interprofessional education (ipe)...
TRANSCRIPT
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
• 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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