EFEKTIFITAS PELAKSANAAN PEMBELAJARAN INTERPROFESSIONAL EDUCATION (IPE) DI BIDANG ILMU KESEHATAN

Wiska, - (2021) EFEKTIFITAS PELAKSANAAN PEMBELAJARAN INTERPROFESSIONAL EDUCATION (IPE) DI BIDANG ILMU KESEHATAN. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Pembelajaran Interprofessional Education (IPE) merupakan suatu inovasi pembelajaran yang diterapkan pada bidang ilmu kesehatan yang dicetuskan oleh World Health Organization (WHO) yang bertujuan untuk membentuk keterampilan kolaborasi dan kerjasama tim dalam pelayanan kesehatan. Pelaksanaan pembelajaran IPE di Indonesia masih berada di tahap awal serta masih membutuhkan sosialisasi yang dapat menjangkau instansi-instansi pendidikan kesehatan secara keseluruhan. Oleh karena itu, penelitian ini bertujuan untuk mengetahui metode pelaksanaan pembelajaran IPE di bidang ilmu kesehatan, menguraikan faktor-faktor pendukung pelaksanaan pembelajaran IPE, menguraikan faktor-faktor yang menghambat pelaksanaan pembelajaran IPE, serta menganalisis efektifitas pelaksanaan pembelajaran IPE di bidang ilmu kesehatan. Penelitian ini dilaksanakan dengan pendekatan kualitatif deskriptif dengan pengumpulan data lapangan melalui penyebaran Google Form dan pelaksanaan Online Focus Group Discussion serta pengumpulan data kepustakaan yang berupa jurnal-jurnal penelitian berskala internasional melalui database terkomputerisasi, seperti PROQUEST, Science Direct, Elsevier, BMJ, Google Scholar, maupun PubMed. Hasil penelitian menunjukkan bahwa: 1) Metode pembelajaran IPE dilaksanakan melalui penerapan kuliah skills laboratorium atau simulasi, kuliah profesi atau klinis lapangan atau kunjungan lapangan, kuliah klasikal atau metode ceramah, dan problem-based learning atau diskusi, serta workshop, pelatihan maupun seminar; 2) Faktor-faktor yang dapat mendukung efektifitas pembelajaran IPE berupa strategi pembelajaran, kurikulum, dosen atau tenaga pengajar, serta mahasiswa itu sendiri; 3) Faktor-faktor yang menghambat pelaksanaan pembelajaran IPE antara lain perspektif individu, pengaturan jadwal, kurikulum yang kaku, evaluasi yang tidak intensif, gaya kepemimpinan yang tidak sesuai, beban kerja yang tinggi, sumber daya yang kurang, fasilitas tidak memadai, serta komunikasi antar disiplin yang kurang baik; dan 4) Melalui beragam metode pembelajaran serta adanya faktor-faktor yang mendukung, pelaksanaan IPE dapat dikatakan efektif dalam upaya meningkatkan kompetensi dan keterampilan kolaboratif mahasiswa. Interprofessional Education (IPE) learning is an innovation applied in the field of health sciences initiated by the World Health Organization (WHO) which aims to form collaborative skills and teamwork in healthcare. The implementation of IPE in Indonesia is still in its early stages and still requires socialization which means to reach health education institutions as a whole. Therefore, this study aims to determine the method of implementing IPE, to elaborate both the factors supporting the implementation of IPE and the barriers of IPE, as well as to analyse the effectiveness of the implementation of IPE in the field of health sciences. A descriptive qualitative approach was used in this research, with the field data collected by distributing a Google Form and conducting an Online Focus Group Discussion, thus, the library data of international research journals collected through computerized databases, such as PROQUEST, Science Direct, Elsevier, BMJ, Google Scholar, and PubMed. The results showed that: 1) The learning method of IPE is laboratory skills lectures or simulations, professional or clinical field lectures or field visits, classical lectures, and problem-based learning or discussions, as well as workshops, training or seminars; 2) The factors supporting IPE are learning strategies, curriculum, lecturers or teaching staff, as well as the students themselves; 3) The barriers of IPE include individual perspectives, schedule settings, rigid curriculum, inadequate evaluation, inappropriate leadership style, high workload, insufficient resources, inadequate facilities, and poor interdisciplinary communication; and 4) Through various learning methods as well as the availability of supporting factors, the implementation of IPE concluded to be effective in increasing students’ competence and collaborative skills.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	collaborative skills, health sciences, interprofessional education, learning methods
Subjects:	H Social Sciences > HD Industries. Land use. Labor L Education > L Education (General)
Divisions:	Sekolah Pasca Sarjana > Administrasi Pendidikan S-2
Depositing User:	Wiska
Date Deposited:	08 Feb 2021 05:37
Last Modified:	08 Feb 2021 05:37
URI:	http://repository.upi.edu/id/eprint/58662

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