Measuring the interprofessional collaborative competencies of health-care students using a validated Indonesian version of the CICS29

Soemantri, Diantha; Sari, Santi Purna; Wahyuni, Tri; Ayubi, Dian; Mulyono, Sigit; Adiatman, Melissa; Findyartini, Ardi

doi:10.1080/13561820.2019.1697215

Cited by 7 publications

(8 citation statements)

References 23 publications

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“… 35 , 36 In regards to public health professionals, research found that students still need to improve their collaborative attitudes and practices towards/ with other health professions. 24 …”

Section: Discussionmentioning

confidence: 99%

“…According to Soemantri et al, 24 more efforts are needed to ensure that healthcare students understand their roles and interiorize the collaborative values and practices of other health professions. Our study is the first of its kind to explore the role of health educators in providing interprofessional care, which remains relatively a new area to explore and in need of further research worldwide and specifically in the Middle East.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

Al-Jayyousi

Rahim

Hassan

et al. 2021

JMDH

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

Al-Jayyousi

Rahim

Hassan

et al. 2021

JMDH

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“…Terdapat perbedaan urutan Keperawatan dan Kedokteran, akan tetapi hasil tertinggi berasal dari prodi Farmasi. 24 Namun demikian hasil dari penelitian ini sejalan dengan studi yang menyebutkan bahwa terdapat perbedaan signifikan pada hasil posttest antara program studi farmasi dengan program studi pendidikan dokter. 25 Dalam penelitian tersebut juga disebutkan skor dari program studi Farmasi lebih tinggi dari pada program studi Pendidikan Dokter, yang diduga muncul akibat kepercayaan dasar profesi farmasi terhadap profesi lainnya lebih besar.…”

Section: Diskusiunclassified

Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik

Prihanti

Soemantri

Findyartini

2022

ejki

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Kolaborasi interprofesional terbukti meningkatkan kualitas pelayanan kesehatan. Pendidikan interprofesional (IPE) di tahap pendidikan akademik dan klinik penting untuk menanamkan kemampuan kolaborasi. Penelitian ini bertujuan untuk mengetahui persepsi dan kompetensi IPE mahasiswa sebelum dan sesudah IPE rotasi klinik. Penelitian ini merupakan penelitian potong lintang yang dilakukan pada bulan November 2020 hingga Januari 2021 di Fakultas Kedokteran dan Fakultas Ilmu Kesehatan Universitas Muhammadiyah Malang (FK-FIKES UMM). Pengambilan sampel dilakukan dengan consequtive sampling. Penelitian ini melibatkan 278 mahasiswa dari tiga program studi yaitu, 152 mahasiswa kedokteran (54,7%), 80 farmasi (28,8%) dan 46 keperawatan (16,5%). IPE di rotasi klinik berlangsung selama dua minggu menggunakan metode pembelajaran aktif. Persepsi IPE diukur menggunakan Interdisciplinary Education Perception Scale (IEPS) sedangkan Interprofessional Collaborative Competency Attainment Survey (ICASS) untuk menilai kompetensi IPE sebelum dan sesudah IPE. Hasil menunjukkan bahwa jenis kelamin (p=0,033) dan persepsi (p=0,000) mempengaruhi kompetensi IPE sesudah IPE. Tidak didapatkan perbedaan persepsi dan kompetensi IPE antar profesi sebelum maupun sesudah IPE, namun semua mahasiswa mengalami peningkatan persepsi dan kompetensi secara bermakna. Di awal pembelajaran, persepsi (61,29±6,537) dan kompetensi IPE (121,92±14,039) mahasiswa kedokteran berada di urutan kedua setelah keperawatan. Setelah IPE, persepsi mahasiswa kedokteran menempati urutan tertinggi (65,22±8,63) sedangkan kompetensi IPE mahasiswa kedokteran berada di urutan terendah (126,08±4,345) dibandingkan dua kelompok lain. Jenis kelamin dan persepsi berperan penting untuk mempengaruhi kompetensi IPE. Upaya berkelanjutan diperlukan untuk membangun persepsi IPE agar dapat meningkatkan kompetensi IPE sehingga menghasilkan kolaborasi yang baik.

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“…Several studies on measuring interprofessional competencies, either in pre-qualification or post-qualification settings, have been conducted in Indonesia. Three studies from Syahrizal et al, Dewi et al, and Lestari et al measured health professions students' readiness for and perceptions toward IPE (14-16), while Soemantri et al translated the CICS29 into Indonesian language and provided evidence of its validity and used it in measuring the interprofessional competencies of health professions students (17). Based on a confirmatory factor analysis (CFA), they identified a good fit between the initial CICS29 model and the final one, following language adaptation.…”

Section: Introductionmentioning

confidence: 99%

Are we ready to collaborate? The interprofessional collaborative competencies of healthcare professionals in the Global South context

et al. 2022

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BackgroundCurrent evidence of interprofessional collaboration suggests the importance of measuring and identifying the current state of the health professions’ interprofessional competencies. Therefore, this study was aimed at measuring the interprofessional competencies of health professionals in the Global South context using the validated CICS29.Materials and methodsThis was a cross-sectional study involving 300 healthcare professionals of a newly established teaching hospital. Prior to the measurement of interprofessional competencies, the 29-items CICS29, which has been translated into Indonesian language, was revalidated using a confirmatory factor analysis (CFA). The 29 items of CICS29 were grouped into six subscales and each item was measured using a 5-point Likert scale. Data on gender, age, type of profession, and the length of working experience was also collected to identify whether discernible differences between grouping variables exists.ResultsPrior to measuring the interprofessional competencies, the validity of the instrument was established. Based on the CFA, the same six-factor model was found in the current study. The Indonesian CICS29 was reliable, with Cronbach alpha values of 0.921 for the whole instrument and that of each subscale ranged between 0.656 and 0.726. The mean total score of CICS29 was 128.53 (out of 145), ranged from 123 to 133.40 obtained by pharmacists and dentists respectively. No significant differences of CICS29 scores were found between grouping variables.ConclusionThe current study has revealed relatively good interprofessional competencies of healthcare professionals working in a newly established teaching hospital in the Global South healthcare context. Measuring the interprofessional competencies serves as baseline for further intervention to nurture and maintain collaborative practice. In addition, the current study has further proven the cross-cultural validity of CICS29, thus appropriate to be utilized in different setting and context.

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Measuring the interprofessional collaborative competencies of health-care students using a validated Indonesian version of the CICS29

Cited by 7 publications

References 23 publications

Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

Following Interprofessional Education: Health Education Students’ Experience in a Primary Interprofessional Care Setting

Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik

Are we ready to collaborate? The interprofessional collaborative competencies of healthcare professionals in the Global South context

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