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Kesinambungan belajar berbasis IPE pada tahap akademik dan penerapannya pada tahap profesi

Kesinambungan belajar berbasis IPE pada tahap akademik dan penerapannya pada tahap profesi. Diantha Soemantri Koordinator Kurikulum Terintegrasi Rumpun Ilmu Kesehatan Universitas Indonesia .

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Kesinambungan belajar berbasis IPE pada tahap akademik dan penerapannya pada tahap profesi

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  1. Kesinambunganbelajarberbasis IPE padatahapakademikdanpenerapannyapadatahapprofesi Diantha Soemantri KoordinatorKurikulumTerintegrasi RumpunIlmuKesehatanUniversitas Indonesia

  2. “ It is no longer enough for health workers to be professional. In the current global climate, health workers also need to be interprofessional“ (WHO, 2010, p.36)

  3. PRESENTATION OUTLINE

  4. Main concepts of IPE

  5. The need for an interprofessional education Educational and Health System according to WHO (2010)

  6. Collaborative practice WHO (2010). Framework for Action on Interprofessional Education and Collaborative Practice

  7. Interprofessional education Sargeant (2008): “Contact … is not enough to build an effective team. Teamwork is a sophisticated social activity requiring cognitive (knowledge), technical (skills), and affective (attitude) competenciesand education for developing these”

  8. How to organize an interprofessional education Components of Interprofessional Education Program (WHO, 2010)

  9. “International environmental scan” • Only 38% reported that IPE is MANDATORY • Only 66% reported that the students know the LEARNING OBJECTIVES of IPE program • Only 37% reported that the learning objectives are ASSESSED • Only 31% reported that there is a TRAINING for staff involved in IPE program • 30% reported that IPE program is not EVALUATED • Rodger S, Hoffman S on behalf of the WHO Study Group on Interprofessional Education & Collaborative Practice (2010). Where in the world is interprofessional education? A global environmental scan. Journal of Interprofessional Care 24(5): 479-91

  10. Current implementation IPE in academic stage

  11. in Universitas Indonesia… • A learning module in which students sit together listening to the same lecture or reading the same book is not adequate Multiprofessional education • Informally, students can interact with each other in this module, most probably superficially

  12. in Universitas Indonesia… • Therefore, multiprofessional education must be accompanied with interprofessional education • Interprofessional education  specifically aims to equip students with the ability to collaborate and work in a healthcare team effectively

  13. in Universitas Indonesia… • Resource sharing • Efficiency of resource use • Closer relationship and more effective communication between professions • Added competency: the ability to collaborate and work in a team in providing health care services

  14. Structure of Health Sciences Faculties curriculum Multiprofessional& interprofessional learning modules

  15. Shared learning modules MPE IPE

  16. Interprofessional competency domains in the “Teamwork & Collaboration of Healthcare” Module

  17. Module: Teamwork and collaboration of healthcare team Teachingmethods • Introductorylecture • Collaborative learning • Question based learning • Case based discussion • Plenarypresentation Assessment system • Self reflection • Tutor & peer assessment • Written exam (in group) • Group project

  18. Input from students:“Continuity of program from academic to professional stage” “Real world application of interprofessional collaboration principles”  hospital? community? Mean score comparison of RIPLS (Readiness for Interprofessional Learning Scale) in year 1 Health Sciences students • Yolanda S & Soemantri D (2013). Developing IPE in UI: the long and winding road. AMEE Conference 2013, Prague

  19. Future Plan IPE IN Profession stage

  20. 1 ROLE MODEL • Interprofessional team in hospitals/clinics • Examples of interprofessional collaborative practice in hospitals/clinics • Healthcare practitioners  understand the roles of each profession, and aware of the importance of interprofessional, collaborative healthcare services • Minimizing negative stereotyping and hierarchy of profession

  21. 2 INSTITUTIONAL SUPPORT • Adjustment of the curriculum • Time allocated for interprofessional education • Allocation of human and physical resources, including a number of main/affiliated hospitals, satellite/family clinic, community health centers, etc. • Training for teaching staff

