INTERPROFESSIONAL EDUCATION IN HEALTH SCIENCES CLUSTER. Yahdiana Harahap Faculty of Pharmacy, Universitas Indonesia

INTERPROFESSIONAL EDUCATION IN HEALTH SCIENCES CLUSTER Yahdiana Harahap Faculty of Pharmacy, Universitas Indonesia

PERTEMUAN DAN EKSPO PENDIDIKAN KEDOKTERAN INDONESIA (PEPKI) VIII LAMPUNG, 28-30 OKTOBER 2016

Outline Introduction Interprofessional Education

IPE Competencies

Challenge and Strategy to Collaboration

Interprofessional Education in Universitas Indonesia

Videos

Conclusion

Pertemuan dan Ekspo Pendidikan Kedokteran Indonesia (PEPKI) VIII, Lampung, 28-30 Oktober 2016

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In these days, it is not sufficient for health workers to only be professional, they are also required to be interprofessional (World Health Organization 2010)


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Introduction Teamwork, communication and collaboration between health professionals are important for the safe and effective delivery of health care

Approximately 6% of hospital admissions are associated with adverse drug events and high error rates during transfer of care

Poor communication was the most important common factor contributing to medication errors

Increased inter-professional collaboration between doctors, nurses and pharmacists could therefore reduce the considerable medication-related morbidity and mortality


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TIMELINE FOR KEY INTERPROFESSIONAL EDUCATION INITIATIVES


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WHAT IS IPE?

Benefit Includes

Strengthening health care systems Improving the quality of delivered patient care

With From

Reducing the cost of care Shortening Cooperation

About

Learning Each Other to improve collaboration and the quality care

patients duration ofStrategy hospital stay Improving health outcomes


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DEFINITION OF INTERPROFESSIONAL EDUCATION Inter-professional education is defined as faculty and students from two or more health professions engaged “in learning with, from and about each other” (Geissler et al., 2002, p. 12)

Inter-professional collaboration is defined as an active relationship between two or more professionals who work together with patients to optimize health care that is comprehensive, collaborative, caring, and safe.

Inter-professional teamwork refers to an interprofessional group “whose members work together closely with patients and communicate frequently with each other to optimize care for the patient (Hall & Weaver, 2001).


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HOW DOES IT HAPPEN? Present and Future Workforce

Inter-professional Education

Collaborative practice-ready health workforce

Collaborative practice-ready health workforce

Collaborative Practice

Optimal health service

Jewesson P. Interprofessional education: implications for the College of Pharmacy. Faculty Development Seminar, College of Pharmacy, Qatar University. Doha, Qatar. March 17, 2011


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TYPES OF PROFESSIONAL COMPETENCIES

Common Competencies

Individual Professional Competencies: Complementary

IP Collaborative Competencies


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IPE COMPETENCIES •

Values/Ethics Work with individuals of other professions to maintain a climate of mutual respect and shared values

•

Roles & Responsibilities Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served

•

Interprofessional communication Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease

•

Teams and teamwork Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population-centered care that is safe, timely, efficient, effective, and equitable


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IPE STUDIES KIRKPATRICK’S TRAINING FOUR-LEVEL EVALUATION MODEL •

The majority of IPE studies have been been very positive for learner-focused outcomes

•

Many are focused reactions, changes of perception/attitudes and/or changes in knowledge/skills

•

Some studies found outcomes related to changes individual behavior

•

A variety of models are effective


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IMPACT OF IPE ON IPC: COCHRANE REVIEW Outcomes Measured

Impact

Patient outcomes

Improved

Adherence rates

Adherence to guidelines improved among different professions

Patient satisfaction

Improved

Clinical process outcomes

Improved

Collaborative behavior

Inconclusive

Error rates

Inconclusive

Practitioner competencies

Inconclusive


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FUTURE IPE NEEDS • Effective IPE is needed to advance inter-professional collaborative practice • There are many successful models that can be replicated or refined for expanded implementation • Professional Bodies/Associations, higher education institutions, regulation and employers all have key roles in facilitating the environment for inter-professional education and practice for students and practitioners • IPE stakeholders will need to develop broad consensus on how to measure IPC effectively across a range of learning environments, patient populations and practice settings


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RESOURCES • Interprofessional curriculum requires a significant commitment from university • Deans and faculty from multiple professions who must be willing to champion the effort.

