional education through these activities for health professional educators, health practitioners,
administrative staff in education and health sectors at community, national, regional, and global levels.
Difficulty:
Nothing
Activity 2

8/17/2016 1:52:06 PM

Page (2/7)

Collaborating Centres
ANNUAL REPORT
Title: Collecting evidence for the effect of IPE on attitudes of learners and educators toward IPE and CP
Description: To disseminate IPE under the WHO HRH Policy to scale up and transform health professional
education evidence for the concrete effects of IPE on improving the leaners’ attitudes to better address
population needs in the 21st century and eventually health higher quality of the stakeholders must be required.
However, there are few publications describing the evidence for the effect of IPE on the health workforce
quality, since there have been few standard tools assessing it quantitatively. Gunma University has developed
an instrument measuring the attitudes of various stakeholders towards IPE and CP. On the basis of robust
networking of JIPWEN, Gunma University will share this information among JIPWEN universities and promote
their research work in evaluating the efficacy of IPE programs. Under WHO’s coordination, Gunma University
will coordinate and promote research activities of JIPWEN universities to collect evidence for the effect of IPE
programs on attitudes of learners and educators toward IPE and CP.
On the other hand, the collection of the evidence will be required to academic staff of the various healthprofessions among various universities in the Western Pacific region, as IPE programs will be introduced in
the region. Among those universities, under WPRO’s coordination Gunma University will promote theirresearch work in evaluating the effect of IPE programs on attitudes of learners and educators toward IPE and
CP in collaboration with JIPWEN universities.

8/17/2016 1:52:06 PM

Page (3/7)

Collaborating Centres
ANNUAL REPORT
Outcome:
The centre and JIPWEN Universities published six scientific papers in English. A scientific paper provides theevidence for the professional identity acquisition process from training facility to their professional identities.
The original “Profession Identity Acquisition Process” model showed that “professional identity” was predictedby two factors, namely, “role and responsibilities” and “teamwork and collaboration”. These two factors werepredicted by the factor “structure and function of training facilities”. This structure was not observed completely
in two health professional students’ PIAP models. The importance of a parallel but not isolated curriculum on
expertise unique to the profession was strengthened. Also the centre published the IPE-promoting process ina health professional University in the Western Pacific Region. The centre has promoted IPE initiative
launched at the University of Health Sciences in the Lao People's Democratic Republic. During the process ofreviewing the curriculum implemented there, a community-based training program was found to beappropriated to be integrated into IPE program, then a four-year plan for embedding the IPE concept into theprogram was developed.
On the other hand, the Japan Association for interprofessional Education (JAIPE), that JIPWEN supports ascore members, launched a project to formulate the Japanese interprofessional competency framework. The
process and the achievements of the initiatives were reported from JIPWEN member universities. Also review
and challenges for multi-professionals, especially for health workforce issues in aging population, werereported.
Results:
The centre with JIPWEN universities contributed to provide the evidence of the effect of the transformative
scaling up of health professional education through conducting these activities.
Difficulty:
Nothing
References:
Research papers in English
1) Yamamoto M, et al. (JIPWEN university) Awareness of Providing and Receiving Information among
Nurses, Care Workers, and Rehabilitation Therapists at Health Care Facilities for the Elderly. Journal of Japan
Academy of Gerontological Nursing, 19, 2015, 58-65.
2) Yamamoto T, et al. (JIPWEN university) Review of the Concept of Medical Professionalism. Bulletin ofFaculty of Education Hokkaido University, 2016, 126, 1-18.
3) Yamamoto T. (JIPWEN university) Development of and future challenges for community cafes run byhealthcare professionals. Hokkaido Seimei Rinri Kenkyu, 4, 2016, 28-32.
4) Kururi N, et al. Professional identity acquisition process model in interprofessional education using
structural equation modelling: 10-year initiative survey. Journal of Interprofessional Care, 2016, 30:175-183.
5) Haruta J, et al. (JIPWEN universities) Development of an interprofessional competency framework inJapan. Journal of Interprofessional Care 2016, 30: 401-403.
6) Lee B, et al. A plan for embedding an interprofessional education initiative into an existing programme in aSoutheast Asian university. Journal of Interprofessional Care 2016, 30: 401-403.
Activity 3
Title: Conducting literature review on the efficacy of IPE and CP
Description: Gunma University together with JIPWEN universities will conduct and develop biennially literature
review on the efficacy of IPE and CP, to update and improve the IPE and CP, and report it to WHO.
This activity will provide and update evidence for transformative scale up of health professional education.

8/17/2016 1:52:06 PM

Page (4/7)

Collaborating Centres
ANNUAL REPORT
Outcome:An extensive review of the literature search in July 2015 and July 2016 was conducted. The centre used
continuously the review protocol defining a review question, extensive search strategy and inclusion-exclusion
criteria as same as that were used in the Transforming and scaling up health professionals’ education andtraining: WHO guidelines 2013. The search strategy identified 297 potentially relevant citations. Afterscreening 297 citations carefully, we determined that 16 new IPE studies were included in this update. Most of
the study were cross-sectional study and comparative study that were designed pre- and post- intervention.
Multiple ways of IPE intervention, such as virtual reality simulation, problem-based learning (PBL) andsimulation-based training, were evaluated and analyzed. Also, IPE interventions were conducted in thevarious programs and clinical settings, such as palliative care or end-of-life care education, preventive
medicine, patient safety program, emergency department or operating room. There are lots of study revealingthat students of IPE programs show positive reaction, and IPE programs improve their attitudes andperceptions of one another, collaborative knowledge, communication skills and behavior change. However,there is still little evidence for evaluation of impact of IPE programs in developing countries, also the relevanceof health workforce shortage or improvement of health services for community health needs, costeffectiveness and benefits to patient care outcome.
Results:
The evidence of the efficacy of IPE program were provided and updated by this activity. This activity provided
and updated evidence for transformative scale up of health professional education.
Difficulty:
Nothing
Activity 4
Title: Collaboration with Education Development Centers in Western Pacific Region introduces IPE, under thecoordination of WHO
Description: WHO supports the establishment of Education Development Center (EDC). Under WHO’s
coordination, Gunma University together with JIPWEN universities will visit the regional universities,
collaborate with EDC, and share its experience in terms of IPE and CP by organizing joint workshops andlectures.
Outcome:Before the workshop was held, the centre sent three members to the EDC, University of Health Sciences(UHS) in Lao PDR, 2 November 2015, to have a meeting on the development of the IPE initiative at UHS. The
centre explained the toolkit and recommended that several additional descriptions should be made to embed
an IPE concept into the community-based education program, “Community Health Field Work Project”. UHS
and Gunma University had fruitful discussions and agreed to continue to maintain close cooperation.
Under WPRO’s coordination, the 2-days capacity building workshop and lecture were co-hosted by the centre
and UHS Lao PDR, EDC, in Lao PDR on 28, 29 December 2015. The centre sent four members of the staff tothe workshop. Thirty-one participants from faculty staff of UHS, including community supervisors, had a seriesof lectures and discussions. The lectures and discussions covered, 1) educational contents for the orientation
being organized prior to the project, 2) the roles of supervisors for the program, and 3) evaluation tool for the
IPE program. It was decided that UHS will start an IPE-integrated Community Health Field Work program in
January 2016, and the centre and UHS will evaluate its educational effects. Moreover, both sides agreed tocontinue close cooperation in education and research activities.
Results:
The workshop provided the knowledge and experience concerning IPE and was expected to contribute toinitiation of IPE in Lao PDR. The centre and UHS agreed the 4-year strategic action plan. In 2016 UHC
implement IPE program which adapted their educational and social settings.
Difficulty:
Nothing
Activity 5

8/17/2016 1:52:06 PM

Page (5/7)

