Improve the Intensity of IPE Learning

Oct 13, 2025 by orovajewels.com 34 views

Understanding the Importance of Collaboration between Professions: USU P3D Student Perception of IPE and IPC

In the world of health, collaboration between professions is the key to providing optimal health services. Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) are two important concepts that encourage cooperation between health workers. The Faculty of Medicine, University of North Sumatra (USU), has been introducing these concepts to its students, but the perception of P3D (Doctor Professional Education Program) students towards IPE and IPC is still unknown. This study aims to understand the perception of USU P3D students towards IPE and IPC, and to identify the strategies that can be done to improve their understanding and application.

Background

Interprofessional Education (IPE) is an interactive and group-based learning method that aims to build a collaborative learning atmosphere and equip prospective health workers with the ability to work together. IPE is a crucial concept in healthcare education, as it prepares students to work in teams and provide patient-centered care. At the Faculty of Medicine, USU, the concept of IPE and IPC is still in the early stages of development. Research on the perception of P3D students on IPE and IPC is important, considering that students are the main stakeholders in efforts to develop and apply IPE at the institutional level.

The Importance of IPE and IPC

IPE and IPC are essential concepts in healthcare education, as they promote collaboration and teamwork among health professionals. IPE helps students to develop essential skills, such as communication, problem-solving, and leadership, which are necessary for effective teamwork. IPC, on the other hand, refers to the actual practice of working together as a team to provide patient-centered care. By introducing IPE and IPC, healthcare institutions can improve the quality of care provided to patients and reduce medical errors.

Research Purposes

This study aims to understand the perception of USU P3D students towards IPE and IPC. The research questions are:

What is the perception of USU P3D students towards IPE and IPC?
What are the factors that influence the perception of USU P3D students towards IPE and IPC?

Research Methods

This research uses a descriptive design, which means the research is carried out by observing and describing the perception of P3D students towards IPE and IPC without intervening. The data collection methods used in this study include:

Questionnaires: A questionnaire was administered to 100 P3D students to gather data on their perception of IPE and IPC.
Focus group discussions: Focus group discussions were conducted with 20 P3D students to gather more in-depth information on their perception of IPE and IPC.

Research Results

The results showed that most USU P3D students had a good perception of IPE and IPC, with a percentage of 81%. The rest, 19% of students have sufficient perceptions of these two concepts. The results are presented in the following table:

Perception	Frequency	Percentage
Good	81	81%
Sufficient	19	19%

Additional Analysis and Explanation

The results of this study indicate that USU P3D students have a fairly good understanding of the importance of collaboration between professions. This shows that efforts to introduce IPE and IPC at the USU Faculty of Medicine have been going well. However, there are still 19% of students who have sufficient perception. This means that efforts to strengthen the understanding and application of IPE and IPC at the USU Faculty of Medicine need to be continued to be improved.

Strategies to Improve IPE and IPC

To improve the understanding and application of IPE and IPC, the following strategies can be done:

Improve the Intensity of IPE Learning

IPE learning programs need to be designed more intensively and involve various health professions. This can be done by:

Increasing the number of IPE sessions
Involving more health professions in IPE sessions
Using more interactive and engaging teaching methods

Providing Collaborative Practice Opportunities

Students are given the opportunity to practice working with health workers from other professions in various simulations and case scenarios. This can be done by:

Organizing interprofessional simulations and case scenarios
Providing opportunities for students to work with health workers from other professions
Encouraging students to reflect on their experiences and identify areas for improvement

Strengthening Collaborative Communication and Culture

Building an open communication culture and mutual respect between health professions within the USU Faculty of Medicine. This can be done by:

Encouraging open communication and feedback among health professionals
Promoting mutual respect and understanding among health professionals
Fostering a culture of collaboration and teamwork among health professionals

Conclusion

This study shows that most USU P3D students have a good perception of IPE and IPC. However, efforts to strengthen the understanding and application of IPE and IPC in the USU Faculty of Medicine need to continue to be improved in order to create health workers who are able to work together effectively and professionally in providing quality health services. The strategies proposed in this study can be used to improve the understanding and application of IPE and IPC, and to promote a culture of collaboration and teamwork among health professionals.