• Each curriculum effort should be critically evaluated, both quantitatively and qualitatively. • In addition, we have found the following resources to be crucial to the success of the inter-professional leaning experience.


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FOR DIDACTIC LEARNING EXPERIENCES, CONSIDER THE FOLLOWING • Commitment from departments and colleges to set aside time for students to participate in the course. • Curricular mapping between schools can facilitate activities. • Adequate rooms and facilities able to accommodate large numbers of students, faculty, staff, and community members. • Creation of a space for a sense of community and shared purpose through ice-breaking activities and introductions. • Technology for web-based conferences to reach all participants, as well as a learning system to administer course content materials and grade students.


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COMMON BARRIERS TO HEALTHCARE TEAMWORK • Traditions/professional cultures • Lack of knowledge and appreciation of the roles of other health professionals • Competing scopes of practice

• Physically separated • Lack of appropriate mechanism timely exchange of information • Role and leadership ambiguity • Reimbursement structures for different professions • Financial and regulatory constraints


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CHALLENGES TO COLLABORATION

Role Stress : Role Overload & Role Conflict

Lack of inter professional understanding

Autonomy Struggles

Internal Factor


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CHALLENGES TO COLLABORATION • The role of community pharmacists has been traditionally characterized by dispensing prescription medicines, selling over-the-counter medication and offering healthcare advice • Pharmacists are often not viewed as a core part of the primary healthcare team.

• Pharmacy is the only health profession that is reimbursed for its sale of a product rather than provision of a service. • Pharmacist have limited opportunity to see patients in a primary care setting as part of a multidisciplinary team • Direct contact between pharmacists and general practitioners is often brief and can be perceived as adversarial. • Lack of a private consultation area in a community pharmacy • The attitudes of doctors towards pharmacists and their contribution to better medication management is another barrier to overcome Pertemuan dan Ekspo Pendidikan Kedokteran Indonesia (PEPKI) VIII, Lampung, 28-30 Oktober 2016

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STRATEGY FOR COLLABORATION Collaboration

Assertiveness

Responsibility

Autonomy

Coordination


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While there are many barriers to developing successful inter-professional learning experiences, they can be overcome with persistence and commitment


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HOW ABOUT IN UNIVERSITY OF INDONESIA?


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INTER-PROFESSIONAL EDUCATION IN UNIVERSITAS INDONESIA


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MEMULAI INTERPROFESSIONAL EDUCATION DI UNIVERSITAS INDONESIA Kebijakan dari Rektorat bahwa di UI mempunyai 3 Rumpun Keilmuan : 1. Rumpun Ilmu Kesehatan (RIK) 2. Rumpun Sains & Teknologi 3. Rumpun Humaniora


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BAGAIMANA MEMULAINYA • Membentuk rumpun ilmu kesehatan • Menskrining mata kuliah yang overlap/sama diantara fakultas RIK • Membuat kurikulum terintegrasi diantara kelima fakultas • Membuat modul kuliah bersama • Melakukan pelatihan fasilitator bersama


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KENDALA • Waktu yang dibutuhkan untuk pengajaran lebih banyak • Biaya pengembangan modul dan pelatihan fasilitator • Memerlukan kelas-kelas kecil dalam jumlah besar • Perlu penyamaan persepsi diantara fasilitator dari fakultas yang berbeda • Remunerasi yang berbeda diantara fakultas • Mahasiswa yang mengikuti pembelajaran mempunyai kultur yang berbeda diantara fakultas • Memerlukan administrasi pendidikan dan pengelolaan fasilitas tersendiri


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SOLUSI • Ada komitmen dari pihak pimpinan universitas dan fakultas, serta staf pengajar tentang inter-professional education • Membangun gedung RIK dengan jumlah puluhan kelas kecil, 13 kelas besar, dan auditorium serta laboratorium terpadu • Dibentuk Board of Dean RIK dan ditunjuk bergantian wakil dari fakultas sebagai Ketua RIK untuk mengelola pembelajaran dan fasilitas di RIK


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KEUNTUNGAN • Terjadi interaksi positif diantara mahasiswa dengan mahasiswa, mahasiswa dengan dosen, dosen dengan dosen dari fakultas yang ada di RIK • Terjadi sharing facility diantara kelima fakultas

• Mahasiswa lebih kritis dan komunikatif • Riset inter-faculty meningkat • Pemahaman mahasiswa terhadap bekerja dalam team lebih baik


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HEALTH SCIENCE CLUSTER OF UI Members:

1.