Collaborating Centres
ANNUAL REPORT
Title: Development of training course for educators and health practitioners
Description: Gunma University has provided IPE curricula since 1999, and the achievement and the effect on
attitudes toward IPE and CP in the undergraduate students have been demonstrated scientifically andquantitatively. The sustainable implementation and the scientific evaluation owe much to the gentle andcareful guides for students and teaching staff. Gunma University translated those guides in English in 2011.
Gunma University will develop training course for educators and health practitioners who are interested in the
introduction of IPE curricula through the collaborative activities, especially in the Western Pacific Region.
Furthermore Gunma University will propose to other member universities that they develop their own training
courses since the curricula implemented in JIPWEN universities are diverse in their contents.
Outcome:
The centre with JIPWEN universities held IPE training course, Kusatsu Siminar 2015 at Kusatsu Seminar
House, Kusatsu, Gunma on 25 August – 01 September 2015, in order to promote and support thedevelopment of IPE that can be adapted to fit various educational and social environments. Joint activities
involved Domestic IPE Training Course for academic staff and practitioners, and International IPE program for
AUF and GU 2015 at Kusatsu, An exchange program between students of Angeles University Foundation andGunma University. Participants are seven faculty members from abroad, two from Indonesia, two from Lao
PDR, and three from the Philippines; three undergraduate students from the Philippines; 11 faculty members
from seven Japanese universities; 4 health practitioners from three Japanese hospitals; and 26 participantsfrom Gunma University. Participants enjoyed meeting each other. Most of them expressed willingness toinitiate or develop their own IPE programs in line with the Toolkit, and to report their progress to WHO CC
Results:
This activity supported expanding linkages with health professional education institutions and providing IPE
training courses in Western Pacific Region including Japan and other regions. The centre discussed withparticipants from Lao PDR EDC about concrete plan to establish IPE program in their country, then expressed
the willingness to visit their country to progress the IPE workshop activity in their University.
Difficulty:
Nothing
2. Please briefly describe your collaboration with WHO in regards to the activities of the WHO
collaborating centre during the past 12 months (e.g. means of communication, frequency of contact,
visits to or from WHO). Please feel free to mention any difficulties encountered (if any) and to provide
suggestions for increased or improved communication (if applicable).
1) The centre sent a member to the “IN-HOUSE CONSULTATION ON 2016-2017 AGENDA FOR
STRENGTHENING HEALTH WORKFORCE POLICY AND EDUCATION IN THEWESTERN PACIFICREGION” as a Temporary Adviser in Manila, 14 December 2015. The member discussed with several
Temporary Advisers and WPRO/WHO staff on the basis of the “Attributes and action domains to movetowards UHC” in Universal Health Coverage: Moving Towards Better Health issued by WPRO July 2015 inorder to support the regional and global health workforce strategies in the context of UHC for better healthaction framework.
2) The centre sent a member to the “High-level meeting on medical education reform towards professionoriented medical education in Viet Nam” organized by Ministry of Health, Viet Nam and WHO Viet Nam, 18-19
January 2016, in Hanoi, Viet Nam. Viet Nam is undertaking education reforms in the health sector. In themeeting, the following four areas of reforms were discussed: 1) curriculum development, 2) faculty
development, 3) development of a national quality framework, and 4) regulation of medical professionals. With
regards to the first area of curriculum development, the member of the centre recommended interprofessional
education as one of the competency-based educational approaches.
3) A member of the centre attend WHO meeting on Aging and Health Kobe, Japan, 5-6 July 2016 as aworking group member. Before the meeting the member participated in two preceding teleconferences todiscuss about 5-year strategy in terms of HRH issues in health agenda for aging population. The results of themeeting were finalized as Report to the Health Ministers Meeting in September 2016.
8/17/2016 1:52:06 PM

Page (6/7)

Collaborating Centres
ANNUAL REPORT
3. Please briefly describe any interactions or collaborations with other WHO collaborating centres in
the context of the implementation of the above activities (if any). If you are part of a network of WHO
collaborating centres, please also mention the name of the network, and describe any involvement in
the network during the last 12 months.
1) WHO CC for Leadership in Nursing Development (PHL-13) offered a collaborative activity in terms of IPE
and CP in April 2016. The centre was pleased to progress this collaboration and asked the concrete actions in
the collaboration so that the centre will realize what can be done in the capacity of the centre.
2) A member of the centre discuss with the Director of WHO CC for Health Workforce Policy and Planning(POR-15) about HRH issues for aging population from viewpoints of education and health system planningduring the WHO meeting on Aging and Health Kobe, Japan, 5-6 July 2016 on the basis of the experience andachievement of each WHO CC.
4. Please briefly describe any type of technical, programmatic, advisory or other support received
from WHO during the past 12 months for the implementation of the agreed activities listed above (ifany).
1) The centre received the advice from External Relations Officer, WHO Centre for Health Development(WHO Kobe Centre) regarding on the involvement of IPE and CP in the HRH issues in health agenda foraging population, 14 September 2015.
2) The centre received the advice from Coordinator of Integrated Service Delivery, WPRO regarding on the
progress in the centre, especially for training course and publication, 11 December 2015.
3) The centre received the advice from External Relations Officer, WHO Centre for Health Development(WHO Kobe Centre) regarding on the progress in the centre, especially for collaboration through a staff of thecentre, who retired from WHO/SEARO, 14 March 2016.
4) The centre received the advice from Assistant Director-General, Coordinators and staff of Department ofService Delivery and Security, Director and staff of Health Workforce Department in the HQ/WHO regarding
on the progress in the centre, especially for the role of IPE in the patient safety and aging population’s health,27, 28 June 2016.
5) The centre received the advice from new Responsible Officer of the centre, WPRO regarding on the
progress in the centre, especially for training course, publication and application for redesignation, 7 July2015.

8/17/2016 1:52:06 PM

Page (7/7)