Interprofessional Education: Learning Method and Core Competencies in Medical Students in Asia

https://doi.org/10.22146/jpki.81834

Alfira Rachmawati(1*), Feda Anisah Makkiyah(2), Nurfitri Bustamam(3), Hikmah Muktamiroh(4)

(1) Universitas Pembangunan Nasional "Veteran" Jakarta
(2) Universitas Pembangunan Nasional "Veteran" Jakarta
(3) Universitas Pembangunan Nasional "Veteran" Jakarta
(4) 
(*) Corresponding Author

Abstract


Background: Interprofessional collaboration is a partnership among health professionals that supports more comprehensive, confident, and safe healthcare. Collaboration competence in Indonesian health worker still needs to be improved. Interprofessional education is an effort to realize interprofessional collaboration. 

Aims: This study aims to describe the implementation of interprofessional education learning for preclinical medical students in Asia by identifying learning methods, learning outcomes and challenges.

Methods: Scoping reviews were conducted in this study. Articles were sourced from Proquest, PubMed, and Taylor & FrancisOnline using Population, Intervention, Comparison and Outcomes (PICO Framework). In the identification process, 737 articles were found and screened according to inclusion criteria. Nine articles were assessed for eligibility using the Joanna Briggs Institute Critical Appraisal Tools Checklist for Quasi-Experimental Studies and seven articles were obtained.

Results: Learning methods such as simulation-based learning, problem-based learning, didactic learning, community-based learning, team-based learning, and shadowing were found. Learning outcomes vary in each article because objectives, measuring instruments, and selection of activities are also varied.

Conclusion: Interprofessional education improves students' ability to collaborate. Learning methods and outcomes varied according to the objectives and design of the program in each institution. The challenges encountered were logistical, student diversity, facilitator skills, and cultural barriers.


Keywords


Competency-based education, Learning achievements, Learning methods, Interprofessional education

Full Text:

PDF


References

  1. Yusra RY, Findyartini A, Soemantri D. Healthcare professionals’ perceptions regarding interprofessional collaborative practice in Indonesia. J Interprofessional Educ Pract [Internet]. 2019;15(September 2018):24–9. Available from: https://doi.org/10.1016/j.xjep.2019.01.005

  2. Fatalina F, Sunartini, Widyandana, Sedyowinarso M. Persepsi Dan Penerimaan Interprofessional Collaborative Practice Bidang Maternitas Pada Tenaga Kesehatan. J Pendidik Kedokt Indones. 2015;4(1):1.

  3. Findyartini A, Kambey DR, Yusra RY, Timor AB, Khairani CD, Setyorini D, et al. Interprofessional collaborative practice in primary healthcare settings in Indonesia: A mixed-methods study. J Interprofessional Educ Pract [Internet]. 2019;17(January):100279. Available from: https://doi.org/10.1016/j.xjep.2019.100279

  4. Morgan S, Pullon S, McKinlay E. Observation of interprofessional collaborative practice in primary care teams: An integrative literature review. Int J Nurs Stud. 2015 Jul 1;52(7):1217–30.

  5. Ita K, Pramana Y, Righo A. Implementasi interprofessional collaboration antar tenaga kesehatan yang ada di rumah sakit Indonesia: Literature review. J ProNers. 2021;6(1):1–6.

  6. Fernandes SF, Trigueiro JG, Barreto MAF, de Carvalho REFL, da Silva MRF, Moreira TMM, et al. Interprofessional work in health in the context of the COVID-19 pandemic: a scoping review. Rev da Esc Enferm. 2021; 55:1–11.

  7. Yosanto AN, Desrini S, Putri WB. The role of interprofessional education (IPE) for medical students in pharmacology subject. Indones J Pharmacol Ther. 2020;1(2):72–8.

  8. Maeno T, Haruta J, Takayashiki A, Yoshimoto H, Goto R, Maeno T. Interprofessional education in medical schools in Japan. PLoS One [Internet]. 2019 Jan 1 [cited 2022 May 19];14(1). Available from: https://pubmed.ncbi.nlm.nih.gov/30653563/

  9. Sy M, Pineda RC, Sumulong RA, Navarro A. Establishing a Pilot Interprofessional Education (IPE) Program in a Higher Education Institution (HEI) in the Philippines. J Heal Caring Sci. 2020;2(2):180–91.

