Tri Nur Kristina(1*), Sudaryanto Sudaryanto(2), Fatikhu Yatuni Asmara(3), Nuryanto Nuryanto(4), Firman Wirakusumah(5), Yoni Syukriani(6)

(1) Fakultas Kedokteran Universitas Diponegoro, Semarang - INDONESIA
(2) Fakultas Kedokteran Universitas Diponegoro, Semarang - INDONESIA
(3) Fakultas Kedokteran Universitas Diponegoro, Semarang - INDONESIA
(4) Fakultas Kedokteran Universitas Padjajaran, Bandung - INDONESIA
(5) Fakultas Kedokteran Universitas Padjajaran, Bandung - INDONESIA
(6) Fakultas Kedokteran Universitas Padjajaran, Bandung - INDONESIA
(*) Corresponding Author


Background: Community health problems should be solved comprehensively dan collaboratively by involving several health professionals. Combination of Community-based education (CBE) with Interprofessional education (IPE) might contribute in the management of community health problems and give experiences of health team collaboration for health professions students.

Method: This was a preeliminary study to develop and to validate Model CBE-IPE. Research was done in the Faculty of Medicine Diponegoro University, Semarang involving 3 study programs i.e. Medicine, Nursing, and Nutrition. Research method was qualitative study by using document analyses to develop draft model followed by Focus Group Discussion (FGD) to validate the model.

Results: Based on comparability of the curriculum and acquired competencies, the model can only be sufficient if implemented for students in 6th semester. The model has  been agreed to be implemented with several input and suggestions. Small group of students should work together to assess health problems in 1-2 family, to implement intervention, to monitor and evaluate their intervention, and to report their work. Assessment including activity, peer assessment, family evaluation, ability of presentation and discussion, and report writing. Perceptions of students, instructurs, and community member will be asked after implementation to evaluate the program.

Conclusion: Model of CBE-IPE suggested to be implemented for students who have sufficient competencies to be applicated in the community. Review and further validation of this model is still needed after implementation.    


CBE, IPE, Health-profession, Collaboration, Community

Full Text:



  1. Departemen Kesehatan Republik Indonesia. Sistem Kesehatan Nasional tahun 2004. Jakarta; 2004.
  2. Olm-Shipman C, Reed VA, Jernstedt GC. Teaching children about health, Part II: The effect of an academic-community partnership on medical students’ communication skills. Educ for Health. 2003;16(3):339-47.
  3. Williams RL, Reid SJ, Myeni C, Pitt L, Solarsh G. Practical skills and valued community outcomes: The next step in community-based education. Med Educ. 1999; 33(10):730–7.
  4. Kristina TN, Majoor GD, Van der Vleuten CPM. Does CBE come close to what it should be? A case study from the developing world. Evaluating a programme in action against objectives on paper. Educ for Health. 2005;18(2):194-208.
  5. Kazemi D, Behan J, Boniauto M. Improving teaching strategies in an undergraduate community health nursing (CHN) program: Implementation of a service-learning preceptor program. Nurse Educ Today. 2011;31(6):547–52.
  6. Magzoub M, Schmidt H, Ilyas M, Lewis J. Impact of community-based educational programme (1): Effects on the community. In: Schmidt HG, Magzoub M, Felleti G, Nooman Z, Vluggen P, editors. Handbook of Community-Based Education: Theory and Practices. First ed. Maastricht: Network Publications;2000.
  7. Centre for Interprofessional Education at the University of Toronto. Interprofessional education to provide practice-based health professionals at affiliated hospitals and community clinical placements. http//:www.TorontoUniv.AcadHealthSciences.Network;2014(Retrieve:2January 2014).
  8. Paradis E, Reeves S. Key trends in interprofessional research: A macrosociological analysis from 1970 to 2010. Journal of Interprofessional Care. 2013;27(2):113–122.
  9. Thistlethwaite J. Interprofessional education: A review of context, learning and the research agenda. Medical Education. 2012;46(1):58–70.
  10. Reeves S, Goldman J, Gilbert J, Tepper J, Silver I, Suter E, Zwarenstein M. A scoping review to improve conceptual clarity of interprofessional interventions. Journal of Interprofessional Care. 2011;25(3):167–174.
  11. Stewart V, Betts H, Chee P, and Ingamells A. Interprofessional Learning: Health and Allied Health Students in a Community Context. Adv in Social Work & Welfare Educ. 2015;17(2):70-85.
  12. Hasnain M, Koronkowski MJ, Kondratowicz DM, Goliak KL. Training Future Health Providers to Care for the Underserved: A Pilot Interprofessional Experience. Education for Health. 2012; 25(3):204-7
  13. Moon JA. A Handbook of Reflective & Experiential Learning. Theory & Practice. London & New York. Taylor & Fancis; 2004.
  14. Shambaugh RN, Magliaro SG. Mastering the possibilities: A proses approach to instructional design. Massachusetts: Allyn and Bacon;1997.
  15. Dent JA, Harden RM. A practical guide for medical teachers. 4rd ed. Elsevier Churchill Livingstone; 2013.
  16. Kristina TN, Majoor GD, Van der Vleuten CPM. Does CBE come close to what it should be? A case study from the developing world. Student’s opinion. Educ for Health.2006;19(2):179-188.
  17. Kristina TN. Effectiveness of Continuous Community Based Education Program: Malnutrition Identification Followed by Tuberculosis Screening. Med Medika Ind. 2008;42:111-5.


Article Metrics

Abstract views : 2492 | views : 8046


  • There are currently no refbacks.

Copyright (c) 2018 Tri Nur Kristina, Sudaryanto Sudaryanto, Fatikhu Yatuni Asmara, Nuryanto Nuryanto, Firman Wirakusumah, Yoni Syukriani

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:


JPKI Stats