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… Medicine
Nursing
Pharmacy
Dentistry
Public 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?
Interprofessional collaboration Interprofessional team
Patient safety and optimum patient/fami ly/communit y care
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) • 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”
TIGA JENIS KOMPETENSI SEORANG PROFESIONAL (Barr, 1998) Common competencies
Individual professional competencies
IP collaborative 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
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 • Meningkatkan pelayanan kesehatan dengan pendekatan interprofesional
Universitas Indonesia
Canada
IPEC
Dinamika kelompok
Interprofessional communication
Interprofessional communication practices
Konsep kolaborasi dan sistem pelayanan kesehatan
Patient/client/fam ily/communitycentred 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
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
Masalah kesehatan yang memerlukan penanganan kolaboratif
• 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
“Tumbler day”
“MC day” (mother & child)
“Selamat tinggal osteoporosis”
“SEJAHTERA”
“Grand launching first 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 setting (college-led pre-qualifying IPE) • • • •
Curriculum Classroom based activities Simulation Clinical and community placement
Interprofessional training in healthcare services (service-/jointly-led IPE)
Patient-centered interprofessional collaborative practice in healthcare services
• Role model from the healthcare practitioners in the teaching hospital/clinics • Partnership between teaching and healthcare service institutions • Teachers and hospital/clinic staff training
• • •
Continuing professional development Quality improvement Patient-centered practice
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
CHALLENGES
Institutional commitment
Human resources
Curriculum • Curriculum change • Time allocated specific for interprofessional education • Early vs Later?
• 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
CHALLENGES Organization
Individual preparedness
Egalitarian principle
Teaching & learning method
Awareness from both teachers and students
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
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 micro
Challenges
Egalitarian principle
Curriculum – experiential learning
Interprofessional education
Role model
Interprofessional collaborative practice
TERIMA KASIH, SEMOGA BERMANFAAT Selamat berkolaborasi demi peningkatan kualitas pelayanan kesehatan
[email protected] [email protected]
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
