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Juschka ML, Agricola CJ, Neumann FA, Mohr S, Zyriax BC. Status quo of interprofessional education for midwifery and medical students in Germany, Austria, and Switzerland. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc31. [PMID: 39131889 PMCID: PMC11310787 DOI: 10.3205/zma001686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Revised: 03/27/2024] [Accepted: 04/29/2024] [Indexed: 08/13/2024]
Abstract
Objectives The care of women and their families around childbirth requires effective interprofessional collaboration of the midwifery and medical profession. Given the academisation of midwifery, early interaction between students of midwifery and medicine is both necessary and feasible. As there is a lack of comprehensive data on interprofessional education (IPE) for midwifery and medical students at higher education institutions in Germany, Austria, and Switzerland (DACH region), the aim was to identify existing IPE activities, and their curricular determination. Methods The exploratory study was conducted in the DACH region over three months (Dec. 2022-Feb. 2023). Higher education institutions offering midwifery science and/or medicine were invited to participate in a web-based survey. The questionnaire focused on the structure and curricular implementation of IPE courses, on cooperation, financial support and more. Results A total of 58 out of 96 invited institutions (60%) participated in the survey, of which 34 (59%) offered IPE. Eighteen institutions (19%) offered 32 IPE courses for midwifery and medical students through cooperation within faculty (n=8) and between faculties (n=10). Notably, most of these IPE courses (60%) were integrated into the required curriculum of both study programmes. Most IPE courses were offered without financial support (71%). Conclusion The current status quo highlighted the existence of numerous IPE offers for midwifery and medical students in the DACH region that warrant further curricular integration of proven and well-established best practice examples to further enhance these initiatives.
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Affiliation(s)
- Merle Linnea Juschka
- University Medical Center Hamburg-Eppendorf, Midwifery Science-Health Care Research and Prevention, Institute for Health Service Research in Dermatology and Nursing, Hamburg, Germany
| | - Caroline Johanna Agricola
- University Medical Center Hamburg-Eppendorf, Midwifery Science-Health Care Research and Prevention, Institute for Health Service Research in Dermatology and Nursing, Hamburg, Germany
| | - Felix Alexander Neumann
- University Medical Center Hamburg-Eppendorf, Midwifery Science-Health Care Research and Prevention, Institute for Health Service Research in Dermatology and Nursing, Hamburg, Germany
| | - Sonja Mohr
- University Medical Center Hamburg-Eppendorf, Faculty of Medicine, Dean's Office for Student Affairs, Hamburg, Germany
| | - Birgit-Christiane Zyriax
- University Medical Center Hamburg-Eppendorf, Midwifery Science-Health Care Research and Prevention, Institute for Health Service Research in Dermatology and Nursing, Hamburg, Germany
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Asmara FY, Kristina TN, Versluis M, Scherpbier N, Reinders JJ. EPIS-RI: Indonesian translation, cultural adaptation and construct validation of an interprofessional identity measure. J Interprof Care 2024; 38:564-572. [PMID: 38484278 DOI: 10.1080/13561820.2024.2325689] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 02/25/2024] [Indexed: 04/12/2024]
Abstract
Interprofessional Education (IPE) as a preparatory stage for Interprofessional collaboration (IPC) is overlooked in some low-and middle-income countries, including Indonesia. One of the driving forces behind IPC is the development of Interprofessional Identity (IPI), which has yet to be assessed in the Indonesian context. Our study aims were translating and culturally adapting the Extended Professional Identity Scale (EPIS) and confirming its construct validity. We invited third-year students from three programs (medicine, nursing, and dietetics) without previous IPE experience to participate in the study. Using Confirmatory Factor Analysis (CFA), we examined the construct validity, analyzed internal consistency, and conducted a Kruskal-Wallis test to identify variations across professions. Of 513 students approached, 335 participated (response rate 65.3%). The CFA showed factor loadings ranging between .59 and .86, while correlations among subscales varied from .55 to .86. All five goodness-of-fit indices were sufficient. The internal consistency of subscales interprofessional belonging, commitment, and beliefs was .82, .84 and .87, respectively, and .90 for the overall scale. Interprofessional belonging and commitment were different among various students (p-value = .009 and .004) and the dietetics students had lower scores than other students. The Indonesian EPIS (EPIS-RI) demonstrated reliability and construct validity.
