MATRIX OF IPE’s JOURNAL
TOPIC: READINESS
NO TITLE
AUTHORS
JOURNAL’S TITLE & DOI
1 Attitudes And Readiness Of
Students Of Healthcare
Professions Towards
Interprofessional Learning
Mari Kannan Maharajan,
Kingston Rajiah, Suan Phaik
Khoo, Dinesh Kumar
Chellappan, Ranjit De Alwis,
Hui Cing Chui, Lui Lee Tan,
Yee Ning Tan, Shin Yee Lau
PLOS ONE 12 (2017)
2 Readiness Of Health Care
Lecturers On
Interprofessional Education
(IPE)
Kanaga Kumari Chelliah, Benny
Efendie, and Nabishah
Mohamad
Advanced Science Letters
21(2015)
OBJECTIVES METHOD
To evaluate the attitudes A cross-sectional study design.
and readiness of students Two different scales were used
of healthcare professions to measure the readiness for and
towards interprofessional perception of interprofessional
Learning in International learning; these were the
Medical University 'Readiness for Interprofessional
Learning Scale' and the
'Interdisciplinary Education
Perception Scale'.
A convenience sampling method
was employed.
The sample was drawn from
undergraduate students enrolled
in years 1 to 5 of medical,
dental, pharmacy and health
sciences programme.
Data was analyzed by
descriptive and inferential
statistics
To evaluate the A cross-sectional study.
readiness of healthcare Perceptions were evaluated
lecturers on IPE among lecturers of four different
faculties; Faculty of Medicine,
Faculty of Dentistry, Faculty of
Pharmacy and Faculty of Health
Sciences in Universiti
Kebanggaan Malaysia
One-way Anova
was used to compare the
RESULTS CONCLUSION
The overall response rate was 83%. The Attitudes and readiness towards
students mentioned that shared learning with interprofessional learning showed
other healthcare professional students will significant differences among
increase their ability to understand clinical students of various healthcare
problems. professions; these differences also
Shared learning will help them to depended on the students' year of
communicate better with patients and other study
professionals.
The students preferred to work with
individuals from their own profession.
Participants from medical, dental, pharmacy,
and health sciences had a difference in
opinion about 'negative professional identity',
a domain of the Readiness for
Interprofessional Learning Scale.
Based on the different year of study of the
students, 'team work and collaboration',
'negative professional identity' and 'roles and
responsibility' were the Interdisciplinary
Education Perception Scale domains where
students had a difference in opinion.
A total of 261 set of questionnaires were Healthcare lecturers had a positive
distributed, only 148 sets returned ( response= perception and showed readiness in
57%). implementing IPE based on the
A significant difference for skills average mean scale obtained that was
and knowledge (F3.144= 4.91, p < 0.05), greater than 3.0.
professional identity (F3.144= 8.41, p < 0.01),
collaboration and team work (F3.144
= 5.04, p <0.05) subscales.
Post-hoc comparison using Tukey’s test
showed a higher mean score for Faculty of

3 Understanding Students’
Readiness For
Interprofessional Learning In
An Asian Context: A Mixed
Methods Study
Endang Lestari, Renée E.
Stalmeijer, Doni Widyandana
and Albert Scherpbier
BMC Medical Education
16(2016)
4. A Plan For Embedding An
Interprofessional Education
Initiative Into An Existing
Programme In A Southeast
perception of lecturers among
the four faculties
To investigate: The researcher administered the Medical students seemed to be the most
1) students’ readiness for Readiness for Interprofessional
IPE in an Asian context Learning Scale (RIPLS) to 398
2) the most important in approximately 470 students
factors influencing from a range of health
students’ perceptions of professions (medicine, nursing,
IPE, midwifery and dentistry).
3) the reasons underlying The questionnaire included
such perceptions factors that could potentially
4) the factors mitigating or influence readiness for IPE as
promoting their sense of found in the literature (GPA,
readiness. etc.).
