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)
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
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
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)
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