scholarly journals Efektivitas Modul Komunikasi Interprofesional Pada Mahasiswa Fakultas Kedokteran dan Keperawatan

2017 ◽  
Vol 6 (3) ◽  
pp. 163
Author(s):  
Rensa Rensa ◽  
Kristina Lisum ◽  
Jesika Pasaribu ◽  
Sri Indiyah
Keyword(s):  
Pilot Study ◽  
Interprofessional Education ◽  
Group Discussion ◽  
Interprofessional Communication ◽  
Interprofessional Learning ◽  
Catholic University ◽  
Before And After ◽  
Communication Module ◽  
Mean Differences ◽  
Quantitative And Qualitative Methods

Background: Interprofessional education (IPE) is one of medical professionals’ need to manage the patients’ problem efficiently and comprehensively.Method: This is a cohort prospective study that implemented mixed methods approach that consists of quantitative and qualitative methods. Quantitative data is collected through the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) on pilot study, while qualitative data is collected through the open-ended questions on Focus Group Discussion (FGD). This study involves students from Medical School, Atma Jaya Catholic University and Sint Carolus Nursing School, all of them were at their fourth-year college.Results: Pilot study obtains quantitave data from the ICCAS questionnaire, before and after Interprofessional Learning (IPL) intervention. There are mean differences on domain collaboration before and after IPL intervention using interprofessional communication module (mean difference 6 [95%CI 2 to 10], P 0,007).Conclusion: There are significant differences in collaboration skills between FKUAJ and STIK’s college students after IPL.

scholarly journals RECOMMENDATIONS OF THE DEVELOPMENT OF INTERPROFESSIONAL EDUCATION IN A FACULTY OF MEDICINE

2019 ◽  
Vol 8 (2) ◽  
pp. 97
Author(s):  
Hikmah Muktamiroh ◽  
Agneta Irmarahayu ◽  
Yuni Setyaningsih
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Group Discussion ◽  
Curriculum Evaluation ◽  
Teaching Staff ◽  
Interprofessional Communication ◽  
Interprofessional Learning ◽  
Academic Year ◽  
Depth Interviews ◽  
Analysis Of Teaching

 Background: In the Competence Standards of Indonesian Doctor (SKDI) which will ratify, interprofessional communicationand collaboration are competencies that Indonesian doctors mustown. Therefore, the implementation of interprofessional education (IPE) is a must for medical education institutions. Medical Faculty of the Universitas Pembangunan Nasional Veteran Jakarta (FK UPNVJ) has not specifically built the IPE module but has introduced aspects for interprofessional collaboration in the curriculum. Evaluation of the perceptions and readiness of students about IPE learning in students of academic year 2, 3 and 4 using the Indonesian version of The Interdisciplinary Education Perception Scale (IEPS) and Readiness for Interprofessional Learning Scale (RIPLS) showed that there were no differences in IEPS scores on student years 2nd and 3rd but decreased in 4th year students and the best RIPLS scores in the 3rd year and decreased in the 4th year. Against these results, intervention recommendations are needed to obtain results following the demands and expectations.Objectives: This study aims to obtain recommendations made based on disscussion and analysis of teaching staff of the FK UPNVJ about the results of evaluating perceptions and readiness of the FK UPNVJ at the academic stage.Methods: The research was a phenomenological qualitative research. Data collection through the opened-ended on Focus Group Discussion and in-depth interviews with teaching staff of the FK UPNVJ.Results: The teaching staff stated the importance of implementing interprofessional education by forming a curriculum. The curriculum must be more focused on interprofessional communication and collaboration since the academic stage. This implementation can be done well if get full support from the dean and the rector. The teacher staff, dean and rector’s commitment to the implementation of interprofessional education is the demand as well as the hope for the implementation of interprofessional educationConclusion: The obligation to implement interprofessional education is not natural, but it is not impossible. Several things can be done so that doctors graduating from FK UPNVJ can own communication and interprofessional collaboration competencies. 

scholarly journals Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care

2018 ◽  
Vol 2 (1) ◽  
pp. 51-57
Author(s):  
Dina Zakiyyatul Fuadah ◽  
Muhammad Taukhid
Keyword(s):  
Experimental Design ◽  
Antenatal Care ◽  
Interprofessional Education ◽  
Statistical Tests ◽  
T Test ◽  
Educational Institutions ◽  
Learning Models ◽  
Interprofessional Learning ◽  
Qualitative And Quantitative ◽  
Before And After

Background: Many educational institutions in Indonesia are familiar with the concept of interprofessional learning or interprofessional education but not many have applied. Facilitator readiness, one of the causes of this method has not been implemented optimally. Purpose: This study aims to determine the readiness of the lecturer as a facilitator in interprofessional learning. Methods: The pre-experimental design, pre and posttest design was used to examine a sample of 20 respondents which included the lecturers of nursing, midwifery and nutrition obtained by purposive sampling. Instrument to measure the readiness of lecturers using the RIPLS questionnaire. Result: The results of statistical tests using the T-Test found that the readiness of lecturers in the positive category where there was a change in readiness before and after being given an intervention in the form of interprofessional learning training with a Pvalue of 0.021. Conclusion: Educational institutions are recommended to start developing interprofessional education models that are mutually agreed upon and supported by clear facilities, policies and regulations. Subsequent research is expected to explore more appropriate interprofessional  learning models through both qualitative and quantitative approaches

scholarly journals A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255086
Author(s):  
Mitsuyuki Numasawa ◽  
Nobutoshi Nawa ◽  
Yu Funakoshi ◽  
Kanako Noritake ◽  
Jun Tsuruta ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Japanese Version ◽  
Dental Students ◽  
Evidence Based ◽  
Interprofessional Learning ◽  
Before And After ◽  
Explanatory Sequential Design ◽  
Tokyo Medical

Background Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. Methods Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch’s t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. Results Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. Conclusions The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.

scholarly journals KESIAPAN MAHASISWA MENGHADAPI ERA INTERPROFESSIONAL COLLABORATION MELALUI MODEL INTERPROFESSIONAL EDUCATION (IPE) DALAM PENANGANAN KASUS STUNTING

2020 ◽  
Vol 11 (2) ◽  
pp. 42-45
Author(s):  
Syamsidar
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Sampling Technique ◽  
P Value ◽  
Research Subjects ◽  
Cross Sectional ◽  
Interprofessional Learning ◽  
Student Readiness ◽  
Before And After ◽  
Cross Sectional Design

Interprofessional Education (IPE) is a collaborative practice between two or more health professions that mutually learn the role of each health profession and aims to improve collaboration skills and the quality of health services. This study aims to determine the readiness of Poltekkes Gorontalo Student in facing Interprofessional Collaboration through IPE simulations to solve Stunting case.This research is a quantitative study with cross sectional design through data collection using the Readiness Interprofessional Learning Scale questionnaire in Gorontalo Health Polytechnic environment from April to October 2019. The research subjects were Diploma III Students in Nursing, Midwifery and Nutrition in Final Semester. The sampling technique used is proportionate stratified random sampling. Instrument Measurement of student readiness using standard Readiness Interprofessional Learning Scale questionnaire instruments. The Data were analyzed through frequency distribution and Chi-Square.Based on quantitative data analysis shows that there is an increase in Student readiness before and after following the IPE simulation with p value = 0,000.

scholarly journals Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jihye Yu ◽  
woosuck Lee ◽  
Miran Kim ◽  
Sangcheon Choi ◽  
Sungeun Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Continuous Exposure ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Simulation Based ◽  
Before And After ◽  
Effective Collaboration

Abstract Background Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. Methods The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. Results After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. Conclusions We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

scholarly journals Interprofessional education in geriatric medicine: towards best practice. A controlled before–after study of medical and nursing students

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e018041
Author(s):  
Sanja Thompson ◽  
Kiloran Metcalfe ◽  
Katy Boncey ◽  
Clair Merriman ◽  
Lorna Catherine Flynn ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Geriatric Medicine ◽  
Control Group ◽  
Joint Learning ◽  
Interprofessional Learning ◽  
Roles And Responsibilities ◽  
Before And After