  10. Ray A, Ray S, Daniel MS, Kumar B. Change in attitudes and perceptions of undergraduate health profession students towards inter-professional education following an educational experience in post natal care. Med J Armed Forces India [Internet]. 2021;77: S173–9. Available from: https://doi.org/10.1016/j.mjafi.2020.12.034

  11. Haruta J, Goto R. Factors associated with interprofessional competencies among healthcare professionals in Japan. J Interprof Care [Internet]. 2022;00(00):1–7. Available from: https://doi.org/10.1080/13561820.2022.2099818

  12. Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. Toward a definition of competency-based education in medicine: A systematic review of published definitions. Med Teach. 2010;32(8):631–7.

  13. Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: 2016 Update. 2016;

  14. Thistlethwaite JE, Forman D, Matthews LR, Rogers GD, Steketee C, Yassine T. Competencies and frameworks in interprofessional education: A comparative analysis. Acad Med. 2014;89(6):869–75.

  15. Soubra L, Badr SBY, Zahran EM, Aboul-Seoud M. Effect of Interprofessional Education on Role Clarification and Patient Care Planning by Health Professions Students. Heal Prof Educ. 2018 Dec 1;4(4):317–28.

  16. Sunguya BF, Hinthong W, Jimba M, Yasuoka J. Interprofessional Education for Whom? — Challenges and Lessons Learned from Its Implementation in Developed Countries and Their Application to Developing Countries: A Systematic Review. PLoS One [Internet]. 2014 May 8 [cited 2023 Jan 18];9(5):e96724. Available from: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0096724

  17. Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Moysés SJ, Iani Werneck R. Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Educ Pract. 2021;56(May).

  18. Ahmady S, Mirmoghtadaie Z, Rasouli D. Challenges to the Implementation of Interprofessional Education in Health Profession Education in Iran. Adv Med Educ Pract [Internet]. 2020 [cited 2022 May 17]; 11:227. Available from: /pmc/articles/PMC7101067/

  19. Sulistyowati E, Walker L. Interprofessional Education (IPE) in Developing Countries: Challenges and Lesson Learnt from its Implementation in the United Kingdom: A Systematic Review. Nurse Media J Nurs. 2019;9(2):197–209.

  20. Riskiyana R, Claramita M, Rahayu GR. Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. Nurse Educ Today [Internet]. 2018;66(December 2017):73–8. Available from: https://doi.org/10.1016/j.nedt.2018.04.014

  21. Methley AM, Campbell S, Chew-Graham C, McNally R, Cheraghi-Sohi S. PICO, PICOS and SPIDER: a comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC Health Serv Res [Internet]. 2014 [cited 2022 Jan 26];14(1). Available from: /pmc/articles/PMC4310146/

  22. Yu J, Lee W, Kim M, Choi S, Lee S, Kim S, et al. Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey. BMC Med Educ [Internet]. 2020 Dec 1 [cited 2022 Aug 6];20(1). Available from: https://pubmed.ncbi.nlm.nih.gov/33243233/

  23. Zorek JA, Lacy J, Gaspard C, Najjar G, Eickhoff J, Ragucci KR. Leveraging the Interprofessional Education Collaborative CompetencyFramework to Transform Health Professions Education. Am J Pharm Educ [Internet]. 2021 Aug 1 [cited 2022 Nov 3];85(7):493–6. Available from: /pmc/articles/PMC8499667/

  24. Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washingt DC Interprofessional Educ Collab [Internet]. 2011;(May):1351. Available from: http://www.ncbi.nlm.nih.gov/pubmed/22030650

  25. Brock T, Vu T, Kadirvelu A, Lee CY, Kent F. Implementing a collaborative medicine and pharmacy educational activity in two countries. Med Educ Online [Internet]. 2020 Jan 1 [cited 2022 Aug 6];25(1). Available from: https://pubmed.ncbi.nlm.nih.gov/32552527/

