IMPROVEMENT OF STUDENTS’ KNOWLEDGE AND READINESS AFTER A SHORT COURSE PILOT OF IPE IN GERIATRIC CARE

https://doi.org/10.22146/jpki.84788

Ide Pustaka Setiawan(1*), Fitriana Mawardi(2), Rilani Riskiyana(3), Tony Arjuna(4), Perdana Samekto(5), Ema Madyaningrum(6), Vita Yanti Anggraeni(7), Eko Ariwibowo(8)

(1) Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada
(2) Community and Family Medicine, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(3) Department of Medical Education & Bioethics, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(4) Department of Nutrition and Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(5) Department of Nutrition and Health, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(6) Community and Mental Health Nursing Department, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(7) Department of Internal Medicine, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(8) Department of Internal Medicine, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
(*) Corresponding Author

Abstract


Background: A five-day interprofessional education (IPE) pilot program in geriatric care was introduced to advanced students in clinical rotation. The program focused on providing students with interprofessional experience in managing elderly care. This study aimed to understand the knowledge, readiness, and perception of students from three different professional programs (medical, nursing, and health nutrition students regarding this pilot program

Methods: A descriptive quantitative research with open-ended questions was conducted. Wilcoxon analysis was performed to find the difference in students' knowledge and readiness regarding interprofessional collaboration practice before and after the pilot program. Open-ended questions were distributed online to evaluate students' reflections upon participating in the program.

Results: There were 27 participants consisting of 8 medical students, 10 nursing students, and 9 health nutrition students involved in this study. The quantitative study found an increase in interprofessional knowledge and readiness (p<0.001). There were also improvements in intra-professional knowledge of the medical, nursing, and dietetics students with p<0.001 in each profession. A descriptive analysis of open-ended questions revealed that teacher competence and good program coordination were regarded as important for the program's success. Students reported that they had a better understanding of the role of other professions in managing patients’ problems. Interprofessional communication was regarded as important to ensure patient safety. Students also learned that interprofessional collaboration in elderly care is important to improve the patient’s quality of life.

Conclusion: The pilot IPE program improved both interprofessional and intra-professional knowledge and readiness of the students in geriatric clinical rotation. Moreover, students felt this activity had a positive impact on their understanding of interprofessional collaboration and patient health outcomes.


Keywords


IPE, interprofessional education, geriatric care, short course IPE

Full Text:

PDF


References

  1. WHO. Framework for Action on Interprofessional Education & Collaborative Practice Health Professions Networks Nursing & Midwifery Human Resources for Health [Internet]. 2010. Available from: http://www.who.int/hrh/nursing_midwifery/en/
  2. OECD. Learning for Tomorrow’s World First Results from PISA 2003 Programme for International Student Assessment OECD ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT [Internet]. 2004. Available from: www.copyright.com.
  3. Nilsson Brodén D. Cross-sector and interprofessional collaborations: A powerful tool for the teaching profession? 2022; Available from: https://dx.doi.org/10.1787/7144c6ac-en
  4. Greiner AC, Knebel E. Health Professions Education: A Bridge to Quality: Institute of Medicine (US) Committee on the Health Professions Education Summit. Health Professions Education. 2003;
  5. van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. Vol. 20, BMC Medical Education. BioMed Central Ltd; 2020.
  6. Johnson M, Cowin LS, Wilson I, Young H. Professional identity and nursing: Contemporary theoretical developments and future research challenges. Int Nurs Rev. 2012;59(4).
  7. Green BN, Johnson CD. Interprofessional collaboration in research, education, and clinical practice: working together for a better future. Journal of Chiropractic Education. 2015 Mar 1;29(1):1–10.
  8. Ahmady S, Mirmoghtadaie Z, Rasouli D. Challenges to the implementation of interprofessional education in health profession education in Iran. Adv Med Educ Pract. 2020;11.
  9. Bridges DR, Davidson RA, Odegard PS, Maki I V., Tomkowiak J. Interprofessional collaboration: Three best practice models of interprofessional education. Med Educ Online. 2011;16(1).
  10. Lapkin S, Levett-Jones T, Gilligan C. A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Educ Today. 2013;33(2).
  11. Tyastuti D, Onishi H, Ekayanti F, Kitamura K. Psychometric item analysis and validation of the Indonesian version of the Readiness for Interprofessional Learning Scale (RIPLS). J Interprof Care. 2014;28(5):426–32.
  12. Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Vol. 2017, Cochrane Database of Systematic Reviews. 2017.
  13. Müller J, Couper I. Preparing Graduates for Interprofessional Practice in South Africa: The Dissonance Between Learning and Practice. Front Public Health. 2021;9.
  14. Zorek J, Raehl C. Interprofessional education accreditation standards in the USA: A comparative analysis. J Interprof Care. 2013;27(2).
  15. Bhat C, LaDonna KA, Dewhirst S, Halman S, Scowcroft K, Bhat S, et al. Unobserved Observers: Nurses’ Perspectives about Sharing Feedback on the Performance of Resident Physicians. Academic Medicine. 2022;97(2).
  16. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Vol. 28, Medical Teacher. 2006.
  17. Kerry MJ, Spiegel-Steinmann B, Melloh M, Tamas A, Dratva J, Feusi E, et al. Student views of interprofessional education facilitator competencies: A cross-sectional study. J Interprof Care. 2021;35(1).
  18. D’Amour D, Ferrada-Videla M, San Martin Rodriguez L, Beaulieu MD. The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Vol. 19, Journal of Interprofessional Care. 2005. p. 116–31.
  19. Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: Effects on professional practice and healthcare outcomes (update). Vol. 2013, Cochrane Database of Systematic Reviews. 2013.
  20. Thistlethwaite J, Moran M. Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Vol. 24, Journal of Interprofessional Care. 2010. p. 503–13.
  21. Curran VR, Sharpe D, Forristall J. Attitudes of health sciences faculty members towards interprofessional teamwork and education. Med Educ. 2007;41(9).
  22. Thistlethwaite JE, Forman D, Matthews LR, Rogers GD, Steketee C, Yassine T. Competencies and frameworks in interprofessional education: A comparative analysis. Academic Medicine. 2014;89(6).
  23. Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective interprofessional education: Argument, assumption and evidence. Effective Interprofessional Education. Blackwell Publishing Ltd; 2005. i–xxiv.



DOI: https://doi.org/10.22146/jpki.84788

Article Metrics

Abstract views : 606 | views : 531

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ide Pustaka Setiawan

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