ObjectivesTo investigate nursing and medical students’ readiness for interprofessional learning before and after implementing geriatric interprofessional education (IPE), based on problem-based learning (PBL) case scenarios. To define the optimal number of geriatric IPE sessions, the size and the ratio of participants from each profession in the learner groups, the outcomes related to the Kirkpatrick four-level typology of learning evaluation, students’ concerns about joint learning and impact of geriatric IPE on these concerns. The study looked at the perception of roles and expertise of the ‘other’ profession in interprofessional teams, and students’ choice of topics for future sessions. Students’ expectations, experience, learning points and the influence on the understanding of IP collaboration, as well as their readiness to participate in such education again were investigated.DesignA controlled before–after study (2014/2015, 2015/2016) with data collected immediately before and after the intervention period. Study includes additional comparison of the results from the intervention with a control group of students. Outcomes were determined with a validated ‘Readiness for Interprofessional Learning’ questionnaire, to which we added questions with free comments, combining quantitative and qualitative research methods. The teaching sessions were facilitated by experienced practitioners/educators, so each group had both, a clinician (either geratology consultant or registrar) and a senior nurse.Participants300 medical, 150 nursing students.SettingTertiary care university teaching hospital.ResultsAnalysis of the returned forms in the intervention group had shown that nursing students scored higher on teamwork and collaboration post-IPE (M=40.78, SD=4.05) than pre-IPE (M=34.59, SD=10.36)—statistically significant. On negative professional identity, they scored lower post-IPE (M=7.21, SD=4.2) than pre-IPE (M=8.46, SD=4.1)—statistically significant. The higher score on positive professional identity post-IPE (M=16.43, SD=2.76) than pre-IPE (M=14.32, SD=4.59) was also statistically significant. Likewise, the lower score on roles and responsibilities post-IPE (M=5.41, SD=1.63) than pre-IPE (M=6.84, SD=2.75).Medical students scored higher on teamwork and collaboration post-IPE (M=36.66, SD=5.1) than pre-IPE (M=32.68, SD=7.4)—statistically significant. Higher positive professional identity post-IPE (M=14.3, SD=3.2) than pre-IPE (M=13.1, SD=4.31)—statistically significant. The lower negative professional identity post-IPE (M=7.6, SD=3.17) than pre-IPE (M=8.36, SD=2.91) was not statistically significant. Nor was the post-IPE difference over roles and responsibilities (M=7.4, SD=1.85), pre-IPE (M=7.85, SD=2.1).In the control group, medical students scored higher for teamwork and collaboration post-IPE (M=36.07, SD=3.8) than pre-IPE (M=33.95, SD=3.37)—statistically significant, same for positive professional identity post-IPE (M=13.74, SD=2.64), pre-IPE (M=12.8, SD=2.29), while negative professional identity post-IPE (M=8.48, SD=2.52), pre-IPE (M=9, SD=2.07), and roles and responsibilities post-IPE (M=7.89, SD=1.69), pre-IPE (M=7.91, SD=1.51) shown no statistically significant differences. Student concerns, enhanced understanding of collaboration and readiness for future joint work were addressed, but not understanding of roles.ConclusionsEducators with nursing and medical backgrounds delivered geriatric IPE through case-based PBL. The optimal learner group size was determined. The equal numbers of participants from each profession for successful IPE are not necessary. The IPE delivered by clinicians and senior nurses had an overall positive impact on all participants, but more markedly on nursing students. Surprisingly, it had the same impact on medical students regardless if it was delivered to the mixed groups with nursing students, or to medical students alone. Teaching successfully addressed students’ concerns about joint learning and communication and ethics were most commonly suggested topics for the future.

scholarly journals Promoting Hearing Health Collaboration Through an Interprofessional Education Experience

2017 ◽  
Vol 26 (4) ◽  
pp. 570-575
Author(s):  
Jerald James ◽  
Rachel Chappell ◽  
Donald E. Mercante ◽  
Tina Patel Gunaldo
Keyword(s):  
Interprofessional Education ◽  
Practice Patterns ◽  
Educational Activity ◽  
State University ◽  
Interprofessional Communication ◽  
Interprofessional Learning ◽  
Louisiana State University ◽  
Education Experience ◽  
Interprofessional Competencies ◽  
Statistical Improvement

