Innovative Interprofessional Education Model for Health Sciences Faculty: A Contextual Approach at UIN Alauddin Makassar
Keywords:
Health Innovation, Environmental Education
Abstract
Purpose of the study: This study aims to design and develop a contextualized Interprofessional Education (IPE) model for the Faculty of Health Sciences at UIN Alauddin Makassar, enabling students and faculty from Nursing, Midwifery, Pharmacy, and Public Health programs to improve collaborative competencies and prepare for effective interprofessional practice.
Methodology: A mixed-method design combining quantitative surveys and qualitative focus group discussions was applied. Instruments included the Interdisciplinary Education Perception Scale (IEPS) and Readiness for Interprofessional Learning Scale (RIPLS). Data analysis employed descriptive statistics for quantitative data and thematic analysis for qualitative insights, integrated through a research and development (R&D) approach.
Main Findings: Most students (92.3%) and faculty (90.9%) demonstrated positive perceptions of IPE, while readiness levels were high for students (92.3%) and all faculty (100%). Thematic analysis identified seven components for IPE implementation: expected competencies, learning methods, topics, timing, evaluation, facilities, and facilitator competencies, providing a comprehensive framework for effective interprofessional education.
Novelty/Originality of this study: This study introduces a context-specific, faculty-wide IPE model integrating multiple health programs with interactive learning, ethical and communication topics, and practical simulations. It bridges global IPE frameworks with local educational culture, offering a feasible and adaptable approach that enhances interprofessional collaboration and prepares graduates for high-quality, patient-centered healthcare in Indonesia.
References
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[16] “Patient centered interprofessional education in cancer care: a systematic scoping review,” BMC Med. Educ., vol. 24, art. 1552, 2024, doi:10.1186/s12909 024 06600 x.
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[24] L. Takahashi et al., “Collaborative work and professional interactions for improved patient care through interprofessional education,” BMC Med. Educ., 2025.
[25] N. Sulaiman et al., “A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students,” BMC Med. Educ., vol. 21, art. 203, Apr. 2021, doi:10.1186/s12909 021 02645 4.
[26] H. He et al., “Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration perception: a mixed method study,” BMC Med. Educ., vol. 24, p. 855, 2024.
[27] (Supporting the methodological value of mixed methods for deep, contextual insights in IPE) Comparison of learning outcomes of interprofessional education simulation with traditional single profession education simulation: a mixed methods study, BMC Med. Educ., 2022.
[28] A. Alruwaili et al., “Students’ readiness for and perception of interprofessional learning: a cross sectional study,” BMC Med. Educ., vol. 20, art. 390, Oct. 2020, doi:10.1186/s12909 020 02325 9.
[29] A qualitative study using focus groups to explore IPE perspectives: RCSI Bahrain students’ insights into interprofessional education, Med. Educ., 2024.
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[31] G. Curran, M. Sharpe, J. Flynn, and T. Button, “A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes toward interprofessional teamwork and education,” J. Interprof. Care, vol. 24, no. 1, pp. 41–52, 2010, doi: 10.3109/13561820903011927.
[32] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, 2006, doi: 10.1191/1478088706qp063oa.
[33] World Medical Association, “World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects,” JAMA, vol. 310, no. 20, pp. 2191–2194, 2013, doi: 10.1001/jama.2013.281053.
[34] E. J. Emanuel, D. Wendler, and C. Grady, “What makes clinical research ethical?,” JAMA, vol. 283, no. 20, pp. 2701–2711, 2000, doi: 10.1001/jama.283.20.2701.
[35] C. A. Parsell and J. Bligh, “The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS),” Medical Education, vol. 33, no. 2, pp. 95–100, 1999, doi: 10.1046/j.1365-2923.1999.00298.x.
[36] P. Hall, “Interprofessional teamwork: Professional cultures as barriers,” Journal of Interprofessional Care, vol. 19, no. S1, pp. 188–196, 2005, doi: 10.1080/13561820500081745.
[37] A. Cameron, L. Ignjatovic, J. Langlois, and S. McGrath, “Interprofessional learning in health professional education: A systematic review,” Medical Education, vol. 43, no. 4, pp. 312–322, 2009, doi: 10.1111/j.1365-2923.2008.03291.x.
[38] C. A. Parsell and J. Bligh, “The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS),” Medical Education, vol. 33, no. 2, pp. 95–100, 1999, doi: 10.1046/j.1365-2923.1999.00298.x.
[39] World Health Organization, Framework for Action on Interprofessional Education and Collaborative Practice, Geneva, Switzerland: WHO Press, 2010.
[40] S. Reeves, J. Pelone, R. Harrison, R. Goldman, and I. Zwarenstein, “Interprofessional collaboration to improve professional practice and healthcare outcomes,” Cochrane Database of Systematic Reviews, no. 6, 2017, doi: 10.1002/14651858.CD000072.pub3.
[41] J. Thistlethwaite, “Interprofessional education: A review of context, learning and the research agenda,” Medical Education, vol. 46, no. 1, pp. 58–70, 2012, doi: 10.1111/j.1365-2923.2011.04143.x.
