Metode PembelajaranIPE – berbasis komunitas

Mora ClaramitaPRODI S2 ILMU PENDIDIKAN KEDOKTERAN

FAKULTAS KEDOKTERAN UNIVERSITAS GADJAH MADA YOGYAKARTA

RFUMS HMTD 500 interprofessionalhealthcare – Didactic component

Teams course objectives

1. Demonstrate collaborative interprofessional team characteristics and behavior2. Analyze a healthcare interaction for qualities of patient centered care3. Reflect on service learning as a way to demonstrate social responsibility4. Identify other healthcare providers that may be of benefit to a particular patient5. Analyze a medical error situation to formulate a suggestion for solving the problem6. Identify situations in which individual, institution, or government advocacy may be

appropriate7. Discuss current issues that impact all healthcare professions

RFUMS cultural course objectives –community-based component

1. Discuss the scope and definition of culture2. Examine one’s own ethno-cultural heritage and how it impacts his/her

interactions with patients, clients, and co-workers3. Analyze one’s own personal and professional stereotypes and prejudices4. To interpret the world of healthcare is a culture in itself5. Become familiar with disparities in healthcare and aware of government

involvement in this issue6. Identify and discuss the impact of barriers to healthcare7. Apply concepts related to the impact of culture, ethnicity, and religion on

the health beliefs, practices, and behaviors of patients and clients

RFUMS clinical component sessions

Session 1 (two hours)The assigned groups of students attend a two-hour session to observe patients at the clinic, have an interprofessional discussion after each, and choose one patient to follow

Session 2 (one hour)Each group of students meets to discuss the patient history and their responses to the five interprofessional questions discussed in the clinic1. How will medicine, physical therapy, physician assistant practice, and podiatric medicine contribute to the care of this patient?2. What would the treatment objectives be for that care?3. How would your profession address these objectives? What is the evidence to support the methods used to address the issue?4. Besides medicine, physical therapy, physician assistant practice, and podiatric medicine, which other professions would you

collaborate with to assist this patient? What is your rationale for these collaborations?5. What other information will you need from the patient and how will it guide the treatment?

Session 3 (3060 minutes)Each group of students returns to the clinic for a follow-up appointment with the chosen patient

Session 4 (one hour)All four groups of students meet over lunch with the three course coordinators and present their patient and responses to the interprofessional questions: due to available sites to perform this clinical component, enrollment is currently limited, but we are actively seeking additional clinical sites so we can eventually offer this experience to all students

Table 1. “IPE-COM” learning design adapated from RFUMS

Phase Instruction ActivitiesFirst IPE Socialization and training Students and supervisors trained about

IPE and community development in health services.

Second Implementation IPE-COM with 7 steps:1. Identify the stakeholders in the community2. Approach in the community3. Assess the needs of local communities4. Planning project in each perspective5. Focus project6. Implementation of the project7. Reflection

Students attach in community in order to do health project

Third Evaluation by IPE student’s report Students were reported their learning experiences to supervisor

Randhita et al., 2017

Masalah Mahasiswa dari praktek IPE – COMFGD dengan Pembimbing Lapangan dan Dosen serta Dokter Puskesmas

1. Lemahnya aplikasi Keterampilan Komunikasi Mahasiswa(Sambung Rasa dan Penggalian Informasi/ BHSP)

2. Lemahnya pemahaman mahasiswa thd masalah kesehatanprimer DISEASE & ILLNESS

3. Lemahnya perilaku profesional mahasiswa (Tidak tepat waktu,janji tidak ditepati, sms tidak lancar, kurangnya sopan santun)

MASALAH 1:

PENGUATAN KETERAMPILAN BINA HUBUNGAN SALING PERCAYA

(seting: Komunitas)