  26. Kim CW, Eo EK, Myung SJ. Development and Evaluation of an Inter-professional Education Course at a Medical School in Korea. J Korean Med Sci [Internet]. 2021 Mar 8 [cited 2022 Aug 6];36(9):e69. Available from: https://pubmed.ncbi.nlm.nih.gov/33686814/

  27. Wai AKC, Lam VSF, Ng ZLH, Pang MTH, Tsang VWY, Lee JJJ, et al. Exploring the role of simulation to foster interprofessional teamwork among medical and nursing students: A mixed-method pilot investigation in Hong Kong. https://e-resources.perpusnas.go.id:2229/101080/1356182020201831451 [Internet]. 2020 [cited 2022 Aug 18];35(6):890–8. Available from: https://e-resources.perpusnas.go.id:2060/doi/abs/10.1080/13561820.2020.1831451

  28. Wang J, Guo J, Wang Y, Yan D, Liu J, Zhang Y, et al. Use of profession-role exchange in an interprofessional student team-based community health service-learning experience. 2020 [cited 2022 Aug 13]; Available from: https://doi.org/10.1186/s12909-020-02127-z

  29. Zaher S, Otaki F, Zary N, Al Marzouqi A, Radhakrishnan R. Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates. BMC Med Educ [Internet]. 2022 Dec 2 [cited 2022 Aug 6];22(1):517. Available from: https://pubmed.ncbi.nlm.nih.gov/35780117/

  30. Barr H. Ends and means in interprofessional education: towards a typology. Educ Heal. 1996;9(3):341–52.

  31. Xavier NA, Brown MR. Interprofessional Education in a Simulation Setting. StatPearls [Internet]. 2022 May 8 [cited 2022 Nov 2]; Available from: https://www.ncbi.nlm.nih.gov/books/NBK557471/

  32. Khan NS, Shahnaz SI, Gomathi KG. Currently Available Tools and Teaching Strategies for the Interprofessional Education of Students in Health Professions: Literature review. Sultan Qaboos Univ Med J [Internet]. 2016 Aug 1 [cited 2022 Nov 3];16(3):e277. Available from: /pmc/articles/PMC4996288/

  33. Reeves S. Why we need interprofessional education to improve the delivery of safe and effective care. Interface - Comun Saúde, Educ [Internet]. 2016 Jan 1 [cited 2022 Dec 19];20(56):185–97. Available from: http://www.scielo.br/j/icse/a/VrvpZyszPQ6hrVp7SFhj6XF/?lang=en

  34. Sakr CJ, Fakih L, Dejong J, Yazbick-Dumit N, Soueidan H, Haidar W, et al. Can interprofessional education change students’ attitudes? A case study from Lebanon. BMC Med Educ [Internet]. 2022 Dec 23 [cited 2022 Aug 6];22(1):570. Available from: https://pubmed.ncbi.nlm.nih.gov/35871066/

  35. Hopper MK. Alphabet Soup of Active Learning: Comparison of PBL, CBL, and TBL. HAPS Educ. 2018;2(2):144–9.

  36. Lapitan LD, Tiangco CE, Sumalinog DAG, Sabarillo NS, Diaz JM. An effective blended online teaching and learning strategy during the COVID-19 pandemic. Educ Chem Eng [Internet]. 2021;35(May 2020):116–31. Available from: https://doi.org/10.1016/j.ece.2021.01.012

  37. Code J, Ralph R, Forde K. Pandemic designs for the future: perspectives of technology education teachers during COVID-19. Inf Learn Sci. 2020;121(5–6):409–21.

