Background: Community health problems should be solved comprehensively dan collaboratively by involving several health professionals. Combination of Community-based education (CBE) with Interprofessional education (IPE) might contribute in the management of community health problems and give experiences of health team collaboration for health professions students.Method: This was a preeliminary study to develop and to validate Model CBE-IPE. Research was done in the Faculty of Medicine Diponegoro University, Semarang involving 3 study programs i.e. Medicine, Nursing, and Nutrition. Research method was qualitative study by using document analyses to develop draft model followed by Focus Group Discussion (FGD) to validate the model. Results: Based on comparability of the curriculum and acquired competencies, the model can only be sufficient if implemented for students in 6th semester. The model has  been agreed to be implemented with several input and suggestions. Small group of students should work together to assess health problems in 1-2 family, to implement intervention, to monitor and evaluate their intervention, and to report their work. Assessment including activity, peer assessment, family evaluation, ability of presentation and discussion, and report writing. Perceptions of students, instructurs, and community member will be asked after implementation to evaluate the program. Conclusion: Model of CBE-IPE suggested to be implemented for students who have sufficient competencies to be applicated in the community. Review and further validation of this model is still needed after implementation.

Community health problem(s) needs to be solved collaboratively among the health care team. Interprofessional Education (IPE) is implemented to facilitate health students to collaborate before they join in the working world. The purpose of this study was to identify the experience of students, lecturers, and family members in the implementation of IPE in a community setting. All (465) sixth semester medical, nursing, and nutrition students in the Faculty of Medicine Universitas Diponegoro participated in the IPE program. Each small group contains 4-5 students who worked together in the community setting to identify family health problems, implement interventions, and evaluate the results. Focus Group Discussion (FGD) was conducted to evaluate the implementation. Twenty-four medical, nursing, and nutrition students, eight lecturers, and five family members were involved in this study. FGD was conducted separately among groups. The implementation is divided into four phases, namely, preparation, process, evaluation, and benefit. Unclear competencies and roles-responsibilities of each student in the program was the most problem faced during preparation, while obstacles during the process were difficult to set a schedule among team members. Conducting an objective assessment of both methods and tools needs to be concerned in the evaluation phase. However, students, lecturers, and family members appreciated the program and preferred to sustain the program. IPE can be implemented in a community setting to solve health problems and it can facilitate students to collaborate in a team, but it needs to be settled including preparation, process, and evaluation.

Introduction: Clinical learning is the centre of medical students education. Students not only learn about practical skills but also communication with patient and other health care givers which both competencies are useful for students when they come into working world (Spencer, 2003). There are variations of methods applied in clinical learning process; one of them is bedside teaching. The aim of this study was to observe the bedside teaching process which is held in group of students, teacher, and patient. Another aim was to know responses of students, teacher, and patients to the bedside teaching process. Method: The method which was applied in this study is observation in which bedside teaching process was observed related to the roles and function of each component of bedside teaching: students, teacher, and patient in each phase: preparation, process, and evaluation. Then it was continued by interview to know the responses of students, teacher, and patient related to bedside teaching process. Result: The result showed that both students and teacher felt that bedside teaching is an effective method since it helped students to achieve their competences in clinical setting and develop their communication skill. Furthermore teacher stated that bedside teaching facilitated her to be a good role model for students. As well as students and teacher, patient got advantage from the bedside teaching process that she got information related to her case; however the time to discuss was limited. During the observation, each component of bedside teaching did their roles and function, such as: during the preparation teacher asked inform consent from patient, and patient gave inform consent as well while students prepared the material. Discussions: Suggestion for next research is conducting a deeper study about perception of students, teacher, and patient about bedside teaching process and the strategies to develop it to be better method.Keywords: bedside teaching, clinical learning, nursing students

Introduction: This study aimed to examine the usefulness of Community Based-Education (CBE) and Interprofessional Education (IPE) to community health outcomes. Methods: The design was a mixed-method study. Each small group worked together to identify family health problems, implement interventions, and evaluate the results. The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was applied to compare students' perceptions before and after the implementation. In addition, qualitative data were acquired from students' comments on the questionnaire, interviews with community representatives, and FGDs with instructors at the end of the program. Results: Three hundred and sixty-seven out of 465 students returned the completed paired questionnaire (78.9 % response rate). Paired t-test showed that student perception of responsibility slightly increased, whereas teamwork and collaboration, negative and positive professional identity decreased somewhat. However, most pre-post students' responses already trended to the positive side (scales 4 and 5). Moreover, the Chi-square test showed that pre-post students' confidence levels significantly increased. Most small groups of students successfully empowered the community to solve health problems. Students, instructors, and representatives of community members appreciated the program. However, several students felt their instructors were not motivated to mentor their tasks, and sometimes they had difficulty conducting home visits together. Conclusion: This study showed that the combination of CBE-IPE contributes to more favourable community health outcomes. However, it was challenging in several aspects of preparation, including highly motivated instructors. Nevertheless, pre and post-implementation students' attitudes are still positive.

Background: Diabetes management is applied for the entire patients’ lives, so it requires lifelong sustainable self-management actions to have a positive impact. Integrated care as coaching intervention is considered a program that facilitates and supports patients in managing diabetes more effectively and optimally. However, there are limited studies regarding this program in Indonesia. Objective: This study aimed to explore the opinions of healthcare professionals concerning the importance of health coaching for patients with diabetes in Indonesia. Methods: An invitation letter via email was distributed individually to participants from the three provinces of Java, Indonesia, between June and August 2020. The open-ended questions that consist of two sections were developed to explore the matter related to health coaching for patients with diabetes. A descriptive analysis of the participants’ answers was used to explain the data comprehensively and accurately reveal the complete information. Results: A total of seven healthcare professionals from four professions participated in the study. Based on healthcare professionals’ opinions, this study revealed that the most common reason health coaching needs to be implemented is related to self-management in dealing with diabetes. Health coaching as a tailored-intervention strategy in diabetes self-management requires a multidisciplinary approach and considers the local wisdom to achieve the expected goals in all aspects of patients’ lives. Thus, health coaching as an integral part of diabetes self-management is considered an appropriate program to cope with this problem. Conclusion: Health coaching for patients with diabetes is useful and reasonable to implement among patients with appropriate strategies, especially in Indonesia and beyond.

Background: An assessment of methods and tools in interprofessional education (IPE) needs to be conducted to guarantee that the set learning objectives (LOs) or competencies are achieved, especially in community settings. This assessment is essential since in community settings, facilitators and students are not in the same frame, while direct observation is preferable in IPE. The implementation of methods and tools for assessment varies. Mostly, the assessment does not cover all competencies of IPE. Further identification of the way the assessment is conducted as well as the IPE competencies assessed is pivotal.Purpose: This study aimed to review the implementation of IPE in community settings, especially the assessment conducted on the methods and tools used along with the assessors involved and the competencies achieved.Methods: A systematic review was employed as a method in this study. Relevant articles from Science Direct, MEDLINE, CINAHL, and Scopus were screened based on the inclusion criteria: publication between 2010–2020, research and review articles, full-text articles, conducted in community settings, and involved assessment in acquiring the competencies. This review included 12 out of 1,273 screened articles. The articles were analyzed qualitatively by identifying the keywords, categories, and themes.Results: The results showed the assessment conducted and the competencies achieved in IPE. The assessment included methods and tools as well as the assessors involved. Most existing studies used students’ perceptions or reflections as the methods and involved less assessors such as supervisors or family members. Meanwhile, the assessment tools focused on certain competencies, such as roles and responsibilities, ethics and values, teamwork, and communication. However, no study assessed all competencies.Conclusion: The analysis resulted in two large topics, i.e., the assessment, which includes the assessment methods and tools as well as assessors involved, and the competencies achieved. It is recommended to conduct further studies to develop objective assessment methods, comprehensive assessment tools, and generic competencies or learning outcomes.

Background: Inter-professional Education (IPE) has been implemented widely in the community, especially in developing countries. During the COVID-19 pandemic, IPE implementation shifted by necessity to online learning. Therefore, we must evaluate the implementation with students as resource persons. Methods:The design of this study was observational with a cross-sectional approach. Study subjects were third-year students in medicine, nursing, and nutrition who completed IPE implementation using online methods by using the students' families as community representatives. An Interdisciplinary Education Perception Scale (IEPS) questionnaire measured the students' perceptions. In addition, we added open-ended questions to identify students' perceptions of the programme.Results: Three hundred twenty-one (321) out of 470 students returned the questionnaire (68.3% response rate). Most students agreed that the learning objectives of IPE could be attained, and there was no significant difference in those perceptions according to sex, GPA, and study programme.The answer to open-ended questions revealed that the online IPE programme still has usefulness in practising teamwork, communication, and understanding the professional's role. However, several obstacles were identified, such as signalling trouble, limitations on discussion, and the variation of interventions.Conclusions: Despite the limitation of the online IPE programme with community representatives, it is still relevant and positively perceived by the students with minimal obstacles.

Introduction: Shieffield Peer Review Assessment (SPRAT) is an instrument to assess medical student’s performance using Multi Source Feedback (MSF) method. The previous study stated that MSF with SPRAT is an effective tool assessing professional behaviour (PB) of nursing students both in clinical setting and community setting. However it needs more items to be added. Based on that explanation, it needs conducting validity and reliability test to make sure that the tool is valid and reliable.Method: There were two types of validity test used, content validity test and construct validity test as well as reliability test, namely inter-rater reliability test and item covariance test. Participants were four clinical instructors and 116 nursing students. Result: Content validity test showed that two items must be added as part of assessment item, namely diciplines and faithness. Furthermore construct validity test showed that five items were not valid since they had pearson correlation score <0.3. However the items were included as consideration of nursing students’s PB. Inter-rater reliability test and item covariance reliability test showed that the tool was reliable with score 0.460 and 0.912 respectively.Discussion: The assessment tool can be applied to assess PB of nursing students since it valid and reliable. It needs to investigate the effectiveness of the tool in difference of PB of nursing students.