Background: The changing health system and the large number of patients presenting with chronic diseases require multi-disciplinary care. For this reason, Interprofessional Education (IPE) needs to be conducted to train teamwork between these health workers. Furthermore, to develop the IPE program at the faculty, it is necessary to have a good evaluation. In Kirkpatrick's evaluation model, an assessment of student perceptions and readiness can be carried out to evaluate IPE implementation. Therefore, the differences in perceptions and readiness at the beginning and after IPE implementation need to be carried out to assess the program. Objective: The purpose of this study is to find out the overview and comparison of perception and readiness level before and after the implementation of IPE. Methods: This research was a comparative quantitative study with a pre-experimental one-group pretest-posttest design with data collection using questionnaires. The type of data used in this study was primary data using Student Perception of Physician and Pharmacist Interprofessional Clinical Education (SPICE) and the Readiness for Interprofessional Learning Scale (RIPLS) questionnaires. 81 final semester academic students of the pharmacy and medical study program were collected to measure their level of perception and readiness for IPE before and after the implementation of IPE. The data were analyzed using the SPSS computer program. Result: Perception result before IPE was 4.29 (scale 1-5) and 4.49 after IPE. As for the results of readiness, 4.15 before IPE and 4.29 after IPE. There was a significant increase in students' perceptions and readiness after the implementation of IPE (P0.005). Conclusion: Most students have a good perception and readiness for IPE and there is a significant increase after IPE. Keywords: Interprofessional Relations, Professional Education, Questionnaire Design, Interdisciplinary
Lingkungan pembelajaran suatu institusi pendidikan menjadi bagian penting dalam meningkatkan kualitas pendidikan. Persepsi mahasiswa terhadap lingkungan pembelajaran dapat menggambarkan iklim belajar yang dimiliki suatu institusi pendidikan. Persepsi mahasiswa terhadap lingkungan pembelajaran inilah yang menentukan perilaku dari mahasiswa sehingga dapat mempengaruhi hasil belajar. Tujuan penelitian ini ingin melihat bagaimana persepsi terhadap lingkungan pembelajaran memberikan pengaruh hasil belajar mahasiswa pendidikan dokter UIN Maulana Malik Ibrahim Malang. Survei cross-sectional dilakukan kepada seluruh mahasiswa pendidikan dokter (n=148) untuk mengukur persepsi mahasiswa terhadap lingkungan pembelajaran menggunakan instrumen John Hopkins Learning Environment Scale (JHLES) yang tersusun dari 7 komponen. Setiap komponen dianalisa hubungannya dengan hasil belajar mahasiswa menggunakan metode Structural Equation Modeling-Partial Least Square (SEM-PLS). Dari 145 responden yang mengisi kuesioner secara lengkap (98%) didapatkan hasil bahwa hubungan mahasiswa dengan dosen, mentoring, iklim pendidikan, pelibatan mahasiswa, inklusi dan rasa aman serta interaksi antar mahasiswa memiliki pengaruh positif terhadap hasil belajar mahasiswa. Sedangkan lingkungan fisik tidak berpengaruh terhadap hasil belajar. Dapat disimpulkan bahwa faktor non fisik dari lingkungan pembelajaran lebih memberikan pengaruh terhadap hasil belajar mahasiswa kedokteran dibandingkan dengan lingkungan fisik.Kata kunci : lingkungan pembelajaran, hasil belajar, pendidikan kedokteran
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