To enhance the understanding of caused insecurity and disengagement in other
the responses to the RIPLS and
to explore the reasons
underlying them,
4 mono-professional focus group the boundaries of one’s own profession.
discussions (FGDs) were
conducted).
A statistical analysis was run on
the quantitative data, while
performing a thematic content
analysis of the qualitative data
using ATLAS.ti (version 7).
To describe the process A report about implementation
that led to the plan’s of IPE in the University of
creation and experiences in Health Sciences in the Lao
IPE’s program phases People’s Democratic Republic
Medicine as to Faculty of Health Sciences for
all three of the subscales. As for willingness
in performing IPL and methods of conducting
IPL, there was no significant difference
(p>0.05) in all the subscales.
Independent T -test was performed in
evaluating the academic year suitable for
implementation of IPL, a higher mean score
for later years (µ= 3.51±1.10) as to earlier
years (µ = 3.07±1.13) of education.
The Asian context ready to
prepared for IPE. Students’ perceptions of implement IPE, allowing health
IPE were conditioned by the study professions students in Asian
programme they took, their GPA, intrinsic countries to reap its benefits.
motivation and engagement in the student
council connoting experience of working with
students from different programmes.
Focus groups further revealed that: 1) early
exposure to clinical practice triggered both
positive and negative perceptions of IPE and
of its importance to learning communication
and leadership skills, 2) medical students
students,3) medical students felt pressured to
be leaders, and 4) there was a need to clarify
and understand each other’s profession and
Three faculty members from the university Thiis IPE initiative will not
and two from Gunma University, Japan, set be successful without appropriate
up an IPE steering group and reviewed the and effective role models from
community-based programme. the faculty.
 Asian University
Bumsuk Lee, Hiromitsu
Shinozaki, Ketsomsouk
Bouphavanh, Yoshiharu Tokita,
Takatoshi Makino, Hiroki
Matsui, Takayuki Saitoh, Fusae
Tozato, and Hideomi Watanabe
Journal of Interprofessional
Care 30(3)
5. Student Perception Of
Interprofessional Education
Application At The Health
Sciences University Of
Sumatera Utara
Dedi Ardinataa, Evi Karota
Bukitb, and Diah Arruumb
Enfermeria Clinica 28(2018)
6. The Attitudes Of Medical,
Nursing And Pharmacy
Students To Inter-Professional
Learning
Zoriah Aziz, Lim Chong Teck,
Pang Yen Yen
Procedia 29(2011)
To explore the students’ Descriptive study was conducted
perceptions of the and one hundred sixty students
application of the IPE were selected from four faculties
program including the faculties of
medicine, nursing, pharmacy,
and public health in health
sciences faculties at the
University of Sumatera Utara
To examine the attitude of A cross-sectional analytic
undergraduate medical, comparative study.
pharmacy, and nursing The medical, pharmacy, and
students toward IPL nursing students at the
University of Malaya, Malaysia
selfadministered the Readiness
for Inter-Professional Learning
Scale (RIPLS) questionnaire.
Medical, pharmacy, dentistry, and nursing However, the faculty members at
students were participating together in a the university are not yet familiar
community education programme. with the concept of IPE.
After identifying the programme’s strengths Faculty development workshops,
and challenges, a 4-year plan for embedding materials and resources should be
the IPE concept into the programme was continuously developed to support
developed. the IPE initiative.
The plan was divided into four phases—
sharing the key concepts of IPE, designing the
programme, organizing the interprofessional
programme committee, and evaluating the
effectiveness of the programme
68% of the participants stated that they had Students’ already know about IPE,
heard IPE information, whereas 97% reported but the number just a bit more than
that they had never joined in IPE activities. half.
In the health sciences faculties, 57% of There were more students who never
nursing students had heard IPE information, participated in IPE activities.
but more than 90% of the participants from
the other faculties had never heard the IPE
information.
Based on aspects of their participation, all of
the students reported that they had never
joined in the IPE activities.