[42] S. Reeves and R. Goldman, “Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes,” Journal of Interprofessional Care, vol. 25, no. 6, pp. 419–425, 2011, doi: 10.3109/13561820.2011.599404.
[43] World Health Organization, Framework for Action on Interprofessional Education and Collaborative Practice, Geneva, Switzerland: WHO Press, 2010.
[44] H. Cooper, J. Carlisle, T. Gibbs, and C. Watkins, “Developing an evidence base for interdisciplinary learning: A systematic review,” Journal of Advanced Nursing, vol. 35, no. 2, pp. 228–237, 2001, doi: 10.1046/j.1365-2648.2001.01840.x.
[45] M. Zwarenstein, S. Reeves, and R. Perrier, “Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions,” Journal of Interprofessional Care, vol. 19, sup1, pp. 148–165, 2005, doi: 10.1080/13561820500082800.
[2] D. M. Brock et al., “Interprofessional education in team communication: working together to improve patient safety,” BMJ Qual. Saf., vol. 22, no. 5, pp. 414–423, 2013, doi:10.1136/bmjqs 2012 000952.
[3] H. Y. Liu et al., A Systematic Meta Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes, PubMed, 2021.
[4] C. Cortés Rodríguez et al., Effectiveness of interprofessional simulation based education programs to improve teamwork and communication for students in the healthcare profession: A systematic review and meta analysis, Nurse Educ. Today, vol. 120, p. 105619, 2023, doi:10.1016/j.nedt.2022.105619.
[5] World Health Organization, Framework for Action on Interprofessional Education & Collaborative Practice, 2010.
[6] V. T. Lee et al., “The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students,” BMC Medical Education, vol. 15, art. 98, 2015, doi:10.1186/s12909 015 0385 3.
[7] I. D. Saragih et al., “Impacts of interprofessional education on collaborative practice of healthcare professionals: A systematic review and meta analysis,” Clin. Teach., 2024, doi:[pending/actual DOI from source].
[8] S. Yolanda, A. N. Hidayati, F. Efendi, and A. Izza, “Perceptions and Readiness of Health Profession Students in Interprofessional Education in the Indonesian Context,” Health Educ. Health Promot., vol. 13, no. 3, pp. 471 480, 2025, doi:10.58209/hehp.13.3.471.
[9] V. T. Lee et al., “The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students,” BMC Med. Educ., vol. 15, art. 98, 2015, doi:10.1186/s12909-015-0385-3.
[10] F. Bogossian et al., “The implementation of interprofessional education: a scoping review,” Adv. Health Sci. Educ., vol. 28, pp. 243–277, 2023, doi:10.1007/s10459-022-10128-4.
[11] C. Lieneck et al., “Interprofessional Education and Research in the Health Professions: A Systematic Review and Supplementary Topic Modeling,” Educ. Sci., vol. 12, art. 850, 2022, doi:10.3390/educsci12120850.
[12] A. Wu et al., “Evaluation of the effectiveness of interprofessional education among health professions students: An umbrella review,” …, 2025, (review evidence on teamwork, communication, and knowledge outcomes).
[13] A scoping review of interprofessional education in healthcare: evaluating competency development, educational outcomes and challenges, BMC Med. Educ., vol. 25, art. 409, 2025, doi:10.1186/s12909 025 06969 3.
[14] V. T. Lee et al., “The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students,” BMC Med. Educ., vol. 15, art. 98, 2015, doi:10.1186/s12909 015 0385 3.
[15] “Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action,” J. Interprof. Care, 2019.
[16] “Patient centered interprofessional education in cancer care: a systematic scoping review,” BMC Med. Educ., vol. 24, art. 1552, 2024, doi:10.1186/s12909 024 06600 x.
[17] J. Frenk et al., “The utility of an interprofessional education framework and its impacts upon perceived readiness of graduates for collaborative practice,” J. Multidiscip. Health Educ. Pract., 2023.
[18] R. A. Campbell et al., “A multi institutional framework for building, sustaining, and evaluating a comprehensive interprofessional education curriculum,” J. Interprof. Educ. Pract., vol. 35, p. 100698, 2024, doi:10.1016/j.xjep.2024.100698.
[19] “A scoping review of interprofessional education in healthcare: evaluating competency development, educational outcomes and challenges,” BMC Med. Educ., vol. 25, art. 409, 2025, doi:10.1186/s12909 025 06969 3.
[20] J. Thistlethwaite, “Interprofessional education: a review of context, learning and the research agenda,” Med. Educ., vol. 46, no. 1, pp. 58–70, 2012, doi:10.1111/j.1365 2923.2011.04143.x.
[21] P. Khalili, P. Orchard, S. Spenceley, and B. Cooper, “Evaluation of the effectiveness of interprofessional education among health professions students: An umbrella review,” Nurse Educ. Today, vol. 156, p. 106909, Jan. 2026, doi:10.1016/j.nedt.2025.106909.
[22] R. H. Hammick, S. M. Freeth, D. K. Koppel, and J. F. Reeves, “A systematic review of interprofessional education: effects on professional practice and healthcare outcomes,” Med. Educ., 2024.
