AUTHOR=Yatsushiro Rika , Matsuda Fumiyo , Causer Bo , Inoue Kazuhiro , Kikata Junne , Miura Naoki , Hashimoto Kumiko , Akasaki Yasuaki , Unedaya Keiko 

TITLE=Using virtual fieldwork to support interprofessional and community-based learning: students from four faculties investigate life on a remote island in Japan

JOURNAL=Frontiers in Education

VOLUME=Volume 9 - 2024

YEAR=2024

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1421218

DOI=10.3389/feduc.2024.1421218

ISSN=2504-284X

ABSTRACT=The Mishima Islands in Kagoshima Prefecture, Japan, are remote islands designated as medically underserved. Supporting the people living in such remote islands requires a multifaceted examination of the livelihoods of the residents, including their health, work, and living environment.Methods: Using the lens of the United Nations SDGs, students from the faculties of nursing, veterinary science, agriculture, and engineering participated in a three-day virtual fieldwork session held synchronously from the campus of Kagoshima University and on a remote island in the Mishima Mura island group in Kagoshima Prefecture, Japan. Coursework and post-course surveys were analyzed to determine student engagement and learning. In particular, the analysis considered learning in relation to interprofessional learning and community-based learning.Students expressed being able to conduct fieldwork online, collaborate with students from multiple faculties and graduate schools, and apply their expertise. These outcomes were reflected in the 5-point Likert scale evaluation responses, highlighting a sense of accomplishment and satisfaction. Virtual fieldwork can contribute to student learning by introducing new concepts and allowing them to consider development issues in remote areas from multiple perspectives.コメントの追加 [A1]: We will update the word count once the Manuscript is completely finalized.  削除: 2 123 削除: learning (IPL) and community-based learning (CBL). 124 Knowledge of these practices significantly influences the 125 development of the course and provides a framework for assessing 126 course outcomes.