Out of 850 undergraduate students A favorable attitude towards IPL
approached, 836 completed the questionnaire exists among the medical, nursing
giving a response rate of 98%. and pharmacy students and this
The internal reliability of RIPLS was provides support for the introduction
acceptable (α= 0.84). of IPL in their undergraduate
Groups analysis with ANOVA showed there curriculum.
was a statistically significant difference
between the healthcare groups on the subscale
“teamwork and collaboration” (F2.833 =
16.35, P< 0.001).
Post-hoc comparisons with Tukey test
indicated medical students
(M=36.21, SD = 5.50) had significantly the
least score on this subscale compared to

7. Understanding Attitude Of
Health Care Professional
Teachers Toward
Interprofessional Health Care
Collaboration And Education
In A Southeast Asian Country
Endang Lestari, Renée E
Stalmeijer, Doni Widyandana,
Albert Scherpbier
Journal of Multidiciplinary
Healthcare 11(2018)
8. Faculty Of Health Sciences:
An Opportunity For The
Implementation Of
Interprofessional Education
Saldi Yusuf*
Belitung Nursing Journal 3
To investigate the
following:
1) health care faculty
members’ attitudes toward
interprofessional
collaboration (IPC) and
IPE;
2) factors affecting faculty
members’ perception
toward IPC and IPE
3) health care
professionals’ perceptions
toward factors that hamper
the quality of IPC, and
whether IPE is a possible
remedy for the situation.
To explain about the
implementation of IPE
A mixed-method study.
A survey was administered to
medicine, nursing, midwifery,
and dentistry faculty members at
17 institutions in Central Java
Province, Indonesia.
Respondents were asked to rate
their attitudes toward IPC and
IPE using a previously validated
“Attitude toward
Interprofessional Health care
Collaboration and Education”
scale. To help interpretation of
the survey results, 4
monoprofessional focus groups
(FGs) were conducted and 3 key
participants who could not be
present at the FG meetings were
interviewed.
The statistical analysis on the
quantitative data was conducted
and performed a thematic
content analysis of the
qualitative data using ATLAS Ti
(version 7).
Literature review
pharmacy (M= 38.21, SD=4.31) and nursing
students (M=38.47, SD= 4.73).
Significantly higher proportion of medical
students agreed that they have to acquire
much more knowledge and skills than other
healthcare students.
The total response rate was 74.1%. There are some necessity of
Nurses’ mean scores for attitudes toward IPC convening faculty development
and IPE were higher than those of other programs regarding IPC and IPE
health care professionals.
The main problems of IPC identified from the
FG were as follows: 1) differing perceptions
of the needs of patients among professionals;
2) unequal participation in decision-making;
3) lack of face-to-face interaction; and
4) overlapping of roles and responsibilities.
Faculty members agreed that IPE has the
potential to remedy these challenges as long
as opportunities are provided to inculcate
equal power and contribution in meeting
patients’ needs.
IPE is a solution to professional The developing plan for IPE should
fragmentation and potential to provide being advocated.
patient-centered care.
The appropriate teaching learning methods
should be applied in IPE
There are some barriers in implementing IPE,
 (2017)
TOPIC: IMPLEMENTATION
NO TITLE
AUTHORS
JOURNAL’S TITLE & DOI
1 Building a successful platform
for interprofessional education
for health professions
in an Asian university
Joshua Levi Jacobs, Dujeepa D.
Samarasekera, Wai Keung Chui,
Sui Yung Chan, Li Lian Wong,
Sok Ying Liaw, Mui Ling Tan,
Sally Chan
Education for Health 26(2013)
2 A Pilot Implementation Of
Interprofessional Education In
A Community‑Academe
Partnership In The Philippines
Louricha A. Opina‑Tan
Education for Health 26(2013)
OBJECTIVES
To design a platform to
create a sustainable IPE
effort
To describes the activities
of interprofessional teams
and the student
participants’ perceptions
of the pilot
implementation of the
Family Case Management,
METHOD
A case study.
