STUDENT READINESS TOWARDS INTERPROFESSIONAL EDUCATION BASED ON THE HAJJ HEALTH

https://doi.org/10.22146/jpki.74326

Dhani Wijaya(1*), Christyaji Indradmojo(2), Muhammad Rizal Novianto(3), Rista Octavia(4), Cep Reza Alam Wahid(5)

(1) Program Studi Farmasi, Fakultas Kedokteran dan Ilmu Kesehatan, Universitas Islam Negeri Maulana Malik Ibrahim, Malang – INDONESIA
(2) Program Studi Pendidikan Dokter, Fakultas Kedokteran dan Ilmu Kesehatan, Universitas Islam Negeri Maulana Malik Ibrahim, Malang – INDONESIA
(3) Program Studi Pendidikan Dokter, Fakultas Kedokteran dan Ilmu Kesehatan, Universitas Islam Negeri Maulana Malik Ibrahim, Malang – INDONESIA
(4) Program Studi Farmasi, Fakultas Kedokteran dan Ilmu Kesehatan, Universitas Islam Negeri Maulana Malik Ibrahim, Malang – INDONESIA
(5) Program Studi Pendidikan Dokter, Fakultas Kedokteran dan Ilmu Kesehatan, Universitas Islam Negeri Maulana Malik Ibrahim, Malang – INDONESIA
(*) Corresponding Author

Abstract


Background: Interprofessional education (IPE) Faculty of Medicine and Health Science Maulana Malik Ibrahim State Islamic University (FKIK UIN MMI) were designed based on hajj health and involved prospective pilgrims (CJH) as the target. The program’s goal was to achieve collaboration among health students and support CJH to achieve the istitha’ah condition. Thus student readiness becomes one of the success parameters. This study aims to evaluate the readiness of FKIK UIN MMI students for the hajj health-based IPE program.

Methods: Cross-sectional descriptive method was used with the FKIK UIN MMI students class 2018 as the population. Students who undertook the hajj health-based IPE program in 2021 were classified in the inclusion criteria. Meanwhile, the IPE participants that did not fill out the questionnaire were excluded. The questionnaire was adopted from the Readiness for Interprofessional Learning Scale and processed with Microsoft excel.

Results: The readiness of 113 students was categorized as "very ready" on the aspect of collaboration and cooperation, also on the positive professional identity subject, with readiness levels of 83.36% and 81.23%, respectively. The percentage of readiness for the negative professional identity aspect was 48.20% and categorized as "quite ready". Professional roles and responsibilities had a score of 708, and were categorized as "ready".

Conclusion: FKIK UIN MMI students had a good readiness level for the hajj health-based IPE program. Further studies are needed to examine the factors that emerge as barriers to joint learning between professions. The lecturer's readiness is needed to be evaluated as well.


Keywords


Interprofessional education, hajj health, readiness

Full Text:

PDF


References

  1. Fuadah DZ, Hapsara S, Sedyowinarso M. The readiness of students to learn interprofessional teamwork in antenatal care. Jurnal Ners. 2014 Oktober;9(2):226-235. Available from: https://doi.org/10.20473/jn.v9i2.2568
  2. Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. Kaohsiung J Med Sci. 2018 Mar;34(3):160-165. Available from: https://doi.org/10.1016/j.kjms.2017.12.009
  3. Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2017 Jun 22; 6(6):1-38. https://pubmed.ncbi.nlm.nih.gov/28639262/4.
  4. Tran C, Toth-Pal E, Ekblad S, Fors U, Salminen H. A virtual patient model for students’ interprofessional learning in primary healthcare. PLOS ONE. 2020 Sep 23;15(9):1-14. Available from: https://doi.org/10.1371/journal.pone.0238797
  5. O’Leary N, Salmon N, Clifford AM. ‘It benefits patient care’: the value of practice-based IPE in healthcare curriculums. BMC Med Educ. 2020 Nov 12;20(1):424. Available from: https://doi.org/10.1186/s12909-020-02356-2.
  6. Endah Sulistyowati ES. Interprofessional Education (Ipe) Dalam Kurikulum Pendidikan Kesehatan Sebagai Strategi Peningkatan Kualitas Pelayanan Maternitas. Jurnal Kebidanan; 2019 Jun; 8(2), 123-131. Available from: https://doi.org/10.26714/jk.8.2.2019.123-131
  7. Anazifa RD, Djukri D. Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills?. Jurnal Pendidikan IPA Indonesia. 2017 March; 6(2), 346-355. Available from: https://doi.org/10.15294/jpii.v6i2.11100
  8. Singka EJ, Ericca I. Hajj health management in Indonesia. Med J Indones. 2020 Jun 30;29(2):117-119. Available from: https://doi.org/10.13181/mji.com.204749
  9. Kusnali A, Rustika R, Puspasari HW, Syam P, Oemiyati R, Musadad DA, et al. Tingkat Pengetahuan, Sikap, dan Tindakan Jemaah Haji terkait Istithaah Kesehatan di Indonesia. Bul Penelit Sist Kesehat. 2019 Januari 22;22(4):245-254. Available from: https://doi.org/10.22435/hsr.v22i4.2244
  10. Sakti A, Alwi I, Muhadi M, Shatri H. Karakteristik Mortalitas Jemaah Haji Indonesia Akibat penyakit Kardiovaskular. J Penyakit Dalam Indones. 2020 Jan 1;6(4):178-181. Available from: http://dx.doi.org/10.7454/jpdi.v6i4.355
  11. Kementerian Kesehatan Republik Indonesia. Pemeriksaan pembinaan kesehatan haji mencapai istithaah kesehatan., Kementerian Kesehatan Republik Indonesia. 2012 9786024161569; pp. 1-10.
  12. Salih S, Gameraddin M, Kamal S, Alsadi M, Tamboul J, Alsultan K. The Readiness For Interprofessional Education (IPE) In The School Setting Among The Internship Students Of Applied Medical Sciences At Taibah University. Adv Med Educ Pract. 2019 Oct 3; 10: 843-848. Available from: https://doi.org/10.2147/AMEP.S208870
  13. Galas A, Pilat A, Leonardi M, Tobiasz-Adamczyk B. Research Project Evaluation-Learnings from the Pathways Project Experience. Int J Environ Res Public Health. 2018 May 25;15(6):1071. Available from: https://doi.org/10.3390/ijerph15061071
  14. Kanji Z, Lin D, Karan J. Assessing dental hygiene students’ readiness for interprofessional learning and collaborative practice. J Dent Educ. 2020 Feb 24;84(6):669-680. Available from: https://doi.org/10.1002/jdd.12117
  15. Adams RV, Blair E. Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance. SAGE Open. 2019 Jan 18. Available from: https://doi.org/10.1177/2158244018824506
  16. Roopnarine R, Boeren E. Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution. PLOS ONE. 2020 Jun 11;15(6):1-13. Available from: https://doi.org/10.1371/journal.pone.0234462
  17. Zechariah S, Ansa BE, Johnson SW, Gates AM, Leo GD. Interprofessional Education and Collaboration in Healthcare: An Exploratory Study of the Perspectives of Medical Students in the United States. Healthcare. 2019 Oct 15;7(4):117. Available from: https://doi.org/10.3390/healthcare7040117
  18. Cerbin-Koczorowska M, et al. Comparison of medical and pharmacy students’ readiness for interprofessional learning-a cross-sectional study. Farmacia. 2020 Nov:68(6): 1166-1172.
  19. Morley L, Cashell A. Collaboration in Health Care. Journal of Medical Imaging and Radiation Sciences. 2017 May 31;48(2): 207–216. Available from: https://doi.org/10.1016/j.jmir.2017.02.071
  20. Aye SS, Noor MAM, Marzo RR, Naing TW, Azhare NAM. Readiness for interprofessional education amongst students at public and private Medical Universities in Malaysia. Cypriot J Educ Sci. 2020 Dec 31;15(6):1454–1463 Available from: https://doi.org/10.18844/cjes.v15i6.5284
  21. Joynes VCT. Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students. Adv Health Sci Educ. 2018 Mar 1;23(1):133–149. Available from: https://doi.org/10.1007/s10459-017-9778-x
  22. Chidzonga M, Haruzivishe C, Rukweza J, Chikwasha V. Readiness for Inter-Professional Education (IPE) among healthcare professional students: A cross-sectional study. International Journal of Educational Research and Review. 2021 Mar 28;2(3): 018-026. Available from: http://spectacularjournals.org/ijerr
  23. Almalki A, Park YS, Tekian A. Needs Assessment for Interprofessional Education: Implications for Integration and Readiness for Practice. Healthc Basel Switz. 2021 Apr 2;9(4):411. Available from: https://doi.org/10.3390/healthcare9040411
  24. Asmara FY, Kristina TN, Afifah DN, Dewi DP. Assessment of Interprofessional Education (IPE) in Community Settings: A Systematic Review. Nurse Media J Nurs. 2021 Dec 27;11(3):318–35. Available from: https://doi.org/10.14710/nmjn.v11i3.34155
  25. Akhmad VS, Yusuf S, Safitri A, Juwita H, Risnah R, Arbianingsih A. The Relationship between Self-Efficacy and Readiness of Interprofessional Education (IPE) among Students at the Faculty of Medical and Health Sciences UIN Alauddin Makassar. J Health Sci Prev. 2019 Dec 5;3(3S):99–106. Available from: https://doi.org/10.29080/jhsp.v3i3S.297
  26. Aliyanto W, Hastuti RP, Oktaria D. Students’ Perception Towards Interprofessional Education (IPE) Using Team-Based Learning (TBL). Jurnal pendidikan kedokteran indonesia: The Indonesian Journal of Medical Education. 2021 Jul; 10(2), 152-161. Available from: https://doi.org/10.22146/jpki.62802



DOI: https://doi.org/10.22146/jpki.74326

Article Metrics

Abstract views : 1145 | views : 851

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Dhani Wijaya, Christyaji Indradmojo, Muhammad Rizal Novianto, Rista Octavia, Cep Reza Alam Wahid

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