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Affiliation(s)
- Fatikhu Yatuni Asmara
- Department of Nursing, Faculty of Medicine, Universitas Diponegoro, Semarang, Indonesia
- Research Group IPE, LEARN, Research Institute SHARE, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Tri Nur Kristina
- Department of Medicine, Faculty of Medicine, Universitas Diponegoro, Semarang, Indonesia
| | - Marco Versluis
- Research Group IPE, LEARN, Research Institute SHARE, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
| | - Nynke Scherpbier
- Research Group IPE, LEARN, Research Institute SHARE, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
- Department of Primary and Long-term Care, University Medical Centre Groningen, University of Groningen, Groningen, the Netherlands
| | - Jan Jaap Reinders
- Research Group IPE, LEARN, Research Institute SHARE, University Medical Center Groningen, University of Groningen, Groningen, the Netherlands
- Research Group Healthy Ageing Allied Health Care and Nursing, Hanze University ofApplied Sciences, Groningen, The Netherlands
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Suryadinata N, Eka NGA, Manik MJ, Puspitasari V, Marlina M, Houghty GS. Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic. Heliyon 2024; 10:e25764. [PMID: 38390133 PMCID: PMC10881520 DOI: 10.1016/j.heliyon.2024.e25764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Revised: 12/03/2023] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
A developed IPE (Interprofessional Education)-communication course was first implemented at Universitas Pelita Harapan/UPH via online learning due to the COVID-19 pandemic. This study aimed to analyze the effectiveness of a newly developed IPE-online communication course offered to medical (MS) and nursing (NS) students. This study was a quantitative study using a pre-post design without control. The IPAS (Interprofessional Attitude Scale) assessed students' attitudes toward IPE. Satisfaction with the program was also measured following its completion. The questionnaire was administered via Survey Monkey to 535 respondents (MS = 250; NS = 285). Univariate and bivariate statistical analyses were employed. Before and after the IPE program, 161 MS and 146 NS completed the IPAS questionnaire (n = 307). The attitude of MS and NS were not improved significantly (p-value >0.05). Moreover, several subscales of attitudes decreased significantly, including "Diversity and Ethics" with a low-size effect for medical students and "Teamwork, Roles, and Responsibilities" and "Patient-Centeredness" with a low-size effect for nursing students. Both students (n = 307) were also satisfied with the IPE course (Mean MS: 4.28 and NS: 4.34). This study suggests that online IPE communication course may not be effective in fostering student attitudes. The IPE communication course should be accomplished through in-person class instead of online learning. Further IPE course evaluations are required to improve the acceptability, applicability, and effectiveness of IPE in health education.
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Affiliation(s)
- Neneng Suryadinata
- Medical, Faculty of Medicine, Universitas Pelita Harapan, Tangerang, Indonesia
| | - Ni Gusti Ayu Eka
- Nursing, Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
| | | | - Vivien Puspitasari
- Medical, Faculty of Medicine, Universitas Pelita Harapan, Tangerang, Indonesia
| | - Mona Marlina
- Medical, Faculty of Medicine, Universitas Pelita Harapan, Tangerang, Indonesia
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Nguyen HTT, Wens J, Tsakitzidis G, Valcke M, Nguyen HT, Duong TQ, Nguyen CT, Hoang DA, Hoang YTB, Duong LTN, Nguyen HV, Truong TV, Nguyen HVQ, Nguyen TM. A study of the impact of an interprofessional education module in Vietnam on students' readiness and competencies. PLoS One 2024; 19:e0296759. [PMID: 38354173 PMCID: PMC10866504 DOI: 10.1371/journal.pone.0296759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 12/11/2023] [Indexed: 02/16/2024] Open
Abstract
INTRODUCTION The literature puts forward a range of challenges of interprofessional education (IPE) related to its planning, initiation, implementation, and especially to IPE assessment. The present study aims to map changes in students' readiness and interprofessional collaboration competence (IPCC) in implementing an innovative IPE module. Potential differences in impact related to the health education programs and IPCC scores resulting from self-, peer-, and tutor assessments will also be analysed. METHODS A pre-post design was adopted. The student's readiness for interprofessional learning was assessed using the Readiness for Interprofessional Learning Scale, and the student's IPCC score was calculated based on self-, peer-, and tutor assessments with the interprofessional collaborator assessment rubric. RESULTS Students' mean post-test readiness scores and mean post-test IPCC scores were significantly higher than the total and subscales/domain pre-test scores (p<0.01). No significant within-subject differences were observed in students' readiness total or subscale scores when comparing health educational programs. However, significant differences were observed in students' mean total IPCC scores between programs (p<0.01). Significant differences in students' average IPCC scores were found when comparing self-, peer- and tutor assessment scores in six domains (p<0.01). Also, significant correlations between peer and tutor assessment scores were observed (p<0.01). CONCLUSION The IPE module, designed and implemented to focus on patient-centred practice within a primary care context, positively impacted students' readiness and IPCC development. These results offer insights to expand the implementation of the IPE module to all health educational programs.