Staff at the National University
of Singapore designed a
platform for IPE. A two-pronged
approach was developed to
ensure adequate coverage of key
concepts relating to IPE within
each involved faculty.
A mixed method study.
Five teams composed of
medical, nursing, occupational
therapy, physical therapy and
speech pathology students
participated. They provided
health services to families with
such as: facilities, resourcesm and
percepction.
All members in the educational system should
have the same
perception and understanding of the
importance of IPE
RESULTS CONCLUSION
Interprofessional education (IPE) to create a The IPE programme described
collaborative practice ready healthcare provides a platform of education that
workforce has been recognized internationally is unique in enabling students and
as a ‘best practice’ in undergraduate teachers to develop sessions that
education. prepare the respective health
Many efforts to implement IPE in professional graduates to be
undergraduate training are limited to a small ‘collaborative practice-ready’.
number of specific events due to the
complexity of coordinating differing
curricular timetables.
By adopting an internationally recognized
competency framework, alignment of various
teaching and learning activities in the
involved disciplines becomes feasible.
A centrally coordinated two-pronged
approach to implementing IPE provides a
robust platform for sustainable innovation,
ownership and implementation at the faculty
and student levels.
Data showed high ratings of the experience. The students’ appreciation of the
Themes on the useful aspect of the project Family Case Management
were (1) learning about collaboration, (2) demonstrated the opportunity and
appreciation of roles, (3) holistic care, challenges for IPE implementation in
(4) service to the community, and (5) unique the Philippines
learning experience.
Themes on the least useful aspects were (1)

3 Filipino Therapists’
Experiences And Attitudes Of
Interprofessional Education
And Collaboration: A Cross-
Sectional Survey
Michael Palapal Sy
Journal of Interprofessional Care
31(2017)
an IPE initiative of the complex health needs in the
University of the community.
Philippines Community Their activities were: (1)
Health and Development orientation of the team, (2)
Program in partnership choosing the patient and family,
with the Municipality of (3) patient and family
San Juan, Batangas engagement, (4) assessment and
goal‑setting, (5) patient and
family intervention, and (6)
monitoring of outcomes.
Students completed a
self‑administered questionnaire
exploring their (1) overall
experience, (2) perceptions of
the project’s most and least
useful aspects, and (3)
recommendations for
improvement.
Quantitative and qualitative data
analyses were performed.
To: (1) describe the a cross-sectional survey design,
perceived extent of a two-part questionnaire was
interprofessional education sent to Filipino OTs, PTs, and
(IPE) experience among SLPs working in the Philippines
Filipino occupational via an online survey application.
therapists (OTs), physical The first part of the survey
therapists (PTs), and contained eight items of
speech-language- demographic information and
pathologists (SLPs); the second part contained the 14-
(2) identify their attitudes item Attitudes Towards Health
towards interprofessional Care Teams Scale (ATHCTS).
collaboration (IPC);
(3) compare their attitudes
towards IPC according to:
prior IPE experience,
classification of IPE
experience, profession,
years of practice, and
practice setting
coordination requirement, (2) patient
management, (3) program structure, and (4)
community‑setting limitations.
Recommendations included improvements in
communication, orientation, patient
management, available resources and
supervision.
Among the Filipino OT, PT and SLP The results of this research are to
respondents (n = 189), 70.9% had prior springboard IPE initiatives within
experience on IPE. Moreover, the three most Philippine higher education
commonly used IPE teaching-learning institutions to enable evidence-based
strategies were case discussion (clinical IPC approaches in clinical practice.
setting), small group discussion, didactics,
and case discussion (community setting),
while the use of didactics and case discussion
(community setting) yielded more agreeable
attitudes towards IPC.
Among the 14 items in the ATHCTS, 11 were
rated with agreeability and three items with
neutrality.
For professional variables, only the practice
setting variable yielded a statistically
significant finding confirming those working
in the academia to be more agreeable towards
IPC compared to other settings.
