Prioritizing Humanism in Technology-Enabled IPE: Post-Pandemic Possibilities

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  • テクノロジーを活用したIPEではヒューマニズム（人間主義）が優先される：ポストパンデミックにおける可能性
  • テクノロジー オ カツヨウ シタ IPE デワ ヒューマニズム(ニンゲン シュギ)ガ ユウセン サレル : ポストパンデミック ニ オケル カノウセイ
  • 【特集】「ICTを活用したIPE」について

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Academic and clinical education have faced disruption throughout the world following closure of campuses and a widespread pivot to online instruction, leading to interruption of Interprofessional Education (IPE). During this time, healthcare practice has adopted virtual visits in community settings to accommodate pandemic restrictions. With the pivot to virtual interactions comes the recognition that a humanistic and transformative approach must be highlighted and maintained in both practice and education settings to ensure human connection and compassion are not lost. Educators working within the field of IPE must likewise embrace these paradigms to teach online, maintaining what has worked well in traditional models and exploring new approaches. To foreground humanism in interprofessional care and collaboration, decision-making can be framed in a Relationship-Centred Care Framework considering the following dimensions: Clinician to Patient; Clinician to Clinician; Practitioner to Community; and Clinician to Self. Furthermore, from a pedagogical lens, transformative IPE educators should aim to foster connection, dialogue, and reflection in online learning environments, develop corresponding faculty development programs, and explore novel teaching approaches to enhance collaborative practice with our health professions students in the virtual space. Aligned approaches from our local community have included: advancing simulation, exploring global classrooms, incorporating arts and humanities, and promoting student collaborative leadership through initiatives like Student-Led Environments.

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