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Affiliation(s)
- Huyen Thi Thanh Nguyen
- Department of Family Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerpen, Belgium
| | - Johan Wens
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerpen, Belgium
| | - Giannoula Tsakitzidis
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerpen, Belgium
| | - Martin Valcke
- Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Hoa Thi Nguyen
- Department of Family Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Tuan Quang Duong
- Department of Family Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Cuc Thi Nguyen
- Department of Family Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Dao Anh Hoang
- Faculty of Odonto-Stomatology, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Yen Thi Bach Hoang
- Faculty of Public Health, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Lan Thi Ngoc Duong
- Faculty of Nursing, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Hung Van Nguyen
- Faculty of Vietnamese Traditional Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Thanh Viet Truong
- Faculty of Pharmacy, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Huy Vu Quoc Nguyen
- Department of Obstetrics & Gynaecology, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Tam Minh Nguyen
- Department of Family Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
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Suwanchatchai C, Khuancharee K, Rattanamongkolgul S, Kongsomboon K, Onwan M, Seeherunwong A, Chewparnich P, Yoadsomsuay P, Buppan P, Taejarernwiriyakul O, Thummajitsakul S, Chaovipoch P, Krainara S, Sanguankittiphan P, Kosuwin R, Srimee P, Odglun Y, Wongtongtair S. The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students. BMC MEDICAL EDUCATION 2024; 24:93. [PMID: 38279163 PMCID: PMC10811920 DOI: 10.1186/s12909-024-05066-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2023] [Accepted: 01/17/2024] [Indexed: 01/28/2024]
Abstract
BACKGROUND Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students. METHODS A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program. RESULTS A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men. CONCLUSION The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.
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Affiliation(s)
- Chawin Suwanchatchai
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Kitsarawut Khuancharee
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand.
| | - Suthee Rattanamongkolgul
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Kittipong Kongsomboon
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Manasvin Onwan
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Anantapat Seeherunwong
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pacharapa Chewparnich
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Piyanuch Yoadsomsuay
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pattakorn Buppan
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Ormjai Taejarernwiriyakul
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Sirikul Thummajitsakul
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pimonporn Chaovipoch
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Sunisa Krainara
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pariyakorn Sanguankittiphan
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Rattiporn Kosuwin
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pakarang Srimee
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Yuparat Odglun
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Supim Wongtongtair
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
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Mawardi F, Lestari AS, Kusnanto H, Sasongko EPS, Hilmanto D. FITRI's four steps in developing primary health cares' interprofessional collaborative: an intervention for fostering IPCP competencies. J Interprof Care 2023; 37:240-244. [PMID: 35403548 DOI: 10.1080/13561820.2022.2053663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
It is important to fill the gaps in collaborative practice due to the lack of the healthcare professionals' ability to work in collaboration with other disciplines. However, the current team training does not routinely address this important issue. This study aimed to identify how interactive interprofessional collaborative practice (IPCP) learning materials in a virtual course and community implementation called FITRI's four steps in developing primary health cares' interprofessional collaborative practice can be used in primary healthcare settings to address IPCP competencies of healthcare providers. This research was a quasi-experimental study with an untreated control group design using a dependent pretest and posttest sample. A purposive sample of 50 primary healthcare providers consisting of general physicians, dentists, nurses, dietitians, and pharmacists were nonrandomly divided into the control and intervention groups. This study showed that IPCP competencies measured by the Interprofessional Collaborator Assessment Rubric (ICAR) in the intervention group were significantly higher after the training and implementation than before. The Mann-Whitney tests indicated that IPCP competencies were better in the intervention group than the control group. Based on effect size analysis, the intervention had a very strong impact and could significantly improve the participants' competencies, especially in the collaborative patient/client-family centered approach domain. The FITRI's four steps in developing primary health cares' interprofessional collaborative practice can be implemented and provide positive impacts in primary healthcare settings to improve and foster competencies of IPCP in primary healthcare.