However, years of practice and professional
 background variables both yielded no
statistically significant difference implying no
association between years of practice and
attitude towards IPC and a homogenous
composition among respondents, respectively.
4 Interprofessional Education To identify the core Literature review to propose a Five areas of knowledge and skills were Suggest a series of teaching methods
About Shared knowledge and skills for framework for interprofessional agreed to be essential for all relevant for the aforementioned
Decisionmmaking For Patients providing interprofessional education about SDM targeted to stakeholders for interprofessional areas, using principles from adult
In Primary Care Settings shared decision making primary care settings education in SDM to be successful: learning.
Nananda Col, Laura Bozzuto, Pia (SDM) in primary care understanding the concept of SDM; acquiring
Kirkegaard, Marije Koelewijn– settings and to present a relevant communication skills to facilitate
van Loon, Habeeb Majeed, Chirk curriculum model that SDM; understanding interprofessional
Jen Ng, Valeria Pacheco-Huergo could be used for teaching sensitivities; understanding the roles of
Journal of Interprofessional Care that knowledge and skills different professions within the relevant
25(2011) primary care group; and acquiring relevant
skills to implement SDM.
5 Penerapan Interprofessional To determine the increase A quantitative study with the An increase in maternal attitudes towards The study of IPE in the form of
Education (IPE) Pada Kelas Ibu in maternal attitudes about observational method using a infant health before and after counseling, with lectures, discussions and field
Balita Oleh Mahasiswa Tenaga infant health after the design one group pre-post an average value of pretest -0.02 to 2.46 practice in the community at
Kesehatan Untuk application of IPE in the test design. average value posttest. Mother Toddler Classroom Student
Meningkatkan Sikap Ibu Class Mother Toddler Samples were housewives of health workers can improve maternal
Terhadap Kesehatan Balita Di 120 people who have toddlers attitudes towards infant health.
Kota Cimahi aged 24-59 months, and students
Dyeri Susanti1, Hesti from the Midwifery, Nursing,
Wulandari2, Ryka Juaeriah1, Sari Nutrition and Environmental
Puspa Dewi3 Health of 48 people.
JSK 3(2017) The analysis in this study using
paired t-test.
6 The Interprofessional To assess the outcome of A qualitative study in 2016. The outcome of health care service was as People perceived that the outcome of
Education (IPE): The medical students and Subject were patients and their follow: health care service by applying IPE
Community Outcomes Of midwifery students family who receive health Comprehensive service category, continuous was good.
Health Services Within services, based on people’s service in IPE FK Universitas care, team-patient communication. And team
Collaboration Practices In perception toward health Negeri Sebelas Maret. collaboration
Faculty Of Medicine Sebelas care service using Datas were taken by using
Maret University community-based learning indepth interview with
Kevin Pieter Toman, Ari Natalia IPE. Attitudes Toward Health Care
Probandari, Amandha Boy Timor Teams (ATHCT)scale
R instrument.
 Nexus Pendidikan Kedokteran
dan Kesehatan 5(2016)
7 Evaluating Interprofessional
Education Principle In A
Longitudinal Community-
Based Program For 3 Schools
Of Health Professions:
Medicine, Nursing, And
Nutrition
Doni Widyandana
The Indonesian Journal of
Medical Education 7(2018)
8 Community Based
Interprofessional Learning
Promotes Equality of
Participation among
Health Professions Students
Endang Lestari -Indonesia
To evaluate students’
interprofessional attitudes
during the implementation
of IPE in a community-
based program among 3
health professions students
Data were analyzed by using
thematic content analysis
method.
An analytic longitudinal mixed- Most of the students strongly agreed they IPE can be implemented successfully
method study in Community and learned a lot about interprofessional attitudes in a longitudinal community-based
Family Health Care program. 2nd during this program (mean scores of each education curriculum and benefits
and 3rd year undergraduate subscale: 3.85, 4.19, 3.18, 3.83, and 3.99, undergraduate students in studying
students from Universitas Gajah respectively). interprofessional attitudes
Mada (medicine (n = 50), - significant differences among mean
nursery (n = 50), and nutrition (n scores of each subscale (p< 0.05).