Recommendations

Based on the findings of this study, the following recommendations are made:

The USU Faculty of Medicine should continue to introduce IPE and IPC to its students, and provide opportunities for them to practice working together as a team.
The USU Faculty of Medicine should strengthen the understanding and application of IPE and IPC by providing more intensive IPE learning programs, and by promoting collaborative practice opportunities and a culture of collaboration and teamwork among health professionals.
The USU Faculty of Medicine should conduct further research on the perception of P3D students towards IPE and IPC, and identify the factors that influence their perception.

Limitations of the Study

This study has several limitations, including:

The sample size was small, and may not be representative of the entire P3D student population.
The study only collected data from P3D students, and may not be generalizable to other health professions.
The study only examined the perception of P3D students towards IPE and IPC, and may not have captured other important factors that influence their perception.

Future Research Directions

Future research should aim to:

Examine the perception of other health professions towards IPE and IPC
Identify the factors that influence the perception of health professionals towards IPE and IPC
Evaluate the effectiveness of IPE and IPC in improving the quality of care provided to patients
Develop and implement strategies to promote a culture of collaboration and teamwork among health professionals.
Q&A: Understanding the Importance of Interprofessional Education (IPE) and Interprofessional Collaboration (IPC)

In our previous article, we discussed the importance of Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) in healthcare education. We also presented the results of a study on the perception of P3D students towards IPE and IPC at the Faculty of Medicine, University of North Sumatra (USU). In this article, we will answer some frequently asked questions (FAQs) about IPE and IPC.

Q: What is Interprofessional Education (IPE)?

A: IPE is an interactive and group-based learning method that aims to build a collaborative learning atmosphere and equip prospective health workers with the ability to work together. IPE helps students to develop essential skills, such as communication, problem-solving, and leadership, which are necessary for effective teamwork.

Q: What is Interprofessional Collaboration (IPC)?

A: IPC refers to the actual practice of working together as a team to provide patient-centered care. IPC involves collaboration and communication among health professionals from different disciplines to provide high-quality care to patients.

Q: Why is IPE and IPC important in healthcare education?

A: IPE and IPC are essential in healthcare education because they promote collaboration and teamwork among health professionals. By introducing IPE and IPC, healthcare institutions can improve the quality of care provided to patients and reduce medical errors.

Q: What are the benefits of IPE and IPC?

A: The benefits of IPE and IPC include:

Improved communication and teamwork among health professionals
Enhanced patient-centered care
Reduced medical errors
Improved patient outcomes
Increased job satisfaction among health professionals

Q: How can IPE and IPC be implemented in healthcare education?

A: IPE and IPC can be implemented in healthcare education through:

Intensive IPE learning programs
Collaborative practice opportunities
Encouraging open communication and feedback among health professionals
Fostering a culture of collaboration and teamwork among health professionals

Q: What are the challenges of implementing IPE and IPC in healthcare education?

A: The challenges of implementing IPE and IPC in healthcare education include:

Limited resources and funding
Resistance to change among health professionals
Difficulty in measuring the effectiveness of IPE and IPC
Limited opportunities for collaborative practice among health professionals

Q: How can the effectiveness of IPE and IPC be measured?

A: The effectiveness of IPE and IPC can be measured through:

Surveys and questionnaires to assess the perception of health professionals towards IPE and IPC
Observational studies to assess the quality of care provided to patients
Analysis of patient outcomes and satisfaction
Evaluation of the impact of IPE and IPC on job satisfaction among health professionals

Q: What are the future directions for IPE and IPC in healthcare education?

A: The future directions for IPE and IPC in healthcare education include:

Expanding IPE and IPC to other healthcare disciplines
Developing and implementing more intensive IPE learning programs
Encouraging collaborative practice opportunities among health professionals
Fostering a culture of collaboration and teamwork among health professionals

Conclusion

IPE and IPC are essential concepts in healthcare education that promote collaboration and teamwork among health professionals. By understanding the importance of IPE and IPC, healthcare institutions can improve the quality of care provided to patients and reduce medical errors. We hope that this Q&A article has provided valuable information and insights on IPE and IPC.