SAMBUNG RASA (GREETs & INVITEs)1. Tujuan: Mendekatkan jarak mahasiswa dengan

masyarakat2. Peran mahasiswa?3. Metode pendekatan: Hadir dalam identifikasi

organisasi, pertemuan organisasi, membuka dialog4. Tujuan usaha mendengarkan: Menggali masalah

secara partisipatif5. Metode: Wawancara, Observasi, Live-in (bila

memungkinkan)6. Poin 1-5 adalah FASE ASK DAN ASSESS dalam

keterampilan konseling sehingga akan tercapaipemetaan masalah

INFORMED & SHARED DECISION MAKING (DISCUSSes)

7. Selanjutnya adalah proses Pemberian informasi danpengambilan keputusan (FASE ADVICE):a. Menentukan mana masalah yang penting atau

mampu ditangani terlebih dahulu (Prioritized)b. Menentukan prioritas masalah secara partisipative

bersama mahasiswa dan masyarakat/ individu/keluarga

c. Memberikan informasi dan pengambilan keputusanbersama dilakukan sesuai kegiatan yang disepakataibersama (Penyulusan/ Konseling/ Program promosiKesehatan yang Berkelanjutan*)

MASALAH 2: PEMAHAMAN KESEHATAN PRIMER

• SPIRIT DEKLARASI ALMA ATA: KESEHATAN UNTUK SEMUA• KESEHATAN PENCEGAHAN• SOCIAL DETERMINANT OF HEALTH• FAKTOR RESIKO• PENYAKIT KATASTROPIK:

1. JANTUNG DAN KARDIOVASKULER2. DIABETES3. KANKER4. KECELAKAN LALU LINTAS5. PENYAKIT INFEKSI MENAHUN

HIRARKI KESEHATAN

KAITAN ILMU SOSIAL DAN MASALAH KESEHATAN SEBUAH CONTOH:PENYEBAB KEMATIAN ANAK

Personalbehavior

Psycho-socio-Economic

Environment

Human biology

Physicalenvironment

The Mandala of HealthA model of human ecosystem

CULTURE

COMMUNITY

BIOSPHERE

SOUL

BODY MIND

FAMILY

LIFESTYLE

WORK

SICKCARE

SYSTEM

HUMAN-MADEENVIRONMENT

RELIGION

Dhanasari – FK UI

MASALAH 3:

PENGUATAN PERILAKU PROFESIONAL

(seting: Komunitas)

PERILAKU PROFESIONAL

• Komponen penilaian mahasiswa:

1. Komitmen kedatangan dan jadwal Kepastian waktuTimeline, Hari dan Jam yang jelas untuk tiap-tiap fase (5 fase)

2. Jumlah minimal kontak dengan masyarakat Log Book3. Target yang jelas (Fase 1,2,3) Instruktur membantu

mengingatkan mahasiswa4. Kontrak belajar: Memenuhi target5. Kode Etik Perilaku6. Kemampuan adaptasi dengan lingkungan (Proses belajar)

PERILAKU PROFESIONALTIPS:

1. Bertanggung jawab (atas perkataan danperbuatan)

2. Jalin Komunikasi terus menerus dg Instruktur LSM dan Instruktur Skills Lab (saat anda bisa hadiratau tidak)

3. Jalin Kekompakan Kelompok (Kehadiran tidakharus SELALU berombongan 5-10 orang justrukehadiran 1-2 orang cukup asalberkesinambungan dan program kelompokberjalan lancar)

WE ARE NOT WORKING FOR COMMUNITY

WE ARE WORKING WITHTHE COMMUNITY

TRANSFORM THE STUDENTSTO BE SENSITIVE TO

COMMUNITY’S “HEALTH”PROBLEMS

CAPACITY STRENGTHENING WORKSHOP FOR IMPROVING COMMUNICATION SKILLS

- PATIENT EDUCATION AND COUNSELING -SKILLS LAB OKTOBER 2011

BE SENSITIVE TO COMMUNITY’S “HEALTH”

PROBLEMSCAPACITY STRENGTHENING WORKSHOP FOR IMPROVING

COMMUNICATION SKILLS- PATIENT EDUCATION AND COUNSELING -

SKILLS LAB OKTOBER 2011