INTERPROFESSIONAL EDUCATION (IPE) DEVELOPMENT:

empowering young generation

Diantha Soemantri

Koordinator Kurikulum Rumpun Ilmu Kesehatan

Universitas Indonesia

Departemen Pendidikan Kedokteran

Fakultas Kedokteran, Universitas Indonesia

pictures courtesy of Unit Koordinasi RIK UI

 HEALTH SCIENCES @Universitas Indonesia…
Public
Medicine Nursing Pharmacy Dentistry
Health

“Beri aku 10 pemuda niscaya akan kuguncangkan

dunia”
Soekarno - Presiden RI pertama
 sumber: healthydebate.ca

sumber: healthsciences.curtin.edu.au

“It is no longer enough for health

workers to be professional. In the
sumber: online.wsj.com
current global climate, health workers
also need to be interprofessional“
Does INTERPROFESSIONALITY value (D’Amour & Ondasan, 2005) exist?
(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)
 MENGAPA IPE DIPERLUKAN?

Patient
safety and
Interprofessional optimum
collaboration patient/fami
ly/communit
y care
Interprofessional
team

WHO (2010). Framework for Action on Interprofessional Education and Collaborative Practice
 Mengapa perlu sebuah program khusus untuk ‘mengajarkan’ profesi
kesehatan bekerja sama demi tercapainya IPC?

Tiga kondisi untuk

mengurangi
prasangka/prejudice
(Allport, 1979 – contact
theory) “Whole is more than sum
“Group”  “Team”
• Equality of status between the of their parts”
groups
• Group members working towards
common goals
• Cooperation during the contact
TIGA JENIS KOMPETENSI SEORANG PROFESIONAL
(Barr, 1998)

Common
competencies

Individual IP
professional collaborative
competencies competencies
HEALTH SCIENCES @Universitas Indonesia…

MODUL MULTIPROFESSIONAL

• 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
 Universitas Canada IPEC
MODUL KOLABORASI & KERJASAMA TIM Indonesia
KESEHATAN RIK UNIVERSITAS INDONESIA Dinamika Interprofessional Interprofessional
kelompok communication communication
– Terbagi menjadi 2 bagian, bagian practices
Konsep kolaborasi Patient/client/fam Roles and
pertama di tahap awal/preklinik; dan sistem ily/community- responsibilities
bagian kedua di tahap pelayanan centred care
kesehatan
klinik/praktik Manajemen Role clarification Values and ethics
• Kompetensi spesifik: konflik
Komunikasi Team functioning Interprofessional
collaboration and interprofesional & teamwork & team
teamworking kepemimpinan based practice
Peran setiap Collaborative
• Meningkatkan pelayanan profesi kesehatan leadership
kesehatan dengan pendekatan
interprofesional Hambatan & Interprofessional
strategi kolaborasi conflict resolution
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 Masalah kesehatan yang memerlukan
– Keluarga penanganan kolaboratif
– Komunitas
• Difasilitasi tutor dan pembimbing lapangan; serta narasumber
dari 5 fakultas
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
“MC day”
“Tumbler day” (mother & “SEJAHTERA”
child)

“Selamat “Grand
tinggal launching first
osteoporosis” aid box”
 Triggering question…

Interprofessional education vs interprofessional

collaborative patient care – mana yang terlebih dahulu
harus dimulai?
 ROADMAP OF IPE AND IPC
Interprofessional education in university Interprofessional training in healthcare
setting (college-led pre-qualifying IPE) services (service-/jointly-led IPE)

• Curriculum • Continuing
Patient-centered
• Classroom based professional
activities interprofessional development
• Simulation collaborative practice in • Quality
• Clinical and healthcare services improvement
community • Patient-centered
placement practice

• Role model from the healthcare practitioners in the teaching

hospital/clinics
• Partnership between teaching and healthcare service
institutions
• Teachers and hospital/clinic staff training
 CHALLENGES
National
Role model policy (naskah
akademik?)

• What stereotype exist?

Sociocultural • How is the hierarchy of healthcare

professions?
• Different background (culture, value,
aspect 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 Human
commitment resources
• Training of teaching staff (Hammick et al,
2007)
• Minimizing negative perceptions of teaching

Curriculum 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

Individual
Organization
preparedness Individual preparedness (Ondasan &
Reeves, 2005; Freeth & Reeves, 2004)
• Willingness to cooperate
• Prior knowledge, skills and
attitude
• Being aware that other
Teaching & professions play a role in
Egalitarian healthcare service delivery
learning • Enthusiasm
principle • Motivation, expectation
method
Awareness from both teachers and students
 Bagaimana peran individu mahasiswa dan profesional muda?

• 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!
 take home message

macro Organization
of resources
Real practice
meso
Curriculum Role model
Egalitarian –
micro principle experiential
learning

Interprofessional Interprofessional
Challenges
education collaborative practice
 TERIMA KASIH, SEMOGA BERMANFAAT
Selamat berkolaborasi demi peningkatan kualitas pelayanan kesehatan

diantha.soemantri@ui.ac.id
diantha.soemantri@gmail.com
 Daftar Pustaka
• 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