Update Artikelilmiah: 4715

ARIF EKO YUNIAWAN

NIM

Judul Artikel

Abstrak (Bhs. Indonesia)

Latar Belakang: Interprofessional Education (IPE) dapat mendorong praktik kolaboratif untuk meningkatkan kualitas pelayanan kesehatan. FKIK Unsoed telah mengenal konsep ini tetapi belum mengadopsi. Banyak faktor yang mempengaruhi seperti mispersepsi dan ketidaksiapan dari mahasiswa, dosen, dan pengelola. Persepsi dan kesiapan mahasiswa terhadap IPE dilaporkan sangat baik, demikian juga dengan fasilitator. Analisis persepsi dan kesiapan juga perlu dilakukan pada dosen sebagai salah satu komponen penting IPE.
Tujuan: Penelitian ini menganalisis persepsi dan kesiapan dosen terhadap IPE di FKIK Unsoed.
Metode: Rancangan cross sectional dipersiapakan untuk meneliti 73 sampel dosen FKIK dari jurusan kedokteran, kesehatan masyarakat, keperawatan, farmasi, kedokteran gigi, dan ilmu gizi. Interprofessional Education Perceptions Scale (IEPS) dan Readiness Interprofessional Learning Scale (RIPLS) dimodifikasi dan dipakai sebagai instrumen pengukuran.
Hasil: Paling banyak responden dari kedokteran (26,0%), perempuan (57,5%), pernah berkolaborasi (95,5%), dan bekerja < 10 tahun (76,7%). Persepsi (84,9%) dan kesiapan (94,5%) adalah baik dan sama diantara dosen di semua jurusan dengan nilai p 0,606 dan 0,535 secara berurutan.
Kesimpulan: Persepsi dan kesiapan dosen FKIK Unsoed terhadap IPE di setiap jurusan adalah baik. Terdapat hubungan positif yang lemah tetapi bermakna antara persepsi dan kesiapan dosen.
Saran: FKIK perlu membentuk bagian khusus untuk mengelola IPE. Penelitian lanjutan perlu  menggali lebih dalam tentang teknis model pembelajaran IPE.

Abtrak (Bhs. Inggris)

Background: Interprofessional Education (IPE) improves collaborative practices that enhance service quality. The concept has been exposed, but FKIK has not adopted. Multifactors might responsible such IPE misperceived among students, lecturers, and managers. Students’ perceptions were reported well, so did facilitators. A similar analysis was needed for lecturers as they are IPE’s important components.
Objective: This research was to analyse lecturers’ perception and readiness for IPE at FKIK Unsoed.
Method: Cross sectional design was set to investigate 73 FKIK lecturers from departments: medicine, public health, nursing, dentist, pharmacy, and nutrition. Modified Interprofessional Education Perceptions Scale (IEPS) and Readiness Interprofessional Learning Scale (RIPLS) were tested before appliying.
Results: Most respondent are medicine departments lecturers (26.0%), female (57.5%), experienced collaboration (95.9%), ≤ 10 years worked (76.7%). Both perception (84.9%) and readiness (94.5%) for facilitating IPE were good and equal among lecture at departments by p value 0.606 and 0.535 respectively. There was a positive, and weak correlation but significant between perception and readiness (r: 0.302; p: 0.009)
Conclusion: Lecturers of FKIK Unsoed at departments have good perception and good readiness for IPE. There was positive and weak but significant correlation between lecturers’ perception and readiness.
Recomendation: FKIK Unsoed was recommended to develop a special department to manage IPE. Following studies were recommended to explore thoroughly for identifying technical learning model.

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