Purpose To enhance audiology and physician assistant (PA) student appreciation for collaboration/team-based care through an interprofessional educational activity focused on hearing assessments. Method A total of 18 students from Louisiana State University Health–New Orleans's audiology and PA programs participated in an optional interprofessional education learning opportunity, which included a demonstration of hearing assessments. To assess student perspectives regarding interprofessional learning, the students completed pre- and post-surveys. Results Eighteen students completed a survey, including 5 questions using a Likert scale and 1 open-ended question. Both audiology and PA students demonstrated significant statistical improvement in 2 interprofessional competencies: roles/responsibilities and interprofessional communication. Students also reported increased awareness and knowledge in the skills of the opposite professions as related to hearing assessments. Conclusion Integrating interprofessional education experiences within an audiology program promotes collaborative practice patterns and supports new educational accreditation standards. Supplemental Material https://doi.org/10.23641/asha.5491669

scholarly journals The Readiness of Students to Learn Interprofessional Teamwork in Antenatal Care

Jurnal NERS ◽  
2016 ◽  
Vol 9 (2) ◽  
pp. 226
Author(s):  
Dina Zakiyyatul Fuadah ◽  
Sunartini Hapsara ◽  
Mariyono Sedyowinarso
Keyword(s):  
Antenatal Care ◽  
Interprofessional Education ◽  
P Value ◽  
Interprofessional Learning ◽  
Interprofessional Teamwork ◽  
Before And After ◽  
Readiness To Learn ◽  
Post Test ◽  
Quasi Experimental ◽  
Education Training

Introduction: Indonesia as a developing country have a higher Maternal Mortality Rate (MMR). The prevention efforts is developing interprofessional collaborative practice (IPCP) in the level of health care. Collaboration attitudes should start from education level through interprofessional education training and simulation for student. The objective of this study was to analyze the effect of interprofessional education training toward the readiness of students to learn interprofessional teamwork in antenatal care. Methods: Quasi-experimental design (pre test and post test without control) with Time-Series Design. Participants used in this study were students of five semester in STIKes Karya Husada Kediri year of 2011/2012 and the number of samples are 60 students. Technique sampling using simple random. The data collected by used questionnaires Readiness Interprofessional Learning Scale (RIPLS) and checklist observations using Teamwork Score (TWS). Anova, Friedman test, and Kruskal Wallis was used to statistically analyzed the data. Results: Readiness to learn interprofessional teamwork indicates the value of p = 0.001 thats means there are significant differences between the readiness before and after training IPE. Delta test showed that p value > 0.05 so there is no difference between the three programs study on readiness to learn interprofessional teamwork in antenatal care. Discussion: Interprofessional education training using simulation methods can affect the readiness of nursing, midwifery and nutritionist students for learning interprofessional teamwork in antenatal care.Keywords: interprofessional education, readiness, training and simulations, pre clinics students, antenatal care.

scholarly journals Interprofessional Education Through Case Study: Learners’ Attitudes on Interprofessional Education

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 853-854
Author(s):  
Anne Halli-Tierney ◽  
Rebecca Allen ◽  
Dana Carroll ◽  
Robert McKinney
Keyword(s):  
Interprofessional Education ◽  
Geriatric Patients ◽  
Group Discussion ◽  
Real Life ◽  
Case Discussion ◽  
Specific Knowledge ◽  
Interprofessional Learning ◽  
Care Plans ◽  
Time To Learn

Abstract Interprofessional education case sessions allow learners to apply discipline-specific knowledge to real-life scenarios through thorough facilitated discussion of a patient case. Our interprofessional case discussion was implemented for learners to develop care plans for complex geriatric patients; learners have intentional time to learn with, from and about each other’s roles in geriatric care. All learners receive the case and work through it from their discipline’s perspective, then join a facilitated group discussion to develop collaborative care plans. Participants were surveyed using the ICAS and qualitative comments about perceptions of interprofessional learning, and most interprofessional (medicine, pharmacy, psychology and social work) learners found the sessions to be educational. Themes emerging from qualitative analysis about what was most educational were “different professional approaches”, “professional roles”, “collaboration” and “problem solving”. Typically, learners were unable to identify “least educational” components to the activity. Overall feedback from learners aligns with the goals of interprofessional education. Part of a symposium sponsored by the Mental Health Practice and Aging Interest Group.

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