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Affiliation(s)
- Fitriana Mawardi
- Community and Family Medicine Department, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia.,Public Health Department, Faculty of Medicine, Universitas Padjajaran, West Java, Indonesia
| | - Ayuningtyas S Lestari
- Nursing Study Program, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - Hari Kusnanto
- Community and Family Medicine Department, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
| | - E P S Sasongko
- Public Health Department, Faculty of Medicine, Universitas Padjajaran, West Java, Indonesia
| | - Dany Hilmanto
- Health Pediatric Department, Faculty of Medicine, Universitas Padjajaran, Indonesia
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Bogren M, Alesö A, Teklemariam M, Sjöblom H, Hammarbäck L, Erlandsson K. Facilitators of and barriers to providing high-quality midwifery education in South-East Asia-An integrative review. Women Birth 2021; 35:e199-e210. [PMID: 34217676 DOI: 10.1016/j.wombi.2021.06.006] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 06/19/2021] [Accepted: 06/21/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND With a diversity in midwifery education across the South-East Asia region, and with the knowledge about the lifesaving competency of the midwife profession, this study's aim is to describe facilitators of and barriers to providing high-quality midwifery education in South-East Asia. METHODS Inspired by Whittemore and Knafl, we conducted a systematic integrative literature review including the five key stages of problem identification, literature search, data evaluation, data analysis, and presentation of results. The literature searches were conducted in October 2020 in the databases CINAHL, PubMed, and Scopus. A deductive data analysis based on global standards was performed. RESULTS The search identified 1257 articles, 34 of which were included. Countries in South-East Asia did not fully comply with the ICM global standards. Midwifery education was not separated from that of nursing, and educators lacked formal qualifications in midwifery. Curriculum implementation in the clinical area was a key barrier to achieving learning outcomes. Higher academic education for midwifery educators and mentorship programs facilitated the pedagogic and assessment process, focusing on the abilities of critical thinking, reflection, and decision-making. CONCLUSIONS Countries in South-East Asia still have a long way to go before they can provide high-quality midwifery education. The identified facilitators can lead to a difference in students' academic achievement and confidence in their clinical work. Coordinated actions will enable the progress in achieving competent midwives matching national health priorities. The findings highlight a need for more research on midwifery education in both theory and practice across the region.
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Affiliation(s)
- Malin Bogren
- Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden.
| | - Anna Alesö
- Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden
| | - Milena Teklemariam
- Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden
| | - Helen Sjöblom
- Biomedical Library, Gothenburg University Library, University of Gothenburg, Gothenburg, Sweden
| | - Linda Hammarbäck
- Biomedical Library, Gothenburg University Library, University of Gothenburg, Gothenburg, Sweden
| | - Kerstin Erlandsson
- School of Education, Health and Social Studies, Dalarna University, Falun, Sweden; Department of Women's and Children's Health, Karolinska Institute, Solna, Sweden. https://www.twitter.com/erlandsson_kerstin
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Lestari E, Scherpbier A, Stalmeijer R. Stimulating Students' Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation. J Multidiscip Healthc 2020; 13:1143-1155. [PMID: 33116560 PMCID: PMC7568678 DOI: 10.2147/jmdh.s267732] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Accepted: 09/24/2020] [Indexed: 12/31/2022] Open
Abstract
Background Interprofessional education (IPE) is suggested as a good means to prepare future healthcare professionals for collaborative work in interprofessional teams enabling them to solve complex health problems. Previous studies have advocated experiential IPE, including community-based IPE (CBIPE). This study aims to evaluate a CBIPE programme by exploring the students’ perception toward CBIPE design and toward groups’ teamwork. Methods To identify students’ perceptions of teamwork, the Interprofessional Teamwork Evaluation questionnaire was administered to 254 students of medical, nursing and midwifery programme. Three uni-professional focus group (FG) discussions were conducted to analyse the students’ perception of the design of community-based education and underlying reasons for teamwork. Results FGs reported three aspects that influence skills development in collaborative practice among students that shed light on why midwifery and nursing students held less positive perceptions of communication and mutual support: 1) communication gap due to lack of confidence, 2) contrasting ways of thinking affect communication in decision-making, and 3) the leadership culture in the health services. Conclusion A CBIPE programme was successfully implemented at Universitas Islam Sultan Agung. It demonstrated that students in the health professions can develop skills in collaborative practice despite having some problems with communication and mutual support.
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Affiliation(s)
- Endang Lestari
- Medical and Health Professions Education Unit, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Indonesia
| | - Albert Scherpbier
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Renee Stalmeijer
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
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