保健衛生学部 リハビリテーション学科

mihoko ito

  (伊藤 美保子)

Profile Information

Affiliation
School of Health Sciences Faculty of Rehabilitation, Fujita Health University
Degree
Doctor of Medical Sciences(Mar, 2021, Fujita Health University)
Master of Social Welfare(Mar, 2012, Nihon Fukushi University)

J-GLOBAL ID
201501012170814139
researchmap Member ID
7000013053

Papers

 3
  • Akiko Maeda, Megumi Suzuki, Toshio Teranishi, Mihoko Ito, Nozomi Hokimoto, Kenta Fujimura, Hirofumi Ota, Eiichi Saitoh
    Fujita medical journal, 7(1) 8-11, 2021  
    OBJECTIVES: This study sought to determine whether therapists experience more accidents annually with increased clinical experience, and whether experiencing an accident in the first year of practice is associated with accidents in the second year of practice. METHODS: We categorized 642 therapists into five groups based on years of clinical experience (first, second, third, fourth, and 5-20 years; n=138, 112, 117, 58, and 217, respectively) and tallied the accidents they reported over an 8-year period. The difference between the five groups in the number of accidents per person per year was subjected to multiple comparisons testing using Kruskal-Wallis tests. RESULTS: Significant differences were revealed between the first year group and the 5-20 years group (p<0.01), between the second year group and the 5-20 years group (p<0.05), and between the third year group and the 5-20 years group (p<0.05). Specifically, participants in the 5-20 years group encountered fewer accidents than those in the other groups. Therapists who encountered an accident in their first year, compared with those who had not, had significantly more accidents in their second year. CONCLUSIONS: Therapists with 1-3 years of clinical experience are more likely to encounter an accident than therapists with >5 years of clinical experience. We conclude that young therapists who have experienced accidents are prone to future accidents. These findings inform the optimal allocation of educational resources to reduce the number of accidents encountered by therapists.
  • Sayuri Nakamura, Mihoko Itoh, Yoichiro Miki, Toshiaki Kido, Hiroyuki Kamei, Shigetaka Suzuki, Masatsugu Ohtsuki
    Fujita medical journal, 6(4) 102-109, 2020  
    OBJECTIVE: This study aimed to clarify the relationship between interprofessional self-evaluation and peer evaluation during interprofessional education (IPE) using team-based learning (TBL). We also aimed to clarify differences in interprofessional cooperation between students with high and low peer evaluation scores. METHODS: In total, 483 students (grades 3-5) from nine faculties at three universities participated in a TBL-based IPE program. The students completed five interprofessional self-evaluation domains (the modified Tsukuba IPE model) before and after IPE. Students also completed peer evaluation after IPE. Students were divided into three groups by peer evaluation scores (low, middle, high), and the post-class self-evaluation scores of these groups were compared using a Kruskal-Wallis test. Multiple regression analysis was also performed. Peer evaluation comments were analyzed using a qualitative inductive method. RESULTS: Students in the low peer evaluation group had significantly lower scores in the "Regarding participation in group work" domain than students in the high group (P<0.05). Students in the high group received positive comments, such as [good communication] and [working cooperatively], whereas students in the low group were required to improve in two areas: [speaking up more] and [need more communication]. CONCLUSIONS: There was a significant relationship between peer evaluation by team members and self-evaluation for "Regarding participation in group work." Students with high peer evaluation scores participated with active attitudes, whereas students with low scores were considered passive. This study suggested that using peer evaluation may enhance students' professional cooperation by improving their communication and attitudes toward active participation.
  • Mihoko Ito, Takeshi Hida, Kazue Goto, Michiko Goto, Yoshikiyo Kanada, Masatsugu Ohtsuki
    Fujita medical journal, 6(4) 93-101, 2020  
    OBJECTIVES: The current study sought to understand the learning outcomes experienced by students and to explain their learning process in detail using interpretive data analysis. METHODS: A qualitative study examined students who participated in a multidisciplinary course in a ward. This study investigated latent meanings rather than factual information, using an interpretive paradigm. Data were collected via focus groups and analyzed using Steps for Coding and Theorization (SCAT). RESULTS: Students in the Assembly IV trial (interprofessional education in actual medical settings) experienced a process of transition from a competing (exclusive) mode to a mutual-understanding mode when communicating with people in other professions, and they acquired the perspective of an interactive (dialectic) link between involved communication (communication that attempts to connect directly with patients) and uninvolved communication (communication with patients indirectly through data and other methods) for patient communication. This enabled students to move beyond superficial communication while deepening their connections with people in other professions, complementing each other's strengths, and learning about the possibilities inherent in the provision of collaborative medical practice. CONCLUSIONS: Students participating in interprofessional education within medical settings learned about the potential to achieve a circular realization of collaborative medical practice. A circular realization of collaborative medical practice involves incorporating diverse approaches into one's own professional work via exposure to the viewpoints of other occupations and avoiding decision-making based on assumptions that are only valid within one's own profession. This process enables the discovery of better methods and perspectives and the achievement of effective medical practice by moving beyond superficial communication.

Misc.

 13

Books and Other Publications

 4

Presentations

 10

教育内容・方法の工夫(授業評価等を含む)

 2
  • 件名(英語)
    -
    概要(英語)
    検査測定論実習:その日の講義内容・目標を説明し、学生の動機付けを行う。実技試験を織り込みながら、実技の定着を図る。
  • 件名(英語)
    -
    概要(英語)
    作業療法治療学演習6-精神障害:講義前週に次週の講義に関する内容の課題を提示し、講義内容の予習を促す。評価法や面接法を学生同士で実施し、理解と方法や観察ポイントの習得を図る。

作成した教科書、教材、参考書

 1
  • 件名(英語)
    -
    概要(英語)
    PT・OTのためのOSCE 臨床力が身につく実践テキスト:金田嘉清、冨田昌夫、澤俊二、岡西哲夫、伊藤美保子、他25名,p100-108,第1版,2011年,金原出版

教育方法・教育実践に関する発表、講演等

 6
  • 件名(英語)
    -
    終了年月日(英語)
    2013/08/06
    概要(英語)
    第6回 医療科学部相互研修FD
  • 件名(英語)
    -
    終了年月日(英語)
    2012/08/07
    概要(英語)
    第5回 医療科学部相互研修FD
  • 件名(英語)
    -
    終了年月日(英語)
    2011/08/02
    概要(英語)
    第4回 医療科学部相互研修FD
  • 件名(英語)
    -
    終了年月日(英語)
    2010/08/04
    概要(英語)
    第3回 医療科学部相互研修FD
  • 件名(英語)
    -
    終了年月日(英語)
    2009/08/04
    概要(英語)
    第2回 医療科学部相互研修FD
  • 件名(英語)
    -
    開始年月日(英語)
    2009
    概要(英語)
    平成21年より藤田保健衛生大学医療科学部リハビリ学科卒後研修会主催の藤田ADL講習会(FIMを中心に)一般コースの講師を毎年担当。全国の施設より参加される医師、看護師やPT・OTをはじめとするコメディカルの受講生にADLの評価法であるFIMの採点方法等を講義してきた。また、平成23年より同研修会の応用コースの講師も担当してきた。

その他教育活動上特記すべき事項

 1
  • 件名(英語)
    -
    概要(英語)
    日本福祉大学大学院(社会福祉学研究科社会福祉学修士課程)を平成21年4月に入学し、平成24年3月に修了