Increasing the value of Community-Based Education through Interprofessional Education

Abstract

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.

Students' perceptions of the relevance of instructors' assessment items in online community-based interprofessional education

“…Before reaching the final report, a team of students composed a report of each stage that needed instructors' feedback to improve the report's quality. However, implementing IPE in a community setting lacks supervision and feedback because the instructors are not on the students' side (Kristina et al, 2023). It is worsened by online learning where feedback is also served online (Khalili, 2020).…”

Celebrating Excellence in Scholarship of Teaching and Learning

“…Educators from Indonesia shared their strategy for enhancing interprofessional education through community-based education (Kristina et al, 2023). Teams of students developed solutions to family health issues together.…”