Implementation of interprofessional education in community setting

Abstract

Community health problem(s) needs to be solved collaboratively among the health care team. Interprofessional Education (IPE) is implemented to facilitate health students to collaborate before they join in the working world. The purpose of this study was to identify the experience of students, lecturers, and family members in the implementation of IPE in a community setting. All (465) sixth semester medical, nursing, and nutrition students in the Faculty of Medicine Universitas Diponegoro participated in the IPE program. Each small group contains 4-5 students who worked together in the community setting to identify family health problems, implement interventions, and evaluate the results. Focus Group Discussion (FGD) was conducted to evaluate the implementation. Twenty-four medical, nursing, and nutrition students, eight lecturers, and five family members were involved in this study. FGD was conducted separately among groups. The implementation is divided into four phases, namely, preparation, process, evaluation, and benefit. Unclear competencies and roles-responsibilities of each student in the program was the most problem faced during preparation, while obstacles during the process were difficult to set a schedule among team members. Conducting an objective assessment of both methods and tools needs to be concerned in the evaluation phase. However, students, lecturers, and family members appreciated the program and preferred to sustain the program. IPE can be implemented in a community setting to solve health problems and it can facilitate students to collaborate in a team, but it needs to be settled including preparation, process, and evaluation.

Impact of the COVID-19 pandemic on implementing IPE in the community: students' perceptions

“…The result of this study is in line with previous research, which conducted the IPE programme in normal conditions and reported that participating in the IPE programme made students appreciate and respect other health professionals' roles and scope (Ntsiea et al, 2021). In addition, when implemented in the community setting, IPE facilitates students to learn how to solve community health problems collaboratively (Asmara et al, 2019).…”

Analisis Berpikir Reflektif Siswa dalam Pemecahan Masalah Matematika Berdasarkan Taksonomi Bloom Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent

“…Sesuai tinjauan aspek proseptual dan intelektual tersebut, dikemukakan bahwa perbedaan individu dapat di ungkapkan oleh tipe-tipe kognitif yang di kenal dengan gaya kognitif (cognitive style) (Safrida et al, 2015) Menurut Bestiyana (2018), bahwa gaya kognitif merupakan kebiasaan seseorang dalam memperoses informasi. Gaya kognitif adalah karakteristik individu dalam pengunaan fungsi kognitif (berfikir, mengingat, memecahkan masalah, membuat keputusan, mengorganisasi, dan memproses informasi dan seterusnya) yang bersifat konsisten dan berlangsung lama (Asmara et al, 2019). Jadi, Gaya kognitif merupakan ciri individu dalam berpikir, merasakan, mengingat, memecahkan masalah dan membuat keputusan.…”

Third-Year Health Professions Students’ Interprofessional Education in the Community Setting: What Did They Experience?

“…Lack of students' preparedness to interact with the community might cause varying degrees of community engagement between groups. 15 To reduce the gap, before community placement, students should be provided with an introductory course on how to engage the community. The course discusses local culture, social structure, and social skills.…”