Faculty of Medicine

2.

Faculty of Dentistry

3.

Faculty of Pharmacy

4.

Faculty of Nursing

5.

Faculty of Public Health

Undergraduate degree  Integrated curriculum


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FASILITAS RIK • Jumlah Gedung di RIK terdiri dari :  Gedung A (Dekanat dan Ruang Rapat)  Gedung B  Gedung C Ruang kuliah dan laboratorium  Gedung D  Gedung E (Ruang Dosen)  Gedung H (Ruang Auditorium) • Jumlah kelas kecil kapasitas 20 orang (ruang diskusi) 88 buah • Jumlah kelas besar kapasitas 50 – 200 orang ada 21 buah

• Jumlah ruang fasilitator 8 buah • Jumlah ruang auditorium kapasitas 500 orang ada 1 buah


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Ruang Fasilitator

Ruang Diskusi

Lab Gigi

Lab Terintegrasi

Ruang Rapat

Auditorium

Ruang Kelas

Lab Komputer

Ruang Dosen

Ruang Guru Besar


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HEALTH SCIENCE CLUSTER OF UI Interaction and exposures to students from different health faculties have occurred since the first year education Integrated Curriculum of 5 members for certain subjects : 1.

Basic Biomedical Science (4 credits),

2.

Bioethics and Health professional Law (2 credits),

3.

Collaboration and Cooperation in Healthcare Team I (2 credits)and II (1 credits),

4.

Disaster and Rescue Management (2 credits),

5.

Health Communication (2 credits) and

6.

Research Methodology (3 credits).


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HEALTH SCIENCE CLUSTER OF UI University of Indonesia has designed the interprofessional health education via Integrated Curriculum. The early interaction with other future health professional partner through integrated lectures will nurture networking and partnership in the future.


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HEALTH SCIENCE CLUSTER OF UI Health Cluster Science Building consists of Small and Big Class with All in One Board (Interactive Presentation Board). Wet, dry and computer lab


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CURRICULUM FACULTY OF PHARMACY– UI - 2014 Semester 1 Code

UIGE600002 UIGE600003

Course Personality Development Course Health & Techology

Semester 2 Credit

Code

Course

Cred it

UIGE60001 6

MPKT I/A

6 2

3

UIGE60010

UIGE600040

English Course Art & Physical Education Course

1

PMSF601762

MPK Religious Education Cell and Molecular Biology

UILS600001

Basic Biomedical Science

4

PMSF601756

Biochemistry

3

PMSF601412 Pharmaceutics PMSF601190 Organic Chemistry

3 3

PMSF601426

Pharmaceutics II L.E

1

PMSF601416 Pharmaceutics I L.E

1

UILS60003

Biochemistry L.E Ethics and Law

1 2

Effective Communication Interprofessional Collaboration (I)

2

PMSF601753

UILS60004 UILS60005

2

2

Total Credits Semester 1

21


21

Credit of Practicum

2

Credit of Practicum

2


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(CONT’D) Semester 3 Code

Course

Semester 4 Credit

Code

Physical Pharmacy I

2

Physical Pharmacy II

2

PMSF602445 PMSF602416

PMSF602212

Pharmaceutical Raw Materials Analysis

3

PMSF602534

PMSF602632

Pharmacognosy I

3

PMSF602412 PMSF602730 PMSF602320

Pharmaceutical Microbiology Basic Pharmacology Physicochemistry Analysis

PMSF602750 PMSF602413

PMSF602414 PMSF602415

Course Solid Dosage Form Technology Pharmacognosy II

Credi t 4 2 2

PMSF602740

Immunology and Virology Cardiovascular and Respiratory drugs

3 2 2

UILS600007 UILS600008 PMSF602416

Disaster Management Research Methodology Physical Pharmacy L.E

2 3 1

Pathobiochemistry

2

PMSF602216

Pharmaceutical Microbiology L.E Total Credits Semester 3 Credit of Practicum

1 20 1

PMSF602326

Pharmaceutical Raw Materials Analysis L.E Physicochemistry Analysis L.E Total Credits Semester 4 Credit of Practicum


