Documente Academic
Documente Profesional
Documente Cultură
Diantha Soemantri
sumber: healthsciences.curtin.edu.au
Patient
safety and
Interprofessional optimum
collaboration patient/fami
ly/communit
y care
Interprofessional
team
WHO (2010). Framework for Action on Interprofessional Education and Collaborative Practice
Mengapa perlu sebuah program khusus untuk ‘mengajarkan’ profesi
kesehatan bekerja sama demi tercapainya IPC?
Common
competencies
Individual IP
professional collaborative
competencies competencies
HEALTH SCIENCES @Universitas Indonesia…
MODUL MULTIPROFESSIONAL
Simulasi
Shadowing
Praktek lapangan
Kegiatan kemahasiswaan
• IPC tidak harus selalu dipupuk hanya di pendidikan formal
• Kesempatan menyelenggarakan kegiatan pengabdian masyarakat berbasis
kolaborasi:
– Identifikasi bersama masalah kesehatan yang ada
– Susun kegiatan bersama, dengan berbagai profesi yang terlibat
– Pembagian peran
“MC day”
“Tumbler day” (mother & “SEJAHTERA”
child)
“Selamat “Grand
tinggal launching first
osteoporosis” aid box”
Triggering question…
• Curriculum • Continuing
Patient-centered
• Classroom based professional
activities interprofessional development
• Simulation collaborative practice in • Quality
• Clinical and healthcare services improvement
community • Patient-centered
placement practice
Institutional Human
commitment resources
• Training of teaching staff (Hammick et al,
2007)
• Minimizing negative perceptions of teaching
Curriculum staff
• Soemantri et al (2011): lack of understanding
of IPE negative perceptions; stereotyping
• Curriculum change
• Time allocated specific for interprofessional education
• Early vs Later?
CHALLENGES
Individual
Organization
preparedness Individual preparedness (Ondasan &
Reeves, 2005; Freeth & Reeves, 2004)
• Willingness to cooperate
• Prior knowledge, skills and
attitude
• Being aware that other
Teaching & professions play a role in
Egalitarian healthcare service delivery
learning • Enthusiasm
principle • Motivation, expectation
method
Awareness from both teachers and students
Bagaimana peran individu mahasiswa dan profesional muda?
• Siapkan diri masing-masing: bangun motivasi, semangat saling menghargai dan saling
membutuhkan
• Anda mahasiswa?
– Kegiatan kolaborasi kemahasiswaan
– Munculkan kebutuhan akan program pendidikan interprofesi di setiap institusi
macro Organization
of resources
Real practice
meso
Curriculum Role model
Egalitarian –
micro principle experiential
learning
Interprofessional Interprofessional
Challenges
education collaborative practice
TERIMA KASIH, SEMOGA BERMANFAAT
Selamat berkolaborasi demi peningkatan kualitas pelayanan kesehatan
diantha.soemantri@ui.ac.id
diantha.soemantri@gmail.com
Daftar Pustaka
• Allport G (1979). The nature of prejudice. Reading: Addison-Wesley
• Barr, H. (1998). Competent to collaborate: Towards a competency-based model for
interprofessional education. Journal of Interprofessional Care, 12, 181-187
• Canadian Interprofessional Health Collaborative. A National Interprofessional
Competency Framework. February 2010.
• CAIPE (1997). Interprofessional education – a definition. Centre for the
Advancement of Interprofessional Education, London
• Freeth D (2010). Interprofessional education in Swanwick T (ed). Understanding
medical education: evidence, theory and practice. Oxford: Wiley-Blackwell. p. 53-68
• Interprofesional Education Collaborative (IPEC) Expert Panel (2011). Core
competencies for interprofessional collaborative practice: report of an expert panel.
Washington, DC. Interprofessional Education Collaborative.
• Modul Kolaborasi dan Kerjasama Tim Kesehatan. Rumpun Ilmu Kesehatan,
Universitas Indonesia, 2012
• World Health Organization (2010). Framework for action on interprofessional
education and collaborative practice. Geneva: WHO Press