[23] B. Terrones and E. Westberg, “Evaluation of an interprofessional education program involving medical and pharmacy students: impact on collaborative competencies,” BMC Med. Educ., vol. 25, art. 48, Jan. 2025.
[24] L. Takahashi et al., “Collaborative work and professional interactions for improved patient care through interprofessional education,” BMC Med. Educ., 2025.
[25] N. Sulaiman et al., “A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students,” BMC Med. Educ., vol. 21, art. 203, Apr. 2021, doi:10.1186/s12909 021 02645 4.
[26] H. He et al., “Unveiling the impact of interprofessional education on shaping students’ interprofessional identity and collaboration perception: a mixed method study,” BMC Med. Educ., vol. 24, p. 855, 2024.
[27] (Supporting the methodological value of mixed methods for deep, contextual insights in IPE) Comparison of learning outcomes of interprofessional education simulation with traditional single profession education simulation: a mixed methods study, BMC Med. Educ., 2022.
[28] A. Alruwaili et al., “Students’ readiness for and perception of interprofessional learning: a cross sectional study,” BMC Med. Educ., vol. 20, art. 390, Oct. 2020, doi:10.1186/s12909 020 02325 9.
[29] A qualitative study using focus groups to explore IPE perspectives: RCSI Bahrain students’ insights into interprofessional education, Med. Educ., 2024.
[30] J. W. Creswell and V. L. Plano Clark, Designing and Conducting Mixed Methods Research, 3rd ed. Thousand Oaks, CA, USA: SAGE Publications, 2018.
[31] G. Curran, M. Sharpe, J. Flynn, and T. Button, “A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes toward interprofessional teamwork and education,” J. Interprof. Care, vol. 24, no. 1, pp. 41–52, 2010, doi: 10.3109/13561820903011927.
[32] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, 2006, doi: 10.1191/1478088706qp063oa.
[33] World Medical Association, “World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects,” JAMA, vol. 310, no. 20, pp. 2191–2194, 2013, doi: 10.1001/jama.2013.281053.
[34] E. J. Emanuel, D. Wendler, and C. Grady, “What makes clinical research ethical?,” JAMA, vol. 283, no. 20, pp. 2701–2711, 2000, doi: 10.1001/jama.283.20.2701.
[35] C. A. Parsell and J. Bligh, “The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS),” Medical Education, vol. 33, no. 2, pp. 95–100, 1999, doi: 10.1046/j.1365-2923.1999.00298.x.
[36] P. Hall, “Interprofessional teamwork: Professional cultures as barriers,” Journal of Interprofessional Care, vol. 19, no. S1, pp. 188–196, 2005, doi: 10.1080/13561820500081745.
[37] A. Cameron, L. Ignjatovic, J. Langlois, and S. McGrath, “Interprofessional learning in health professional education: A systematic review,” Medical Education, vol. 43, no. 4, pp. 312–322, 2009, doi: 10.1111/j.1365-2923.2008.03291.x.
[38] C. A. Parsell and J. Bligh, “The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS),” Medical Education, vol. 33, no. 2, pp. 95–100, 1999, doi: 10.1046/j.1365-2923.1999.00298.x.
[39] World Health Organization, Framework for Action on Interprofessional Education and Collaborative Practice, Geneva, Switzerland: WHO Press, 2010.
[40] S. Reeves, J. Pelone, R. Harrison, R. Goldman, and I. Zwarenstein, “Interprofessional collaboration to improve professional practice and healthcare outcomes,” Cochrane Database of Systematic Reviews, no. 6, 2017, doi: 10.1002/14651858.CD000072.pub3.
[41] J. Thistlethwaite, “Interprofessional education: A review of context, learning and the research agenda,” Medical Education, vol. 46, no. 1, pp. 58–70, 2012, doi: 10.1111/j.1365-2923.2011.04143.x.
[42] S. Reeves and R. Goldman, “Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes,” Journal of Interprofessional Care, vol. 25, no. 6, pp. 419–425, 2011, doi: 10.3109/13561820.2011.599404.
[43] World Health Organization, Framework for Action on Interprofessional Education and Collaborative Practice, Geneva, Switzerland: WHO Press, 2010.
[44] H. Cooper, J. Carlisle, T. Gibbs, and C. Watkins, “Developing an evidence base for interdisciplinary learning: A systematic review,” Journal of Advanced Nursing, vol. 35, no. 2, pp. 228–237, 2001, doi: 10.1046/j.1365-2648.2001.01840.x.
[45] M. Zwarenstein, S. Reeves, and R. Perrier, “Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions,” Journal of Interprofessional Care, vol. 19, sup1, pp. 148–165, 2005, doi: 10.1080/13561820500082800.
Published
2024-12-31
How to Cite
Yusuf, S. (2024). Innovative Interprofessional Education Model for Health Sciences Faculty: A Contextual Approach at UIN Alauddin Makassar. Journal of Health Innovation and Environmental Education, 1(2), 104-111. https://doi.org/10.37251/jhiee.v1i2.2681
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