Table 4. Perceived barriers to implementing IPE at Japanese medical schools (n = 64).

Factor	n	(%)
Adjustment of academic calendar and schedule	53	(82.8)
Insufficient staff numbers	47	(73.4)
Lack of classroom space	33	(51.6)
Funding limitations	25	(39.1)
Insufficient understanding of educational methods by staff	24	(37.5)
Difficulty developing teaching materials	23	(35.9)
Lack of institutional understanding	18	(28.1)
Difficulty finding other disciplines for collaboration	18	(28.1)

Respondents were asked to score perceived barriers to implementing IPE on a five-point Likert-type scale (“5 = major barrier”, “4 = somewhat”, “3 = neutral”, “2 = not so much”, “1 = no barrier”). We regarded responses of 4 and 5 as indicating that the school perceived the factor as a barrier to IPE; therefore, 4 and 5 were combined.