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医療プロフェッショナリズム概念の検討
山本, 武志;河口, 明人
Permalink : http://hdl.handle.net/2115/62492
JaLCDOI : 10.14943/b.edu.126.1
KEYWORDS : 専門職;プロフェッショナリズム;多職種連携教育;多職種協働;Professionalism;IPE ( Interprofessional Education);Profession;Collaborative practice;Professionalism, IPE ( Interprofessional Education), PrIPW (Interprofessional work)
Abstract
医師，看護師，理学療法士の３職種の13のプロダクト（文書・声明文・綱領等）の内容を精査し，90のコード，21のカテゴリ，７領域，３分野で構成された「医療プロフェッショナリズム概念」を構築した。次に，1990年以降のプロフェッショナリズム概念の変遷を検討した。「科学的根拠に基づく医療・ケア」，「専門職連携・協働におけるコンフリクト・マネジメント」，「ハンド・オーバー」，「安全文化の普及・推進」，「マス・メディアの利用と情報提供のあり方」などの新しい概念の登場によるプロフェッショナリズム概念の拡大がみられた。また，患者の意思決定への参加から，患者の自律性を尊重するなど，プロフェッショナリズム概念の質の変化が認められた。概念の変化に応じた卒前・卒後の教育・学習の転換が求められるが，専門職連携教育をプロフェッショナリズムを涵養する１つの方略として提示した。
We constructed the concept of “multidisciplinary medical professionalism.” It comprised 90 codes, 21 categories, 7 domains, and 3 areas, and examined 13 products (e.g., document, statement, code, and study) from professional associations of doctors, nurses, and physical therapists. We traced the history of the concepts of professionalism from the 1990s. We identified the extending as well as the new concepts of professionalism: “evidence-based medicine and practice,” “conflict management in collaborative practice,”“hand over,”“dissemination and promotion of safety culture,” and “utilizing mass media and providing information to citizens.” Qualitative changes to the concept of professionalism, for example, the role of patients having changed from passive to active in the decision-making process, were identified. Hence, a transformation in pre-service and in-service training for professions in health-care coinciding with changes to the concept of professionalism is required. We propose introducing interprofessional education as a strategy to nurture medical professionalism.
We constructed the concept of “multidisciplinary medical professionalism.” It comprised 90 codes, 21 categories, 7 domains, and 3 areas, and examined 13 products (e.g., document, statement, code, and study) from professional associations of doctors, nurses, and physical therapists. We traced the history of the concepts of professionalism from the 1990s. We identified the extending as well as the new concepts of professionalism: “evidence-based medicine and practice,” “conflict management in collaborative practice,”“hand over,”“dissemination and promotion of safety culture,” and “utilizing mass media and providing information to citizens.” Qualitative changes to the concept of professionalism, for example, the role of patients having changed from passive to active in the decision-making process, were identified. Hence, a transformation in pre-service and in-service training for professions in health-care coinciding with changes to the concept of professionalism is required. We propose introducing interprofessional education as a strategy to nurture medical professionalism.
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