= 50) ) were recruited in 2015. Medical and nursery students had higher
Students were sent in the mean scores compared to nutrition students,
program and assigned into small except in the subscale of community-
group consist of 10 of those centeredness (p = 0.197).
three schools.
Quantitative data were collected
with a survey using
Interprofessional Attitude Scale
instrument containing 5
subscales (27 items): teamwork,
roles and responsibilities;
patient-centeredness;
interprofessional biases;
diversity and ethics; and
community-centeredness
Descriptive analysis was
performed for the quantitative
data and comparison among
those three groups used Kruskal-
Wallis test
Student interprofessional public
healthcare teams were potential to
solve complex community
problems. Community based
interprofessional learning
promotes equal participation and
equal contributions among
learners from different health

TOPIC: REVIEW
NO TITLE
AUTHORS
JOURNAL’S TITLE & DOI
1 Objectively Measured
Interprofessional Education
Outcome And Factors That
Enhance Program
Effectiveness: A Systematic
Review
R. Riskiyanaa,⁎, M. Claramitab,
G.R. Rahayub
Nurse Education Today
66(2018)
2 Interprofessional Education
For Whom? — Challenges
And Lessons Learned From
Its Implementation In
Developed Countries And
Their Application To
Developing Countries: A
Systematic Review
Bruno F. Sunguya1, Woranich
OBJECTIVES METHOD
To generalize the learning A systematic review was
outcomes that were conducted within seven online
produced by IPE in a databases as well as paperback
global context and analyse periodical publications to search
the contributing factors. for the intended articles.
A set of four criterions were
assigned prior to the study using
the standard Population-
Intervention-Context-Outcome
(PICO) model to ensure the
included articles matched the
study objectives.
The quality of studies were
appraised using the Medical
Education Research Study
Quality Improvement
(MERSQI).
Each included article was
analysed using the narrative
method to obtain the relevant
information
To examine challenges of The literatures on IPE were
implementing IPE to searched in PubMed/MEDLINE,
suggest possible pathways CINAHL, PsycINFO, and ERIC
to overcome the databases.
anticipated challenges in Then, examine the challenges or
developing countries barriers and initiatives to
overcome them so as to suggest
methods to solve the anticipated
challenges in developing
RESULTS
Sixteen articles included in this study showed
that IPE improved interprofessional
collaborative knowledge, skills, and
behaviour based on objective measurements.
Complexity of the learning material,
appropriateness of the program design, and
referral to a specific standard of competence
were assumed to play significant role towards
the effectiveness of interprofessional
education
A total of 40 out of 2,146 articles were
eligible for analyses in the current review.
Only two articles were available from
developing countries. Despite the known
benefits of IPE, a total of ten challenges or
barriers were common based on the retrieved
evidence. They included curriculum,
leadership, resources, stereotypes and
attitudes, variety of students, IPE concept,
professional background.
CONCLUSION
There are several recommendation
for future development of IPE,
including a specific suggestion for
its development in Asia region.
This study found ten important
challenges on implementing IPE.
They are curriculum, leadership,
resources,stereotypes, students’
diversity, IPE concept, teaching,
enthusiasm, professional jargons, and
accreditation.
 Hinthong2, Masamine Jimba1,
Junko Yasuoka1*
PLOS ONE 9(2014)
3 A Comparative Study Of
Interprofessional Education In of IPE and summarize the Science, and Google Scholar
Global Health Care: A
Systematic Review
Chulani Herath, PhD, Yangfeng undergraduate and
Zhou, PhD, Yong Gan, PhD,
Naomie Nakandawire, MS,
Yanghong Gong, PhD, Zuxun
Lu, PhD, MD
Medicine 96 (2017)
4 Leary’s Rose To Improve
Negotiation Skills Among
Health Professionals:
Experiences From A
Southeast Asian Culture
Astrid Pratidina Susilo, Valerie implementation in the
van den EErtwegh, Jan van
Dalen, Albert Scherpbier
Education for Heatlh 26(2013)
countries. teaching, enthusiasm, professional jargons,
Then, a meta-narrative of and accreditation. Out of ten, three had
evidence was conducted. already been reported in developing countries:
IPE curriculum, resource limitations, and
stereotypes.
