The impact of online interprofessional learning on family health education to prepare collaborative-ready health professionals: A mixed-method study

• DOI: 10.4103/jehp.jehp_119_23
• Publication Date: 2024-02-08T20:00:21Z
• Authors: Bulan K. Hermasari; Atik Maftuhah; Dian Nugroho; Veronika I. Budia...; Eti P. Pamungkasari
• Keywords: family; LC8-6691; health promotion; interprofessional education; Special aspects of education; 03 medical and health sciences; 0302 clinical medicine; covid-19; Original Article; Public aspects of medicine; RA1-1270; online

BACKGROUND: Interprofessional education (IPE) is an experience that occurs when students from two or more professions learn about, from, and with each other to improve the quality of health services. One of the IPE teaching strategies is to use an online approach. Due to the COVID-19 pandemic, the community needs effective health education to prevent disease transmission. This study aims to assess the attitudinal changes toward IPE among health students in Indonesia after attending an online course during the COVID-19 pandemic.

MATERIALS AND METHODS: This study used a mixed-method study design with a concurrent approach. It was conducted in 2021 at a health profession education school of a University in Indonesia. An online project-based interprofessional learning in family health education was conducted. The quantitative analysis was carried out using pre- and post-tests with The Readiness for Interprofessional Learning Scale (RIPLS) survey. Meanwhile, the qualitative methods used the phenomenological approach to Focus Group Discussion (FGD) and student reflective essays. The qualitative data were coded using thematic content analysis. The paired samples t-test was used if the data were normally distributed, or the Wilcoxon test if the data had abnormal distribution.

RESULTS: The students’ attitudes regarding team and collaboration; professional identity; roles and responsibility improved significantly from pre- to post-test (<0.001). The participants perceived that all four interprofessional core competencies were achieved in their learning. They also mentioned their experiences regarding factors contributing to the success of the online course. The family health education project gave the participants more insight into professionalism and patient-centered care.

CONCLUSIONS: Online IPE courses can increase student readiness in collaborative practice and support students’ learning to achieve interprofessional core competencies. The students feel the benefit of family health education for their profession.