Hikmah Muktamiroh(1*), Agneta Irmarahayu(2), Yuni Setyaningsih(3)

(1) Fakultas Kedokteran Universitas Pembangunan Nasional “Veteran” Jakarta, Jakarta - INDONESIA
(2) Fakultas Kedokteran Universitas Pembangunan Nasional “Veteran” Jakarta, Jakarta - INDONESIA
(3) Fakultas Kedokteran Universitas Pembangunan Nasional “Veteran” Jakarta, Jakarta - INDONESIA
(*) Corresponding Author



Background: In the Competence Standards of Indonesian Doctor (SKDI) which will ratify, interprofessional communicationand collaboration are competencies that Indonesian doctors mustown. Therefore, the implementation of interprofessional education (IPE) is a must for medical education institutions. Medical Faculty of the Universitas Pembangunan Nasional Veteran Jakarta (FK UPNVJ) has not specifically built the IPE module but has introduced aspects for interprofessional collaboration in the curriculum. Evaluation of the perceptions and readiness of students about IPE learning in students of academic year 2, 3 and 4 using the Indonesian version of The Interdisciplinary Education Perception Scale (IEPS) and Readiness for Interprofessional Learning Scale (RIPLS) showed that there were no differences in IEPS scores on student years 2nd and 3rd but decreased in 4th year students and the best RIPLS scores in the 3rd year and decreased in the 4th year. Against these results, intervention recommendations are needed to obtain results following the demands and expectations.

Objectives: This study aims to obtain recommendations made based on disscussion and analysis of teaching staff of the FK UPNVJ about the results of evaluating perceptions and readiness of the FK UPNVJ at the academic stage.

Methods: The research was a phenomenological qualitative research. Data collection through the opened-ended on Focus Group Discussion and in-depth interviews with teaching staff of the FK UPNVJ.

Results: The teaching staff stated the importance of implementing interprofessional education by forming a curriculum. The curriculum must be more focused on interprofessional communication and collaboration since the academic stage. This implementation can be done well if get full support from the dean and the rector. The teacher staff, dean and rector’s commitment to the implementation of interprofessional education is the demand as well as the hope for the implementation of interprofessional education

Conclusion: The obligation to implement interprofessional education is not natural, but it is not impossible. Several things can be done so that doctors graduating from FK UPNVJ can own communication and interprofessional collaboration competencies.



recommendation, interprofessional education, analysis-disscussion, teaching staff

Full Text:



  1. Homeyer S, Hoffmann W, Hingst P, Opperman RF, Wolfgramm AD. Effect of interprofessional Education for medical and nursing students: enablers, barrier and expectations for optimizing future interprofessional collaboration – a qualitaitive study. BMC Nursing. 2018; 17(13):
  2. Bosch B, Mansell H. Interprofessional Collaboration in Health Care. Can Pharm J (Ott). 2015 Jul; 148(4): 176–179. doi: 10.1177/1715163515588106; https://
  3. Reeves S, Lewin S, Espin S, Zwarenstein M, Ed HB. Interprofessional Teamwork for Health and Social Care., Blackwell Wiley Publishing. 2011; pp. 32-33.
  4. World Health Organisation. Framework for Action on Interprofessional Education and Collaborative Practice. 2010
  5. Muktamiroh H, Setyaningsih Y. Concept of Learning Interprofessional Education on Bioethics and Humanities Program at UPN Veteran Jakarta’s Medical Faculty (A study of concepts for sustainable development). Proceeding The 1 st Asia Pasific Interprofessional Education and Collaboration (APIPEC) Conference. October 2017
  6. Muktamiroh H, Irmarahayu A, Setyaningsih Y. Perception and Readiness of Medical Student on Interprofessional Education. Surabaya Update on Medical Education SUME 2018
  7. Thistlethwaite JE. Interprofessional Education: Implications and Development for Medical Education. Educ Med. 2015;16(1): 68-73
  8. Lurie SJ. History and practice of competency-based assessment. Med Educ. 2012;46(1):49-57
  9. Lee A, Steketee C, Rogers G, Moran M. Towards a theoretical framework for curriculum development in health professional education. Focus on Health Professional Education: A Multi-Disciplinary Journal. 2013; 14 (3): 64-77
  10. Davis MH. Principles of Curriculum Development. Centre for Medical Education, University of Dundee. 2006.
  11. Passi V, Doug M, Peill Ed, Thistlethwaite J, Johnson N. Developing medical professionalism in future doctors: a systematic review. Int. J. Medical Education. 2010; 1:19-29. ISSN: 2042-6372 DOI: 10.5116/ijme.4bda.ca2a
  12. Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional Collaborative Practice: Report of an expert Panel, Vol 56. Washington DC: Interprofessional Education Collaborative: 2011. P. 56
  13. Tyastuti D, Onishi H, Ekayanti F, Kitamura K. Psychometric item analysis and validation of the Indonesian version of the Readiness for Interprofessional Learning Scale (RIPLS). Journal of Interprof Care. 2014; 28(5):426-32
  14. Widyandana D. Evaluating Interprofessional Education Principle in a longitudinal Community- Based Program for 3 schools of Helth Professions: Medicine, Nursing and Nutrition. Jurnal Pendidikan Kedokteran Indonesia, 2018;7(1).
  15. Tyastuti D, Onishi H, Ekayanti F. An Educational Intervention of Interprofessional Learning in Community Based Health Care in Indonesia: What did We Learn from the Pilot Study? Journal of Education and Practice. 2013; 25(4):1-11.


Article Metrics

Abstract views : 3568 | views : 2957


  • There are currently no refbacks.

Copyright (c) 2019 Hikmah Muktamiroh, Agneta Irmarahayu, Yuni Setyaningsih

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: