Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
P
u
b
lic Hea
l
th Science (IJ
P
HS)
Vol
.
4,
N
o
.
4
,
D
ecem
b
er 20
1
5
, pp
. 28
4~
28
7
I
S
SN
: 225
2-8
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0
6
2
84
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJPHS
Students’ Perception on In
terp
rof
e
ssi
onal Educati
o
n
Salm
ah Orb
a
yinah,
L
a
ksmi
Putri Utami
School of Pharm
a
cy
, Facu
lty
o
f
Medicin
e
And H
ealth
Science, University
Muh
a
mma
diy
a
h Yog
y
akarta, Indonesia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Aug 15, 2015
Rev
i
sed
No
v
20
, 20
15
Accepted Nov 26, 2015
Unawarenes
s
of
the ro
les
and
c
o
m
p
etenci
es
of
other he
al
th pro
f
es
s
i
ons
has
led to m
a
n
y
m
e
dica
l and m
e
dicat
ion errors in the trea
tm
ent of pati
ents in the
hospital
.
It
is co
nsidered
im
porta
nt to
g
i
ve In
terp
rofessional
Education (
I
PE)
to studen
t
s at
pre-clinic and
clinical stag
e
in order
to h
a
ve a good
understanding
about roles of
other he
alth
professionas. IPE is an
interprof
e
ssional collaborative learning
to supp
ort promotive,
preventive,
curat
i
ve, r
e
habi
lita
tive
and other approches
relat
e
d to he
alth aspe
ct
.
Percept
i
on is am
ong the m
o
st im
portant and
highl
y
needed
skill in the
implementation of
IPE.
This r
e
search
a
i
m
e
d to
determ
ine
th
e e
f
fect
of IPE
learn
i
ng toward
the p
e
rception
among the
stud
ents in Faculty
of Medicin
e
and Health Science of Univer
sitas Muhamma
diy
a
h Yog
y
akar
ta (FMHS
UMY). This is an observational
stud
y
adopting a cross
sectional design. The
sample of students was collected th
rough purpo
sive sampling technique. A
number of 94 students met th
e inclusion cr
iteria, comprised of 2
1
students of
Medical Profession Education
,
25 of De
ntistr
y
Profession Education
,
25 of
Nursing Professi
on Education an
d 21 U
ndergraduate studen
t
s of Pha
r
ma
cy
.
Samples were given questionnair
e of
Interdicip
li
nary Education
Percep
tion
Scale
. Com
p
arat
ive tes
t
was don
e b
y
Kruskal
l
-W
allis test
.
From 94 students
of FMHS, 75.5% had good perception toward IP
E. No significan
t differen
ces
appear
ed in
per
ception (p=0
.28
5
) am
ong the students of FMHS UMY. The
Interprofessional Educa
tion
(I
P
E
) had s
i
gnif
i
can
t eff
ects
t
o
ward th
e
percep
tion
among the students
of
FMHS UMY.
Keyword:
In
terprofessional Edu
catio
n
Percep
tio
n
St
ude
nt
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Salm
ah O
r
bay
i
nah
School
of Pharmacy,
Facu
lty of Med
i
cin
e
And
Health
Scien
c
e
of Un
iv
ersity Mu
h
a
mm
ad
iyah
Yog
y
ak
arta,
Jl
. Li
n
gka
r
Sel
a
t
a
n, Tam
a
nt
i
r
t
o
,
Kasi
han
,
B
a
nt
ul
,
Y
ogy
a
k
ar
t
a
, I
n
d
o
n
esi
a
.
Em
a
il: o
r
b
a
yinah
_
salm
ah
@yah
oo
.co
m
1.
INTRODUCTION
Health
care
p
r
ov
id
ers h
a
v
e
a respon
sib
ility t
o
g
i
v
e
an
op
tim
u
m
serv
ice to
th
e p
a
tien
t
in
ord
e
r to
in
crease
p
a
tients’ qu
ality o
f
l
i
fe. Med
i
cal an
d m
e
d
i
catio
n
erro
rs are ex
am
p
l
es o
f
hu
m
a
n
erro
rs t
h
at mu
st be
avoi
ded t
o
gi
ve suc
h
se
rvi
c
e. Thi
s
ca
n b
e
achi
e
ve
d t
h
r
o
u
g
h
a g
o
od
and e
ffect
i
v
e
col
l
a
bo
rat
i
o
n
am
on
g
h
ealth
care
prov
id
ers [1
]. In
itiatin
g
an
e
ffectiv
e co
llaboration
fo
r t
h
is pu
rpo
s
e sh
ou
ld
t
h
en
b
e
i
n
tro
d
u
c
ed
in
th
e
educat
i
o
n
sy
st
em
or cur
r
i
c
ul
a
of
healthca
re professionals.
