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IPE-COM: a pilot study on interprofessional learning design for medical and midwifery students

Authors Randita ABT, Widyandana W, Claramita M

Received 22 January 2019

Accepted for publication 22 August 2019

Published 12 September 2019 Volume 2019:12 Pages 767—775

DOI https://doi.org/10.2147/JMDH.S202522

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 2

Editor who approved publication: Dr Scott Fraser


ABT Randita,1 W Widyandana,2 M Claramita2

1Medical Education Unit, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia; 2Department of Medical, Health Professions Education, and Bioethics, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia

Correspondence: ABT Randita
Medical Education Unit, Faculty of Medicine, Universitas Sebelas Maret, Jl. Ir Sutami No. 36 A Kentingan, Surakarta, Central Java 57126, Indonesia
Tel +62 8 222 667 4919
Email boy.timor@staff.uns.ac.id

Background: The skills of interprofessional teamwork, such as collaboration, team management, and interprofessional communication skills, should be embedded in the early stages of health profession education. In Indonesia, medical doctors and midwives have important roles and often work closely to partnership within the primary health care settings. Therefore, both medical students and midwifery students should have an interprofessional education training together during their professional education, using a community-based learning approach.
Purpose: This study aimed to investigate the effect of a community-based interprofessional educational learning on collaborative competencies (communication, collaboration, roles and responsibilities, collaborative patient-centered approach, the team functioning, and conflict management).
Method: Pre-experimental study with one group pre- and post-test design in 15 medical students and 19 midwifery students were involved in the community-based IPE (IPE-COM) course, later divided into nine groups. Data were collected by direct observations of supervisors using Interprofessional Collaborator Assessment Rubric (ICAR) instrument.
Results: The finding showed significant increase in IPE competencies before and after the 4-week course. IPE community-based learning had the strongest effect on the team’s functioning competence, while collaborative patient-centered approach competence had a moderate effect.
Conclusion: IPE community-based learning had positive impact with increasing collaborative competencies for both medical and midwifery students.

Keywords: interprofessional education, community-based learning, medical and midwifery students, interprofessional competencies


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