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CA: Interprofessional Education

This study analyzes the effects of workshops on student attitudes towards interprofessional collaboration. Results show significant improvements, offering insights for educators. Recommendations emphasize focusing on specific domains for effective interventions. Constraints include self-selection bias and limited long-term impact analysis.

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CA: Interprofessional Education

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  1. CA: Interprofessional Education 9 Juli 2012

  2. Kenaszchuk, C., Rykhoff, M., Collins, L., McPhail, S., & van Soeren, M. (2011). Positive and null effects of interprofessionaleducation on attitudes toward interprofessionallearning and collaboration. Adv in Health SciEduc. DOI 10.1007/s10459-011-9341-0 IPE  sikapthd IPL & IPC

  3. http://id.images.search.yahoo.com/images/

  4. TelaahPustaka • KebijakanPemerintah Federal & Provinsi Canada: IPE pra-lisensi & IPC pasca-lisensi. • The Health Canada Accreditation on Inter-professional Health Education: integrasiIPE kedalamkurikulumilmu-ilmukesehatan. • Inggeris: IPE wajib.

  5. IPE dapatmemfasilitasiperubahansikapmahasiswadenganmengkoreksi stereotyping negatifdanmenunjukkanmanfaatIPC • Bentuk IPE pra-lisensi: orientasi IP, penempatanpraktekklinik, simulasi IP, lokakarya IP, & kurikulum IP penuh. • Tidakada yang lebihunggul; beragambentuk IPE  manfaat >> • Kemajuanpengetahuantentangbagaimanamengembangkan IPE bertambahtidakdiimbangidenganupayaevaluasi IPE.

  6. TujuanPenelitian • Menganalisispengaruhlokakarya (LK) terhadapsikapmahasiswatentang IPC. Tujuan LK: • mengajarkanmahasiswatanggungjawabprofesinyadanprofesi lain dalamupayakesehatanpasien • mendorongmahasiswamempraktekkankomunikasi IP efektif • memperbaikisikapmahasiswaterhadap IPC.

  7. Metoda • Kelompokintervensi: mahasiswapeserta LK IPE Kelompokkontrol: mahasiswa non-peserta LK IPE • KeduanyamengisialatukurPersepsi& Sikap IP sampai 1 blnsebelum & 1 blnsesudah LK dikelas (dgnasistenpeneliti) ataumelalui internet (waktuditentukansendiri): a. the IPE Perceptions Scale (IEPS) b. the Univof West England quest (UWE)

  8. Subyekpenelitian: mahasiswatahunterakhir 10 program (N = 900) – 350 Kelintervensi & 550 KelKontrol. • Keikutsertaandlm LK diwajibkandibbp program. Mhsdiberitahubbpbulansebelumnyaapakahwajib/tidakwajibikutserta LK. • Pendaftaransukareladikelasolehasistenpenelitibbpbulansebelum LK. • Ada 131 peserta LK dan 68 non-pesertaygmengisiinstrumensurvei - 105 peserta(30%) and 62 non-peserta(11%) menjawab paling sedikitseparuhpertanyaan survey, ygdapatdigunakanutkanalisisstatistik.

  9. Lokakarya IPE • PokJa IPE: 24 dosen - 10 program dari 3 fakultasdarisuatuuniversitasbesardi Toronto, Canada: 1. 8 program dariFakIlmu-IlmuKesehatan: ProDi S1 KeperawatandanProDi Diploma KeperawatanPraktis, Paramedik, AsistenTerapiOkupasi , AsistenFisioterapi, TeknisiFarmasi, Pekarya, PelayananPemakaman, & PAUD. 2. Fak Hospitality, Rekreasi, & Pariwisata 3. FakSosial & PelayananMasyarakat.

  10. Acara 3 jam: a. pembicaratamu – menekanpentingnya IPE & EPC, danmenunjukkanhasilpenelitian. b. presentasistudikasus + main peran – riwayatupayakesehatandariseorangwanitausilaygmengalamicederajatuhdirumahnyamulaidari UGD, rehab, self-care, & end-of-life/ family-centered care. c. diskusikelompok (90 menit) d. tanya-jawab & kesimpulan

  11. V. TidakTerikat (8): Revised IEPS: 5-pilihan (SS – STS) • Competency & Autonomy (5 item) • Perceived Need for Cooperation (2 item) • Perceived Actual Cooperation (5 item) UWE • Self-assesment Communication & Team-work (9 item, 4-pilihan) 5 – 7: Sikap/persepsi (5-pilihan): IPL (9 item), IP Interaction (9 item) & IP Interrelationships (8 item)

  12. The shared leadership/physician centrality subscaledari Attitudes Toward Health Care Teams Scale (ATHCTS) - 5 item, 6-point (SS - STS) Nilai total pasca-LK 8 variabelterikat – Nilaitinggimewakilijawabankualitatiflebihbaik/yang diingini.

  13. V. Bebas • Menghadiri LK (dikotomi) • Minatthd IPE (T, S, R) • Minatikut LK (T, S, R) • Tahunajaran (kedua, keempat & post-grad diploma). • Pengalamanupayakesehatansebelumnya • Umur & gender

  14. Analisis Data Pengolahan: • DeksripsiKelintervensi & Kelkontrol Tabel 1 • OLS (Ordinary Least Squares) multiple regression  Tabel 2 Hasil:Selisih Mean bermakna • KelIntervensi > KelKontrol : UWE sikapthd IPL interprofessional learning 1.8 (t = 2.13, P = 0.03) • KelKontrol > KelIntervensi: UWE persepsi IP interaction – 2.2 (t = -2.95, P = 0.004).

  15. Kesimpulan & Rekomendasi LK pendekIPE mempengaruhi IPA berikut: • perceived competency and autonomy of others • perceived need for cooperation • self-assessed communication and teamwork • attitudes toward IP learning. Rekomendasi: Pendidikyginginmenggunakanintervensipendek IPE dapatmemusatkanperhatianpada domain2 tsb.

  16. Keterbatasan • Pesertasukarela & non-sukarela self-selection bias. • Menggunakan Self-reports  common method variance, consistency motif & social desirability. • Tidakdianalisis per kelompokprofesi. 4. Tidakdianalisis per sub-intervensi. 5. Tidakditelitidampakjangkapanjang.

  17. Kritik • LK 3 jam tidakdapatdianggapsebagaisuatu IPE yang menghasilkanperubahansikap. • Kerangkakonsep IPC diperlukan. Contoh: Factors predicting team climate, and its relationship with quality of care in general practice. TeikT Goh, Martin P Eccles, Nick Steen BMC Health Services Research 2009, 9:138 (4 August 2009)

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