THE EFFECT OF CONTECT, INPUT AND PROCESS IN ACHIEVING INTERPROFESSIONAL COMMUNICATION AND TEAMWORK COMPETENCES

https://doi.org/10.22146/jpki.35542

Nurul Fauziah(1*), Mora Claramita(2), Gandes Retno Rahayu(3)

(1) Mahasiswa Program Studi S2 Ilmu Pendidikan Kedokteran FK UGM, Yogyakarta - INDONESIA
(2) Fakultas Kedokteran Universitas Gadjah Mada, Yogyakarta - INDONESIA
(3) Fakultas Kedokteran Universitas Gadjah Mada, Yogyakarta - INDONESIA
(*) Corresponding Author

Abstract


Background: Interprofessional Education (IPE) is a process occurs when students from two or more professions learn about and from each other to enable effective collaboration and improve health outcomes. Faculty initiated the IPE program called Community and Family Health Care - interprofessional Education (CFHC-IPE) that began in 2013 with the aim to build the capacity of community, family medicine and interprofesional. This study aims to evaluate the effect of context, input and process towards the achievement of interprofessional competences.

Method: This study was a qualitative research design using a case study evaluation Context-Input-Process-Product (CIPP). Respondents of this study are five-IPE CFHC managers, three heads of study program, 10 lecturers and 35 students from PSPD, PSIK and PSGK. Data collected through FGD, in-depth interviews and document analysis. FGD and in-depth interviews conducted using an interview guide while document analysis carried out on the grand design CFHC-IPE.
Results: Context evaluation shows that the needs assessment has not been carried out. Input evaluation shows that the preparation of the grand design CFHC-IPE is not align and debriefing facilitators need to be added. There were gaps in the implementation of learning activities and assessment and program monitoring was inadequate. IPE competencies in the first year on the student of 2014 were not achieved.
Conclusion: Inter-professional communication and teamwork competence on student of class 2014 at CFHC-IPE program in the first year was not achieved and influenced by the weaknesses in the content, inputs and processes aspects.


Keywords


Interprofessional education, CFHC-IPE years I, IPE competencies, Program evaluation, CIPP

Full Text:

Untitled


References

  1. WHO. Framework for Action on Interprofessional Education & Collaborative Practice. Switzerland: WHO Press; 2010.
  2. Liaw SY, Zhou WT, Lau TC, Siau C, Chan SW. An interprofessional communication training using simulation to enhance safe care for a deteriorating patient. Nurse Education Today. 2014; 34: 259–64
  3. Brock, D. et al. Interprofessional education in team communication: working together to improve patient safety. BMJ Quality and Safety. 2013;22:414–23
  4. Tamayo M, Besoaín-Saldaña A, Aguirre M, Leiva J. Teamwork: relevance and interdependence of interprofessional education. Revista de Saúde Pública. 2017; 51: 1–10
  5. WHO. Transforming and Scaling Up Health Professionals’ Education and Training: World Health Organization Guidelines 2013. Switzerland: WHO Press; 2013.
  6. Barr H, Low H. Introducing Interprofessional Education. UK: CAIPE; 2013.
  7. Ponzer S, Hylin U, Kusoffsky A, Lauffs M, Lonka K, Mattiason AC, Nordstorm G. Interprofessional training in the context of clinical practice: goals and students’ perceptions on clinical education wards. Medical Education. 2004;38: 727–36
  8. Garbee DD, Paige J, Barrier K, Kozmenko V, Kozmenko L, Zamjahn J, Bonanno L, Cefalu J. Interprofessional Teamwork Among Students in Simulated Codes: A Quasi-Experimental Study. Nursing Education Perspective. 2013;34(5): 339 – 44
  9. Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A Best Evidence Systematic Review of Interprofessional Education: BEME Guide No. 9. Medical Teacher. 2007;29(8): 735-51
  10. Cameron A, et al. An Introduction to Teamwork. Journal of Allied Health. 2009; 38(4): 220–26
  11. Morison SL, Stewart MC. Developing Interprofessional Assessment. Learning in Health and Social Care. 2005;4(4): 192–202.
  12. Thistlethwaite JE. Interprofessional Education: a Review Context, Learning and The Research Agenda. Medical Education. 2012;46: 58-70.
  13. Dent JA, Harden RM (eds). A Practical Guide for Medical. 3rd ed. London: Elsevier; 2009.
  14. Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective Interprofessional Education: Argument, Assumption, And Evidence. UK: Blackwell Publishing Ltd; 2005.
  15. Tyastuti D, et al. An Educational Intervention of Interprofessional Learning in Community Based Health Care in Indonesia: What did We Learn from the Pilot Study?. Journal of Education and Practice. 2013;25(4): 1-11.
  16. Sedyowinarso M. Modul Implementasi Pembelajaran Model Interprofessional Education pada Pendidikan Klinis di Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta. Yogyakarta: PSIK FK UGM; 2013.
  17. Freeth D, Hammick M, Reeves S, Koppel I, Barr H. Effective Interprofessional Education: Development, Delivery & Evaluation. UK: Blackwell Publishing; 2005.
  18. Freeth D, Reeves S. Learning to work together: using the presage, process, product (3P) model to highlight decisions and possibilities. Journal of Interprofessional Care. 2004;18 (1): 43-56
  19. Kirkpatrick DL, Kirkpatrick JD. Evaluating Training Programs: Third Edition. California: Berret – Koehler Publisher. Inc; 2006.
  20. Stufflebeam DL. CIPP Evaluation Model Checklist [document on the internet] 2nd edition. 2007 [disitasi 1 Mei 2015] Available from: www.wmich.edu/evalctr/checklists
  21. Claramita M, Sedyowinarso M, Huriyati E. Wahyuningsih, M. S. Model Pendidikan Interprofesi menggunakan Pedoman Komunikasi “SAPA - AJAK BICARA – DISKUSI”: Laporan Penelitian Dosen Senior. Yogyakarta: Fakultas Kedokteran UGM; 2011.
  22. Lee-Page II R et al. Interprofessional Education: Principles and Application. A Framework for Clinical Pharmacy. Pharmacotherapy. 2009;29(3):145e–64e
  23. Judge MP, Polifroni EC, Zhu S. Influence of Student Attributes on Readiness for Interprofessional Learning Across Multiple Healthcare Disciplines: Identifying Factors to Inform Educational Development. International Journal of Nursing Science. 2015;2: 248–52
  24. Hean S, Craddock D, Hammick M, Hammick M. Theoritical Insight Into Interprofessional Education: AMEE Guide No. 62. Medical Teacher. 2012;34: 78-101
  25. Diamond RM. Designing and assessing course and curricula: a practical guide. USA: Jossey-Bass; 2008.



DOI: https://doi.org/10.22146/jpki.35542

Article Metrics

Abstract views : 3242 | views : 2664

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Nurul Fauziah, Mora Claramita, Gandes Retno Rahayu

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats