Student Perspective of Interprofessional Education: A

Qualitative Study on Medical and Midwifery Student

Amandha Boy Timor R, Eti Poncorini P, Ari N. Probandari, Sri Anggarini.
Medical Education Unit, Faculty of Medicine, Sebelas Maret University

Correspondent:
Amandha Boy Timor R. (Boy)
Medical Education Unit, Faculty of Medicine
Sebelas Maret University
Ph: +6285694179974
Email: boy.timor@gmail.com

Background
double burden of
diseases

a shortage of
health
professionals

low quality health

services

interprofessional education (IPE) and collaborative practice

IPE remains debated among health educators and
professionals in Indonesia, and it has not been implemented as
a policy within the curriculum of health professional education
in Indonesia.
(Vachon, Desorcy et al. 2013; WHO 2010)

Background
Barr et al (2010)
interprofessional education is a planned intervention
aimed at securing the goals of interprofessional learning
and interprofessional collaboration so that service delivery
can be efficient, effective, and patient-centred

But

Interprofessional education occurs in a

variety of settings, including universities,
colleges and hospitals. (Rosenfield, 2011)
How students
prespective?

Road Map
1st year
Need
assessment
student,
lecturer,
policy
maker

2nd year
Curriculum
setting
Pilot
project

Long term
Implement
ation in
intra
curricula

Method
A qualitative study with using phenomenology. Data
was collected with focus groups discussion (FGD)
and further analyzed using thematic content analysis
technique.

Result and Discussion

Subject characteristic
Total student: 57 person
27 medical student in
obstetric and gynecology
clinical phase.
30 midwifery student

Experiences
Problems
Suggestion

Result and Discussion

Experiences
Medical students experience:
in obgyn clinical phase, especially in Moewardi hospital,
were less interaction with midwives, so we just ordered by
them, there wasnt good relationship (MS1)
in satellite hospital, even no rules among us, but job
distribution was clearly. The point is communication with other,
and it easily happened in rural hospital (MS 2)
the best interaction in my experiences was with midwives
so far, especially in satellite hospital. Just a few moment with
nurses or other profession (MS 3)

Result and Discussion

Experiences
Midwifery students experience:
we can sharing theory and knowledge among us (MidS
1)
sometimes we in not good relationship, especially what we
do and what they do. We should be initiatively to ask them
(MidS 2)

Result and Discussion

Experiences
All students had been experiences of collaboration
with other students of different health professions,
such as medical students, residents, midwifery, and
nurses.
They can interpret what IPE it is, from they learnt
and experiences of collaboration with other
profession. But, there are some problem within
collaboration among them.

Result and Discussion

Problems
there was poor communication between medical student,
midwifery student, residents, and staff (MS 4)
there is a gap among us (MS 5)
not clearly job distribution, which one I do and they do
(MidS 3)
too much student. There are residents, midwives, midwifery
student, medical student, nurses, nurse student in ward or
emergency room/VK (MS 6)

Result and Discussion

Problems
The Main Issue:
Lack of
Communication
Unclear rules
and task

Student ratio

Result and Discussion

Problems
Lack of
Communication
Unclear rules
and task

Student ratio

Communication was the main

topic of IPE that should be
aware, as teamwork,
communication with other
profession need good skill as
well as what team can do in
patient-centered
implementation.
(Rosenfield, 2011; Ponzer, 2004; Saxell,
2009)

Result and Discussion

Problems
Lack of
Communication
Unclear rules
and task

Student ratio

The gap between profession can

be eliminated by job description
clearly and earlier exposure to
student, before clinical phase,
specifically. (Ivan et al, 2009)

Result and Discussion

Problems
Lack of
Communication

Attitude,
knowledge,
skill of IPC

Teaching and
learning

Team and self

assessment

Leadership and
organizational
change

Update on
disease
management

Unclear rules
and task

Student ratio

Quality and
patient safety

(Ivan et al, 2009)

Result and Discussion

Problems
Lack of
Communication
Unclear rules
and task

Student ratio

To implement IPE process,

hospital and faculty staff should
be take good commitment what
student must be learn within
collaboration (Ivan et al, 2009)

Result and Discussion

Suggestion
1. Earlier exposure of IPE implementation can be
given to student, by clinical tutorial with other
profession or in large group discussion.
2. IPE was perceived to be potentially implemented
in satellite teaching hospitals instead of the main
one
3. IPE was need faculty and hospital development ,
to prepare the curricula, clinical setting, and
rules/task that student do within collaboration

Conclusion
Students perceived that IPE is important but many
factors can influence the implementation of IPE such
as communication, roles of profession, and place of
apprentice.
Students in preclinical phase should receive the
basic understanding of IPE that explore health
professions role and responsibilities

References
Barr, H. (2010). "Commentary - The WHO framework for action." Journal of
Interprofessional Care 24(5): 475-478.
Saxell, Lee. Harris, Susan. Elarar, Lehe. (2009). The Collaboration for Maternal
and Newborn Health: Interprofessional Maternity Care Education for
Medical, Midwifery, and Nursing Students. J Midwifery Womens Health
54:314320.\
Ponzer, Sari et al. 2004. Interprofessional training in the context of clinical
practice: goals and students perceptions on clinical education wards.
Medical Education 38: 727736
Rosenfield, Daniel. Oandasan, Ivy. Reeves, Scott. (2011). Perceptions Versus
Reality: A Qualitative Study of Students Expectations And Experiences Of
Interprofessional Education. Medical Education 45: 471477
Ivan L. S., Karen L (2009). Faculty Development for Continuing Interprofessional
Education and Collaborative Practice . Journal Of Continuing Education In
The Health Professions, 29(3):172177
Vachon, B., B. Desorcy, M. Camirand, J. Rodrigue J, L. Quesnel and et.al (2013).
"Engaging primary care practitioners in quality improvement: making
explicit the program theory of an interprofessional education intervention."
BMC Health Serv Res 20(13): 106
WHO (2010). Framework for action on interprofessional education and
collaborative practice, World Heatlh Organization.

Thank you