Electronic Theses and Dissertation

Interprofessional education (IPE) merupakan model pembelajaran kolaboratif antar mahasiswa kesehatan dengan latar belakang profesi yang berbeda untuk membangun kemampuan berkolaborasi dalam upaya meningkatkan mutu pelayanan kesehatan. Penerapan interprofessional education dalam kurikulum pendidikan diharapkan mampu menumbuhkan kompetensi kolaborasi antar berbagai profesi kesehatan sedini mungkin. Penelitian observasional ini dilakukan untuk mengevaluasi efektivitas implementasi model pembelajaran interprofessional education pada jenjang pendidikan profesi di Universitas Syiah Kuala dalam membangun persepsi kompetensi inti interprofessional education. 190 responden dari program studi pendidikan profesi dokter dan ners berpartisipasi dalam studi cross-sectional analytic ini dan ditentukan secara acak menggunakan teknik proporsional random sampling. Hasil observasi menunjukkan bahwa mahasiswa pendidikan profesi ners memperoleh nilai rerata persepsi kompetensi inti interprofessional education lebih baik (x ̅=118.41) dibandingkan dengan mahasiswa pendidikan profesi dokter (x ̅=115.99). Mahasiswa pendidikan profesi ners juga memperoleh nilai rerata lebih tinggi pada kompetensi inti peran dan tanggung jawab (x ̅=26), kolaborasi dan kerjasama tim (x ̅=43.63), serta komunikasi interprofesi atau komunikasi efektif (x ̅=21.52). Studi ini juga berhasil mengobservasi adanya perbedaan yang tidak signifikan (p>0.05) pada persepsi kompetensi inti interprofessional education terkait komparasi asal program studi, tingkat pendidikan, dan usia. Mengenai jenis kelamin, studi ini menunjukkan bahwa mahasiswa berjenis kelamin laki-laki dan perempuan memiliki persepsi kompetensi inti interprofessional education yang relatif seimbang (p=0.967).

Interprofessional education or IPE is a collaborative learning method among health students with different health education backgrounds to build collaboration skills in order to improve health service quality. The implementation of interprofessional education in educational curricula hopefully could build the collaboration competency among health profession students from an early stage. This observational study was conducted to evaluate the effectiveness of interprofessional education implementation in Syiah Kuala University in building clinical health students' perception toward interprofessional education core competency. 190 respondents from medical and nursing programs in the clinical stage participated in this cross-sectional analytic study and were randomly selected using proportional random sampling technique. The observation shows that clinical nurse students got higher mean scores of interprofessional education core competency perception (x ̅=118.41) than clinical medical students (x ̅=115.99). Clinical nursing students also got higher mean scores in three interprofessional education core competencies, that are role and responsibility (x ̅=26), team and teamworks (x ̅=43.63), and interprofessional communication (x ̅=21.52). This study also observed that there were insignificant differences (p>0.05) in the perception of interprofessional education core competencies related to education background, education level, and age. Regarding gender, this study observed that male and female students have a relatively balanced perception of interprofessional education core competencies (p=0.967).