INTERPROFESSIONAL EDUCATION (IPE) DEVELOPMENT:

empowering young generation

pictures courtesy of Unit Koordinasi RIK UI

Diantha Soemantri

Koordinator Kurikulum Rumpun Ilmu Kesehatan

Universitas Indonesia

Departemen Pendidikan Kedokteran

Fakultas Kedokteran, Universitas Indonesia

HEALTH SCIENCES @Universitas Indonesia…

Medicine Nursing Pharmacy Dentistry Public Health

“Beri aku 10 pemuda niscaya akan kuguncangkan dunia” Soekarno - Presiden RI pertama

sumber: online.wsj.com

sumber: healthydebate.ca

sumber: healthsciences.curtin.edu.au

Does INTERPROFESSIONALITY value (D’Amour & Ondasan, 2005) exist?

“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)

INTERPROFESSIONAL

Interprofessional is defined as a group of individuals from different disciplines working and communicating with each other individuals. In the interprofessional learning environment each member provides his/her knowledge, skills, and attitudes to augment and support the contributions of others (Hall and Weaver, 2001)

INTERPROFESSIONALITY

“the process by which professionals reflect on and develop ways of practicing that provides an integrated and cohesive answer to the needs of the client/family/population… [I]t involves continuous interaction and knowledge sharing between professionals, organized to solve or explore a variety of education and care issues all while seeking to optimize the patient’s participation… Interprofessionality requires a paradigm shift, since interprofessional practice has unique characteristics in terms of values, codes of conduct, and ways of working.” D’Amour and Ondasan (2005)

Interprofessional team

Interprofessional collaboration

Patient safety and optimum patient/family/community care

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

MENGAPA IPE DIPERLUKAN?

Tiga kondisi untuk mengurangi prasangka/prejudice (Allport, 1979 – contact theory)

• Equality of status between the groups

• Group members working towards common goals

• Cooperation during the contact

“Whole is more than sum of their parts”

“Group” “Team”

Mengapa perlu sebuah program khusus untuk ‘mengajarkan’ profesi kesehatan bekerja sama demi tercapainya IPC?

TIGA JENIS KOMPETENSI SEORANG PROFESIONAL (Barr, 1998)

Common competencies

IP collaborative competencies

Individual professional

competencies

MODUL MULTIPROFESSIONAL

HEALTH SCIENCES @Universitas Indonesia…

• Kompetensi yang dimiliki oleh seluruh

profesi • Biomedik Dasar • Etika & Hukum • Komunikasi Kesehatan • Metodologi Penelitian Kesehatan • Pengelolaan Bencana

• Kesempatan informal untuk mahasiswa

belajar berinteraksi dan bekerja sama

MODUL KOLABORASI & KERJASAMA TIM KESEHATAN RIK UNIVERSITAS INDONESIA

Universitas Indonesia

Canada IPEC

Dinamika kelompok

Interprofessional communication

Interprofessional communication practices

Konsep kolaborasi dan sistem pelayanan kesehatan

Patient/client/family/community-centred care

Roles and responsibilities

Manajemen konflik

Role clarification

Values and ethics

Komunikasi interprofesional & kepemimpinan

Team functioning

Interprofessional teamwork & team based practice

Peran setiap profesi kesehatan

Collaborative leadership

Hambatan & strategi kolaborasi interprofesional

Interprofessional conflict resolution

– Terbagi menjadi 2 bagian, bagian pertama di tahap awal/preklinik; bagian kedua di tahap klinik/praktik

• Kompetensi spesifik: collaboration and teamworking

• Meningkatkan pelayanan kesehatan dengan pendekatan interprofesional

CONTOH GROUP PROJECT MAHASISWA INTERPROFESI UI

IPE clinical learning experiences

(Freeth, 2010)

Diskusi berbasis kasus/masalah

Simulasi

Shadowing

Praktik klinik dalam sebuah tim interprofesi

• Community placement, clinical ward placement

• Patient safety

• Quality improvement

• Kasus/masalah yang hanya dapat ditangani secara interprofesional

IPE tahap klinik di Universitas Indonesia

• TA 2015/2016: melibatkan 2 fakultas FIK dan FKM

• Mahasiswa “turun” ke lapangan: Puskesmas dan daerah binaannya (Depok dan sekitarnya)

• Tiga pendekatan:

– Individu

– Keluarga

– Komunitas

• Difasilitasi tutor dan pembimbing lapangan; serta narasumber dari 5 fakultas

Masalah kesehatan yang memerlukan penanganan kolaboratif

IPE tahap klinik di Universitas Indonesia

Praktek lapangan

Kegiatan kemahasiswaan

• IPC tidak harus selalu dipupuk hanya di pendidikan formal

• Kesempatan menyelenggarakan kegiatan pengabdian masyarakat berbasis kolaborasi: – Identifikasi bersama masalah kesehatan yang ada

– Susun kegiatan bersama, dengan berbagai profesi yang terlibat

– Pembagian peran

“Tumbler day”

“MC day” (mother &

child) “SEJAHTERA”

“Selamat tinggal

osteoporosis”

“Grand launching first

aid box”

Triggering question…

Interprofessional education vs interprofessional collaborative patient care – mana yang terlebih dahulu harus dimulai?

Interprofessional education in university setting (college-led pre-qualifying IPE)

Patient-centered interprofessional collaborative practice in healthcare services

Interprofessional training in healthcare services (service-/jointly-led IPE)

• Role model from the healthcare practitioners in the teaching hospital/clinics

• Partnership between teaching and healthcare service institutions

• Teachers and hospital/clinic staff training

• Curriculum • Classroom based

activities • Simulation • Clinical and

community placement

• Continuing professional development

• Quality improvement

• Patient-centered practice

ROADMAP OF IPE AND IPC

Role model National

policy (naskah akademik?)

Sociocultural aspect

• What stereotype exist? • How is the hierarchy of healthcare

professions? • Different background (culture, value,

ethnicity, etc) how does it influence the perceptions on other healthcare professions?

Rudland & Mires (2005), Verma et al (2006), Cooke et al (2003), Soemantri et al, 2011

CHALLENGES

Institutional commitment

Human resources

Curriculum

• Training of teaching staff (Hammick et al, 2007)

• Minimizing negative perceptions of teaching staff

• Soemantri et al (2011): lack of understanding of IPE negative perceptions; stereotyping

• Curriculum change • Time allocated specific for interprofessional education • Early vs Later?

CHALLENGES

Organization Individual

preparedness

Egalitarian principle

Teaching & learning method

Individual preparedness (Ondasan & Reeves, 2005; Freeth & Reeves, 2004)

• Willingness to cooperate • Prior knowledge, skills and

attitude • Being aware that other

professions play a role in healthcare service delivery

• Enthusiasm • Motivation, expectation

Awareness from both teachers and students

CHALLENGES

• Sadar terhadap berbagai tantangan yang ada

• Hilangkan semua stereotype, mulai dari diri sendiri – No dominance – No inferiority

• Siapkan diri masing-masing: bangun motivasi, semangat saling menghargai dan saling

membutuhkan

• Anda mahasiswa? – Kegiatan kolaborasi kemahasiswaan – Munculkan kebutuhan akan program pendidikan interprofesi di setiap institusi

• Anda profesional muda?

– Be an INTERprofessional practitioner! – Be a role model!

Bagaimana peran individu mahasiswa dan profesional muda?

take home message

Interprofessional education

Interprofessional collaborative practice

Organization of resources

Curriculum –

experiential learning

Egalitarian principle

macro

meso

micro

Real practice

Role model

Challenges

TERIMA KASIH, SEMOGA BERMANFAAT Selamat berkolaborasi demi peningkatan kualitas pelayanan kesehatan

diantha.soemantri@ui.ac.id

diantha.soemantri@gmail.com

• Allport G (1979). The nature of prejudice. Reading: Addison-Wesley • Barr, H. (1998). Competent to collaborate: Towards a competency-based model for

interprofessional education. Journal of Interprofessional Care, 12, 181-187 • Canadian Interprofessional Health Collaborative. A National Interprofessional

Competency Framework. February 2010. • CAIPE (1997). Interprofessional education – a definition. Centre for the

Advancement of Interprofessional Education, London • Freeth D (2010). Interprofessional education in Swanwick T (ed). Understanding

medical education: evidence, theory and practice. Oxford: Wiley-Blackwell. p. 53-68 • Interprofesional Education Collaborative (IPEC) Expert Panel (2011). Core

competencies for interprofessional collaborative practice: report of an expert panel. Washington, DC. Interprofessional Education Collaborative.

• Modul Kolaborasi dan Kerjasama Tim Kesehatan. Rumpun Ilmu Kesehatan, Universitas Indonesia, 2012

• World Health Organization (2010). Framework for action on interprofessional education and collaborative practice. Geneva: WHO Press

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