3

3 1 21 5

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Course

Semester 6 Credit

Code

Course

PMSF603431

Biopharmaceutics

2

PMSF603335

Standard of Quality

PMSF603350

Medicinal Chemistry

2

PMSF603333

PMSF603662

Phytochemistry I

2

PMSF603541

PMSF603757

Endocrine and gastrointestinal drugs

2

PMSF603663

PMSF603542

Pharmacokinetics

2

PMSF603758

2

PMSF603463

3

PMSF603456

Anti Infection, malignancy and immunodeficiency drugs Sterile & Aseptic Dispensing Dosage Form Technology Liquid and semisolid Dosage Form Technology L.E

Pharmaceutical Dosage Form Analysis Pharmaceutical Biotechnology Phytochemistry II

Credit

2 3 2 2 2

PMSF603443

Nerve and muscle disorder drugs Liquid and semisolid Dosage Form Technology

PMSF603772

Pharmaceutical Care

2

PMSF603666

Phytochemistry L.E

1

PMSF603646

Pharmacognosy L.E Solid Dosage Form Technology L.E

1

PMSF603756

Pharmacology L.E

1

Optional Courses

2

Pharmacokinetic L.E Total Credits Semester 5 Credit of Practicum

1 20 3

Total Credits Semester 5 Credit of Practicum

19 3

PMSF603750

PMSF603446 PMSF603546

1


3 1

36


Course

Semester 8 Credit

PMSF604182

Entrepreneurship

2

UILS600006

Interprofessional Education (II)

1

PMSF604466

Sterile Dosage Form Technology & Aseptic Dispensing L.E

1

PMSF604336

Pharmaceutical Dosage Form Analysis L.E

2

Optional Courses

10


16

Credit of Practicum

Code PMSF604000

course

Credit

Undergraduate Thesis

6


6

3


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Student-Centered Learning Methods


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CRYSTAL OF KNOWLEDGE CENTRE LIBRARY UI


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Student-Centered Learning (Active Learning) Methods Undergraduate Program Methods

Subject

Role Play and Simulation

Effective Communication Collaboration and Cooperation in Healthcare Team Disaster Management

Case study

Ethics and Law Pharmacokinetics Anti Infection, malignancy and immunodeficiency drugs,

Discovery Learning (DL)

Pharmaceutical Care

Collaborative Learning (CBL)

Effective Communication, Collaboration and Cooperation in Healthcare Team

Problem Based Learning (PBL)


Question Based Learning (QBL)



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Student-Centered Learning (Active Learning) Methods Apothecary Program

Methods

Subject

Role Play and Simulation

Communication, Information and Education,

Pharmaceutical Care Problem Based Learning (PBL)

Pharmacotherapy


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Student-Centered Learning (Active Learning) Methods Through active learning method, students’ hard and soft skills will be enhanced.

(* Video showing) RIK.wmv IPE-THE DIARY OF ODHA.m4v Komunikasi Kesehatan 2.mov Role Play Collaboration and Counselling.wmv Role Play Group Communication.wmv Role Play Mass Communication.wmv Video Pengelolaan Bencana\RIK team G tsu roleplay 2016.mp4


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BIOMEDIC SCIENCE IN SMALL CLASS


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DISCOVERY LEARNING TO PRIMARY HEALTH CARE AND PHARMACY


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CONCLUSION • Coordination of inter-professional experiences may require significant changes in the curriculum structure of one or more colleges. Deans, curriculum committees, and educational administrators must be supportive of these activities. • Good working relationship between all healthcare professionals are essential to the delivery of personalized and effective patient service. • Interdisciplinary clinical teaching, communication and relationship are the keys to improving collaboration to achieve optimal medication management.

• Inter-professional collaboration between general practitioners and pharmacist must continue to evolve to meet the medication management and healthcare needs of the community now and in the future


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Universitas Indonesia

Thank You 


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INTERPROFESSIONAL EDUCATION IN HEALTH SCIENCES CLUSTER. Yahdiana Harahap Faculty of Pharmacy, Universitas Indonesia

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