  22. 3 ORGANIZATION • Module management • Organization of a high number and diverse students and teachers • Individual preparedness: students, teachers • Student-centered active learning

  23. Some examples of IPE in profession stage (pre-qualification stage) • Guest et al (2002) • Interprofessional placement • Pediatric ward in a large teaching hospital • 90 senior nursing students, 90 junior medical students  ‘buddied’ • Discuss and reflect students’ ward-based interprofessional learning experiences

  24. Some examples of IPE in profession stage (pre-qualification stage) • Van der Horst et al (1995) • Interprofessional community placement • Medicine, nursing, occupational therapy, physiotherapy, social work • Activities: observation of community interprofessional health teams, interviews with local community experts, interviews with the users of community health services

  25. Some examples of IPE in profession stage (pre-qualification stage) • Ker et al (2003) • Simulated ward environment in a clinical skills centre • Medical and nursing students  interprofessional teams • Responsibility for the ward for a shift  prepare a joint report  discuss and receive feedback from tutors

  26. the way forward… • Designing an instructional design for IPE program in professional (pre-qualification) stage by an interprofessional teaching team • Explicit learning objectives • Relevant activities • Valid assessment methods • Feasible timing • Formation of interprofessional team of students • Medicine, nursing, dentistry, pharmacy and public health • 1 group  10 students max?

  27. the way forward… • Choices of placements: • Community placement • Students are given a patient/family who needs an interprofessional healthcare approach, that they have to monitor and intervene during a particular period • Clinical ward placement • Students team-up to observe and experience an interprofessional approach in treating patients in the ward • Simulated ward environment • Similar to the clinical ward placement, but in a simulated environment  simulated patients. More opportunities for hands-on experience

  28. the way forward… • In each placement: • Tutors’ guidance and supervision • Discussion and reflection upon the experiences • Tutor assessment and feedback • Peer assessment and feedback • Evaluation (program) • Level 1: students, teachers satisfaction • Level 2: students’ learning achievement

  29. to sum up…. • IPE is a must, preferably both at academic and profession stage (continuum of the early and advanced stage of education) • Classroom-based teaching  main activities at the academic stage • Community/hospital ward placement  main activities at the profession stage • Specifically at the profession stage: IMPORTANT  not only the instructional design of the IPE program, but also the ROLE MODELING from healthcare practitioners

  30. References • Canadian Interprofessional Health Collaborative. A National Interprofessional Competency Framework. February 2010. • Guest C, Smith L, Bradshaw M & Hardcastle W (2002). Facilitating interprofessional learning for medical and nursing students in clinical practice. Learning in Health and Social Care 1: 132-138 • InterprofesionalEducation Collaborative (IPEC) Expert Panel (2011). Core competencies for interprofessional collaborative practice: report of an expert panel. Washington, DC. Interprofessional Education Collaborative. • Ker J, Mole L & Bradley P (2003). Early introduction of interprofessional learning: a simulated ward environment. Medical Teacher 37: 248-255 • Modul Kolaborasi dan Kerjasama Tim Kesehatan. Rumpun Ilmu Kesehatan, Universitas Indonesia, 2012 • Rodger S, Hoffman S on behalf of the WHO Study Group on Interprofessional Education & Collaborative Practice (2010). Where in the world is interprofessional education? A global environmental scan. Journal of Interprofessional Care 24(5): 479-91 • Sargeant J, Loney E & Murphy G (2008). Effective interprofessional teams: “contact is not enough” to build a team. Journal of Continuing Education in Health Professions 28(4):228-234 • World Health Organization (2010). Framework for action on interprofessional education and collaborative practice. Geneva: WHO Press • Van der Horst M, Turpie I, Nelson W et al (1995). St Joseph’s Community Health Centre model of community-based interdisciplinary health care team. Health and Social Care in the Community 3: 33-42 • Yolanda S & Soemantri D (2013). Developing IPE in UI: the long and winding road. AMEE Conference 2013, Prague

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