The Differences in Perceptions of Interprofessional Education Among Health Profession Students: The Indonesian Experience

Figures & data

Table 1 Students’ Perceptions of IPE

Study Program	Score			Students’ Perceptions (n(%))
	Minimum	Maximum	Median	Positive	Negative
Dentistry	97	122	112.5	25 (62.5)	15 (37.5)
Psychology	99	123	112.5	15 (53.5)	13 (46.5)
Nursing	97	124	112	44 (56.4)	34 (43.6)
Pharmacy	100	122	113	22 (75.8)	7 (24.2)
Medicine	85	125	105	41 (37)	70 (63)

Abbreviation: IPE, interprofessional education.

Table 2 Students’ Perceptions for Each Competency of IPE

IPE Competencies	Score			Student’s Perceptions (n(%))
	Minimum	Maximum	Median	Positive	Negative
Role and responsibility	15	28	22	163 (57)	123 (43)
Collaboration and teamwork	32	50	43	153 (53.5)	133 (46.5)
Effective communication	13	25	19	164 (57.3)	122 (42.7)
Values and ethics	18	30	27	157 (54.9)	129 (45)

Abbreviation: IPE, interprofessional education.

Table 3 From Each Study Program – Students’ Perceptions of Four Competencies of IPE

IPE Competencies	Student’s Perceptions (%)
	Dentistry		Psychology		Nursing		Pharmacy		Medicine
	+ve	−ve	+ve	−ve	+ve	−ve	+ve	−ve	+ve	−ve
Role and responsibility	52.5	47.5	64.2	35.8	73	27	75.8	24.2	45	55
Collaboration and teamwork	65	35	50	50	60.2	39.8	75.8	24.2	40.5	59.5
Effective communication	62.5	37.5	53.6	46.4	62.8	37.2	72.4	27.6	48.6	51.4
Values and ethics	60	40	60.7	39.3	61.5	38.5	62	38	45	55

Abbreviations: IPE, interprofessional education; +ve, positive; −ve, negative.

Table 4 Mean Scores for Each of the Statements Regarding IPE Perception

No	Statements	Dentistry n = 111	Psychology n = 28	Nursing n = 78	Pharmacy n = 29	Medical n = 111	p-value
		Mean±SD	Mean±SD	Mean±SD	Mean±SD	Mean±SD
Role and Responsibility
1.	In IPE, students from different health profession programs have equivalent academic roles.	4.39±0.88	4.50±0.69	4.39±0.67	4.55±0.63	4.55±0,63	0.001
2.	Students from different health profession programs can learn in the same classroom by interacting with each other.	3.02±1.09	2.17±1.15	2.41±1.25	2.34±1.17	2.34±1.17	0.011
3.	In IPE, a teacher can teach in different faculties (for example: bachelor of pharmacy teacher can teach in the faculty of medicine).	2.02±0.86	2.14±1.07	2.12±0.9	1.79±1.04	2.05±0.94	0.564
4.	In IPE, students have to share roles in solving the given problem.	4.2±0.64	4.46±0.57	4.46±0.59	4.55±0.5	4.3±0.61	0.059
5.	In the learning process, students are required to have knowledge on the role and responsibility of every group member.	4.4±0,63	4.57±0.57	4.6±0.49	4.7±0.43	4.4±0.59	0.009
6.	Interprofessional hierarchy is not recognized in IPE.	3.9±1.04	4.21±0.83	4.35±0.77	4.65±0.61	3.8±0.97	0.00
Collaboration and Teamwork
7.	In IPE, students learn to play roles in an interprofessional team focusing on patient management.	4.45±0.71	4.39±0.87	4.44±0.67	4.58±0.62	4.3±0.62	0.303
8.	In IPE, every student knows their own job and their friends’ jobs within the teamwork.	4.67±0.47	4.39±0.56	4.56±0.52	4.55±0.57	4.27±0.65	0.001
9.	In IPE, the sharing of roles is determined by the competencies expected from each profession.	4.32±0.61	4.21±0.68	4.32±0.78	4.44±0.68	4.17±0.78	0.363
10.	In IPE, every team member can be a team leader.	4.47±0.75	4.14±0.84	4.39±0.7	4.2±0.99	3.82±0.98	0.00
11.	In IPE, roles are not distributed by group leader.	1.85±0.83	2.6±1.19	2. 08±0.9	2.03±0.98	2.15±1.03	0.039
12.	Decision making has to involve all group members.	4.57±0.59	4.57±0.63	4.73±0.47	4.82±0.38	4.44±0.69	0.004
13.	Every group member exercises ethics in communicating with other group members.	4.77±0.42	4.64±0.48	4.7±0.45	4.75±0.43	4.61±0.5	0.288
14.	In IPE, decisions are made collectively and by involving the specific competencies of each group member.	4.62±0.49	4.53±0.57	4.64±0.53	4.58±0.5	4.36±0.65	0.01
15.	Collaboration between group members is essential in IPE.	4.77±0.42	4.6±0.49	4.7±0.48	4.86±0.35	4.54±0.55	0.007
16.	In a clinical setting, students will be taught by a professional (Doctor, Nurse, and Pharmacist) with role sharing for decision making and responsibility in patient management.	4.6±0.59	4.32±0.61	4.58±0.52	4.68±0.66	4.36±0.59	0.006
Effective Communication
17.	A specific communication method is needed in IPE.	4.15±0.76	3.85±0.75	4.17±0.73	4.31±0.66	4.03±0.85	0.168
18.	Non-face-to-face communication can be carried out in IPE.	1.97±0.76	2.32±1.09	1.8±0.75	1.62±0.72	2.04±0.92	0.013
19.	Communication in IPE has to be consistent with direct references to a given problem.	4.47±0.59	4.25±0.64	4.43±0.59	4.62±0.49	4.2±0.62	0.011
20.	Presumed interprofessional hierarchy may never inhibit communication in IPE.	4.32±0.85	4.42±0.57	4.48±0.59	4.65±0.61	4.14±0.8	0.002
21.	The utility of communication media in IPE has to be based on regulations.	4.32±0.85	4.42±0.57	4.48±0.59	4.65±0.61	4.14±0.8	0.028
Values and Ethics
22	An interprofessional relationship is needed in an educational process in health profession programs.	4.52±0.64	4.5±0.57	4.62±0.53	4.51±0.68	4.28±0.73	0.01
23.	In IPE, each group member has a specific knowledge and specific skills.	4.1±0.59	4.39±0.68	4.32±0.61	4.17±0.92	4.16±0.69	0.235
24.	In IPE, students can develop their already-acquired knowledge, attitude and skills.	4.52±0.59	4.6±0.49	4.5±0.52	4.62±0.49	4.44±0.56	0.433
25.	IPE improves competencies and confidence in interprofessional interactions.	4.47±0.64	4.6±0.49	4.56±0.49	4.62±0.67	4.36±0.64	0.088
26.	IPE develops trust and respect between professions.	4.55±0,63	4.57±0.63	4.63±0,51	4.75±0.57	4.41±0.61	0.03
27.	Implementation of IPE can improve healthcare quality and especially in terms of patient safety.	4.55±0.59	4.6±0.49	4.7±0.45	4.72±0.52	4.43±0.64	0.011

Abbreviations: IPE, interprofessional education; SD, standard deviation.