To examine the incidences The PubMed, Embase, Web of Total of 65 studies from 41 countries met our The IPE programs vary substantially
inclusion criteria, including 45 studies from across countries
main features about the were searched from their 25 developed countries and 20 studies from
IPE programs in inception to January 31, 2016 for 16 developing countries.
relevant studies regarding the Compared with developing countries,
postgraduate education in development of IPE worldwide, developed countries had more IPE initiatives.
developed and developing IPE undergraduate and IPE programs were mostly at the
countries postgraduate programs, IP undergraduate level.
interaction in health education, Overall, the university was the most common
IPE content, clinical placements, academic institution that provided IPE
and teaching methods. Countries programs.
in which a study was conducted The contents of the curricula were mainly
were classified as developed and designed to provide IP knowledge, skills, and
developing countries according values that aimed at developing IP
to the definition by the United competencies.
Nations (UN) in 2014 IPE clinical placements were typically based
in hospitals, community settings, or both.
The didactic and interactive teaching methods
varied significantly within and across
universities where they conducted IPE
programs.
Among all health care disciplines, nursing
was the discipline that conducted most of the
IPE programs.
The students’ appreciation Literature review The students’ appreciation of the Family Case Leary’s Rose is an educational model
of the Family Case Management demonstrated the opportunity to improve negotiation skills
Management demonstrated and challenges for IPE implementation in the
the opportunity and Philippines
challenges for IPE
Philippines
Transition From
Uniprofessional Towards
Interprofessional Education:
The Malaysian Experience Of
A Pragmatic Model
Seng-Fah Tong, Nabishah
Mohamad, Chai-Eng Tan,Benny
Efendie, Kanaga Kumari
Chelliah, John HV Gilbert
Researchgate (2016)
Explaination about the
changing from
conventional
unoprofesional education
(IPE) in health professions
education in Malaysia
Book’s chapter Sucessful IPE implementation is important to Interprofessional collaborative
establish interprofessional collaborative care practice and education represent a
which will improve the quality of health care. step forward in returning care to
The current climate of health care practice in patient-centeredness as well as
Malsia is largely uniprofessional. making the best use of various health
Changing from traditional uniprofessional to professional disciplines.
interprofessional curricula requires a move to Therefore a shift from
create formal opportunities for students to uniprofessional education to
experience IPE. interprofessional education is
The Guidelines for the Accreditation of needed.
Undergraduate Medical Education
Programmes (Malaysian Medical Council,
2011) explicitly stated the need
to inculcate an interdisciplinary approach. the
Code of Practice for Institutional Audit
(MQA, 2009 ) and Code of Practice for
Programme Accreditation (MQA, 2008 ), a
curriculum teaching multidisciplinary
practices may be placed under electives, study
pathways or co-curricular activities. However,
the MQA ( 2013 ) does not provide a detailed
description of what a teaching and learning
approach should be.
various innovations have been planned to
incorporate IPE in Universiti Kebanggaan
Malaysia (UKM) curricula, that is The
Comprehensive Health Care module (CHC) in
2007 at UKM aims to introduce the concept
of a holistic approach in managing the health
issues of patients in the community.
Another one is The Working Together as a
Health Care Team module which was
developed and piloted in 2011.
Followed by Interprofessional
Problem-Based Learning (IPBL) module in
2013 for students of various health
professions.
The foremost challenge in this plan is to
convince all stakeholders, ranging from
faculties, programme coordinators, facilitators
and students to embrace IPE as part of the
curriculum.
IPE should not only limited to classroom
experience only.
There is a need for leadership model for
developing IPE in a Predominantly
uniprofessional curriculum.