THE READINESS FOR INTERPROFESSIONAL EDUCATION IMPLEMENTATION DURING COVID-19 PANDEMIC IN INDONESIA: A DESCRIPTIVE STUDY

https://doi.org/10.22146/jpki.69550

Sarah Firdausa(1), Rachmah Rachmah(2), Azizah Vonna(3), Teuku Renaldi(4), Noraliyatun Jannah(5), Masra Lena Siregar(6), Sri Wahyuni(7), Dedy Syahrizal(8*)

(1) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(2) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Faculty of Nursing, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(3) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Department of Pharmacy, Faculty of Mathematics and Natural Sciences, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(4) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(5) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Faculty of Nursing, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(6) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(7) Meuraxa Hospital, Banda Aceh, Indonesia
(8) 1 Research Center for Collaboration in Health Science, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia 2 Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Aceh, Indonesia
(*) Corresponding Author

Abstract


Background: The importance of the interprofessional education (IPE) program has been depicted through various forms of the IPE curriculum. The COVID-19 pandemic has forced a change in the implementation of IPE; this has caused the method of implementing IPE to change online. This study aims to assess the readiness of three different healthcare professions for implementing IPE using the Readiness for Interprofessional Learning Scale (RIPLS).

Methods: The RIPLS survey was completed by 108 medical students, 40 pharmacy students, and 30 nursing students at Universitas Syiah Kuala, Indonesia. The survey was done after the students carried out the online IPE intervention, which was held during the COVID-19 pandemic. They also completed open-ended questions reflecting their attitude towards and experience from the online IPE implementation.

Results: There was no significant difference regarding student readiness for interprofessional learning among the three academic disciplines. Generally, as many as 57.9% of students showed a positive perception of IPE. Separate analysis for each study program showed that all of them were in the high range of scores for positive perception. Pharmacy students have the highest positive perception of IPE (60%), while medical and nursing students’ scores were 54.6% and 53.3%, respectively. Qualitative interviews revealed that: 1) the scheduling of IPE implementation was not suitable for the students, 2) the online communication between professions was not as effective as expected challenging, and 3) there was a growing awareness to respect other professions.

Conclusion: It can be concluded that conducting the IPE program during the COVID-19 pandemic experienced many obstacles, especially communication. However, it still maintains the main objective of IPE, which is to respect other professions.


Keywords


Interprofessional Education (IPE), Readiness for Interprofessional Education (RIPLS), health profession programs, student positive perception

Full Text:

PDF


References

  1. Syahrizal D, Renaldi T, Dianti SW, Jannah N, Rachmah R, Firdausa S, et al. The Differences in Perceptions of Interprofessional Education Among Health Profession Students: The Indonesian Experience. J Multidiscip Healthc. 2020;13:403.
  2. Acquavita SP, Lewis MA, Aparicio E, Pecukonis E. Student perspectives on interprofessional education and experiences. J Allied Health. 2014;43(2):31E-6E.
  3. World Health Organization. Learning together to work together for health: report of a WHO Study Group on Multiprofessional Education of Health Personnel: the Team Approach [meeting held in Geneva from 12 to 16 October 1987]: World Health Organization; 1988.
  4. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010;376(9756):1923-58.
  5. Bashatah AS, Al-Ahmary KA, Al Arifi M, Asiri YA, AlRuthia Y, Metwally AS, et al. Interprofessional Cooperation: An Interventional Study Among Saudi Healthcare Teaching Staff at King Saud University. J Multidiscip Healthc. 2020;13:1537.
  6. Ernawati DK, Utami DKI. The impact of interprofessional education to health students’ collaborative competencies. IJERE. 2020;9(3). http://doi.org/10.11591/ijere.v9i3.20489.
  7. World Health Organization. Framework for action on interprofessional education and collaborative practice. World Health Organization; 2010
  8. LeBlanc P. COVID-19 has thrust universities into online learning: How should they adapt? Brookings. 2020.
  9. Khalili H. Online interprofessional education during and post the COVID-19 pandemic: a commentary. J Interprof Care. 2020;34(5):687-90.
  10. Langlois S, Xyrichis A, Daulton BJ, Gilbert J, Lackie K, Lising D, et al. The COVID-19 crisis silver lining: interprofessional education to guide future innovation. J Interprof Care. 2020;34(5):587-92.
  11. Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999;33(2):95-100.
  12. Hertweck ML, Hawkins SR, Bednarek ML, Goreczny AJ, Schreiber JL, Sterrett SE. Attitudes toward interprofessional education: comparing physician assistant and other health care professions students. Journal of Physician Assistant Education (Physician Assistant Education Association). 2012;23(2).
  13. Groessl JM, Vandenhouten CL. Examining students’ attitudes and readiness for interprofessional education and practice. Educ Res Int. 2019;2019.
  14. Huebner S, Tang Q, Moisey L, Shevchuk Y, Mansell H. Establishing a baseline of interprofessional education perceptions in first year health science students. J Interprof Care. 2020:1-9.
  15. McFadyen A, Webster V, Strachan K, Figgins E, Brown H, McKechnie J. The Readiness for Interprofessional Learning Scale: a possible more stable sub-scale model for the original version of RIPLS. J Interprof Care. 2005;19(6):595-603.
  16. Liguori E, Winkler C. From offline to online: Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. SAGE Publications Sage CA: Los Angeles, CA; 2020.
  17. El-Awaisi A, Saffouh El Hajj M, Joseph S, Diack L. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. J Interprof Care. 2018;32(6):674-88.
  18. Soriano GP. Readiness of health science students towards interprofessional learning. Int J Nurs Educ. 2019;11(3):74-9.
  19. Wei H, Corbett RW, Ray J, Wei TL. A culture of caring: the essence of healthcare interprofessional collaboration. J Interprof Care. 2020;34(3):324-31.
  20. Ebert L, Hoffman K, Levett-Jones T, Gilligan C. “They have no idea of what we do or what we know”: Australian graduates' perceptions of working in a health care team. Nurse Educ Pract. 2014;14(5):544-50.
  21. Lumague M, Morgan A, Mak D, Hanna M, Kwong J, Cameron C, et al. Interprofessional education: the student perspective. J Interprof Care. 2006;20(3):246-53.
  22. Jung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean J Med Educ. 2020;32(2):131.
  23. Zeeni N, Zeenny R, Hasbini-Danawi T, Asmar N, Bassil M, Nasser S, et al. Student perceptions towards interprofessional education: Findings from a longitudinal study based in a Middle Eastern university. J Interprof Care. 2016;30(2):165-74.
  24. Bridges D, Davidson RA, Soule Odegard P, Maki IV, Tomkowiak J. Interprofessional collaboration: three best practice models of interprofessional education. Med Educ. 2011;16(1):6035.
  25. Anggarawati T, Sari NW. Kepentingan bersama perawat-dokter dengan kualitas pelayanan keperawatan. Surya Med. 2016;12(1).
  26. Bennett PN, Gum L, Lindeman I, Lawn S, McAllister S, Richards J, et al. Faculty perceptions of interprofessional education. Nurse Educ Today. 2011;31(6):571-
  27. Winship JM, Falls K, Gregory M, Peron EP, Donohoe KL, Sargent L, et al. A case study in rapid adaptation of interprofessional education and remote visits during COVID-19. J Interprof Care. 2020;34(5):702-5.
  28. Jones TA, Vidal G, Taylor C. Interprofessional education during the COVID-19 pandemic: finding the good in a bad situation. J Interprof Care. 2020;34(5):633-46.



DOI: https://doi.org/10.22146/jpki.69550

Article Metrics

Abstract views : 2407 | views : 1468

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Dedy Syahrizal

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