  38. Leinster SJ, Pereira JH, Down S, Simpson AD. Blended Learning in Healthcare Education. Med Res Arch. 2021;9(8).

  39. Makhdoom N, Khoshhal KI, Algaidi S, Heissam K, Zolaly MA. “Blended learning” as an effective teaching and learning strategy in clinical medicine: A comparative cross-sectional university-based study. J Taibah Univ Med Sci [Internet]. 2013;8(1):12–7. Available from: http://dx.doi.org/10.1016/j.jtumed.2013.01.002

  40. Kang HY, Kim HR. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning. BMC Med Educ [Internet]. 2021 Dec 1 [cited 2022 Nov 10];21(1):1–8. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02508-y

  41. Dziuban C, Graham CR, Moskal PD, Norberg A, Sicilia N. Blended learning: the new normal and emerging technologies. Int J Educ Technol High Educ. 2018;15(3).

  42. Morison S, Boohan M, Jenkins J, Moutray M. Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students. Learn Heal Soc Care. 2003;2(2):92–104.

  43. Asmara FY, Kristina TN, Afifah DN, Dewi DP. Assessment of Interprofessional Education (IPE) in Community Settings: A Systematic Review. Nurse Media J Nurs. 2021;11(3):318–35.

  44. Lochner L, Wieser H, Oberhöller G, Ausserhofer D. Interprofessional team-based learning in basic sciences: students’ attitude and perception of communication and teamwork. Int J Med Educ [Internet]. 2020;11:214–21. Available from: http://creativecommons.org/licenses/by/3.0

  45. Kutzin JM. Escape the Room: Innovative Approaches to Interprofessional Education. J Nurs Educ [Internet]. 2019 Aug 1 [cited 2023 Jan 25];58(8):474–80. Available from: https://pubmed.ncbi.nlm.nih.gov/31373669/

  46. Housley CL, Neill KK, White LS, Tedder AT, Castleberry AN. An evaluation of an interprofessional practice-based learning environment using student reflections. J Interprof Care [Internet]. 2018;32(1):108–10. Available from: https://doi.org/10.1080/13561820.2017.1356808

  47. Fusco NM, Maerten-Rivera J, Doloresco F, Ohtake PJ. Improving pharmacy students’ attitudes toward collaborative practice through a large-scale interprofessional forum targeting opioid dependence. Am J Pharm Educ. 2019;83(6):1226–32.

  48. Claramita M, Utarini A, Soebono H, van Dalen J, van der Vleuten C. Doctor-patient communication in a Southeast Asian setting: the conflict between ideal and reality. Adv Health Sci Educ Theory Pract [Internet]. 2011 Mar [cited 2023 Jan 25];16(1):69–80. Available from: https://pubmed.ncbi.nlm.nih.gov/20658353/

  49. Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Does PBL deliver constructive collaboration for students in interprofessional tutorial groups? BMC Med Educ [Internet]. 2019 Sep 18 [cited 2022 Feb 15];19(1). Available from: https://pubmed.ncbi.nlm.nih.gov/31533721/

  50. Darmayani S, Findyartini A, Widiasih N, Soemantri D. Stereotypes among health professions in Indonesia: anexplorative study. Korean J Med Educ [Internet]. 2020 Dec 1 [cited 2022 Aug 6];32(4):329–41. Available from: https://pubmed.ncbi.nlm.nih.gov/33296576/

  51. Hofstede G. Cultural Differences in Teaching and Learning. Int J Intercult Relations.1986;10:301–20.

  52. Napier AD, Ancarno C, Butler B, Calabrese J, Chater A, Chatterjee H, et al. Culture and health. Lancet. 2014;384(9954):1607–39.

  53. Higgins J, Thomas J, Chandler, Cumpston M, Li T, Page M, et al. Cochrane Handbook for Systematic Reviews of Interventions version 6.3 (updated February 2022) [Internet]. Cochrane. 2022 [cited 2023 Jan 25]. Available from: https://training.cochrane.org/handbook/current/chapter-04

  54. NICE. Developing NICE guidelines: the manual. Process methods Guid [Internet]. 2014;(October):245. Available from: http://www.nice.org.uk/article/pmg20



DOI: https://doi.org/10.22146/jpki.81834

Article Metrics

Abstract views : 789 | views : 3847

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Alfira Rachmawati, Feda Anisah Makkiyah, Nurfitri Bustamam, Hikmah Muktamiroh

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