Recommendations of the Development of Interprofessional Education in a Faculty of Medicine

Abstract

Background:In the Competence Standards of Indonesian Doctor (SKDI) which will ratify, interprofessional communication and collaboration are competencies that Indonesian doctors must own. 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 education Conclusion: 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.

Readiness for Interprofessional Education: Perspective From Medical and Nursing Students

“…Several previous studies of IPE readiness in Indonesia, including Semarang and Jakarta, have used the RIPLS tool. 2,18 In Semarang, a study was conducted that utilized RIPLS to collect data from students of medicine, nursing, dentistry, and midwifery. 2 Additionally, a previous study in Jakarta limited data collection to medical students in their second, third, and fourth years.…”

“…2 Additionally, a previous study in Jakarta limited data collection to medical students in their second, third, and fourth years. 18 Moreover, Lestari and colleagues argued that little research has been conducted on students' attitudes toward IPE in an Asian context. 2 Thus, this current study added an IPE study conducted in an Asian setting, at a religious-based private university where all nursing students received scholarships and lived on-campus in dormitories.…”