INTERPROFESSIONAL EDUCATION (IPE) DEVELOPMENT: empowering young generation

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1 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

2 HEALTH Indonesia Medicine Nursing Pharmacy Dentistry Public Health Beri aku 10 pemuda niscaya akan kuguncangkan dunia Soekarno - Presiden RI pertama

3 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 Does INTERPROFESSIONALITY value (D Amour & Ondasan, 2005) exist? current global climate, health workers also need to be interprofessional (WHO, 2010, p.36)

4 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)

5 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)

6 MENGAPA IPE DIPERLUKAN? Interprofessional team Interprofessional collaboration Patient safety and optimum patient/fami ly/communit y care WHO (2010). Framework for Action on Interprofessional Education and Collaborative Practice

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

8 TIGA JENIS KOMPETENSI SEORANG PROFESIONAL (Barr, 1998) Common competencies Individual professional competencies IP collaborative competencies

9 HEALTH 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

10 MODUL KOLABORASI & KERJASAMA TIM KESEHATAN RIK UNIVERSITAS INDONESIA Terbagi menjadi 2 bagian, bagian pertama di tahap awal/preklinik; bagian kedua di tahap klinik/praktik Kompetensi spesifik: collaboration and teamworking Universitas Indonesia Dinamika kelompok Konsep kolaborasi dan sistem pelayanan kesehatan Manajemen konflik Komunikasi interprofesional & kepemimpinan Canada Interprofessional communication Patient/client/fam ily/communitycentred care Role clarification Team functioning IPEC Interprofessional communication practices Roles and responsibilities Values and ethics Interprofessional teamwork & team based practice Meningkatkan pelayanan kesehatan dengan pendekatan interprofesional Peran setiap profesi kesehatan Hambatan & strategi kolaborasi interprofesional Collaborative leadership Interprofessional conflict resolution

11 CONTOH GROUP PROJECT MAHASISWA INTERPROFESI UI

12 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

13 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 Masalah kesehatan yang memerlukan penanganan kolaboratif Difasilitasi tutor dan pembimbing lapangan; serta narasumber dari 5 fakultas

14 IPE tahap klinik di Universitas Indonesia Praktek lapangan

15 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

16 Triggering question Interprofessional education vs interprofessional collaborative patient care mana yang terlebih dahulu harus dimulai?

17 ROADMAP OF IPE AND IPC Interprofessional education in university setting (college-led pre-qualifying IPE) Interprofessional training in healthcare services (service-/jointly-led IPE) Curriculum Classroom based activities Simulation Clinical and community placement Patient-centered interprofessional collaborative practice in healthcare services Continuing professional development Quality improvement Patient-centered 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

18 CHALLENGES 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

19 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?

20 CHALLENGES Organization Egalitarian principle Individual preparedness 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

21 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!

22 take home message macro micro meso Egalitarian principle Organization of resources Curriculum experiential learning Real practice Role model Challenges Interprofessional education Interprofessional collaborative practice

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

24 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, Canadian Interprofessional Health Collaborative. A National Interprofessional Competency Framework. February 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 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