World
Health
Org
a
n
i
zatio
n
itself h
a
s stated
th
at i
m
p
l
e
m
en
t
i
n
g
in
terprofessio
n
a
l co
llab
o
ratio
n
in
the
education syste
m
as well as
in
healthca
re
practice would
have a
n
im
pact on re
ducing e
r
rors i
n
t
h
e
healthca
re
services
global
ly. The aim
of collabo
rativ
e
p
r
actice is to
streng
th
en
th
e
h
ealth
care syste
m
an
d
im
p
r
ov
e the
o
u
t
co
m
e
o
f
h
e
alth
serv
ices
[2]. Th
erefore, a
stu
d
y
g
r
o
u
p
o
n
in
terprofessi
on
al edu
cation
w
a
s in
itiated
in
2007
by
WH
O t
o
s
p
r
ead a
w
are
n
ess
on
t
h
e
nee
d
of
IPE t
o
t
h
e
w
o
rl
d.
Int
e
r
p
ro
fessi
o
n
a
l
Educat
i
o
n i
s
defi
ne
d as a
pr
ocess w
h
er
ei
n a gr
ou
p o
f
st
ude
nt
s o
r
heal
t
h
car
e
wo
rk
ers
f
r
om
vari
ous
pr
ofes
si
onal
bac
k
g
r
o
u
n
d
l
e
a
r
n
t
o
ge
t
h
er
f
o
r
a
defi
ned
peri
o
d
o
f
t
i
m
e
t
o
col
l
a
b
o
rat
e
i
n
p
r
o
m
o
tin
g
prom
o
t
iv
e, prev
entiv
e, curativ
e,
reh
a
b
ilitativ
e
an
d
o
t
h
e
r ap
proach
es related
to
h
ealth
care syste
m
[
3
].
I
n
in
terp
ro
f
e
ssi
on
al educatio
n
,
st
ud
en
t
s
of
v
a
r
i
ou
s
health
car
e
b
ackg
r
ou
nd
s
wo
u
l
d do
ob
ser
v
ation
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
PH
S I
S
SN
:
225
2-8
8
0
6
St
u
d
ent
s
' Perc
ept
i
o
n
o
n
I
n
t
e
rprof
e
ssi
o
nal
E
duc
at
i
o
n
at
F
a
cul
t
y
of
Me
di
ci
ne
an
d
...
. (
S
al
ma
h
Or
bayi
n
a
h
)
28
5
di
scuss
ab
o
u
t
ho
w t
o
bui
l
d
g
o
o
d
c
o
l
l
a
b
o
rat
i
on
bet
w
een
he
al
t
h
care
pr
ovi
d
e
rs i
n
cl
i
n
i
cal
s
e
t
t
i
ngs. T
h
e
st
ude
nt
s
wo
ul
d t
h
e
n
be
not
i
ced
o
n
t
h
e
kn
o
w
l
e
d
g
e, at
t
i
t
ude, a
n
d ski
l
l
s t
h
at
sh
o
u
l
d
b
e
de
vel
o
ped i
n
or
der
t
o
c
o
n
d
u
ct
an
effectiv
e in
terprofession
al co
llab
o
ration
for t
h
e sak
e
o
f
th
eir p
a
tien
t
s
[4
].
IPE i
n
Indo
n
e
sia is b
e
g
i
nn
i
n
g to
b
e
ackn
owledg
ed
b
y
so
m
e
ed
u
cati
o
n
a
l i
n
stitu
tion
for
h
ealth
profe
ssions as
a necessity in their
cu
rr
ic
ula
.
U
n
aw
ar
e
n
es
s
o
f
th
e
ro
le
s
and c
o
m
p
etencies of ot
her health
pr
ofe
ssi
o
n
s ha
s l
e
d t
o
m
a
ny
m
e
di
cal
and m
e
di
cat
i
on er
r
o
r
s
i
n
t
h
e t
r
eatm
e
nt
of
pat
i
e
nt
s
i
n
t
h
e hos
pi
t
a
l
.
Thi
s
l
ack o
f
un
der
s
t
a
ndi
n
g
ca
n
be
o
v
erc
o
m
e
by
exp
o
s
u
re
o
f
IPE in the
pre-cl
in
ical and clinical stages of
their
ed
u
cation
a
l syste
m
.
FMHS
UMY as on
e
o
f
t
h
e edu
catio
n in
stitu
t
i
o
n
for
h
ealth
care pro
f
essi
o
n
als co
nsistin
g
of Schoo
l of
M
e
di
ci
ne, Sc
h
ool
of
Dent
i
s
t
r
y
,
Sch
ool
o
f
N
u
rsi
n
g
,
an
d Sc
ho
ol
o
f
P
h
arm
acy
has be
gu
n
con
d
u
ct
i
ng
IP
E si
nce
2
012
throug
h
v
a
ri
o
u
s
sim
u
la
tio
n
p
r
o
j
ects. IPE was th
en
i
n
tegrated
i
n
the cu
rricu
l
a si
nce 20
13
, in
itiatin
g
a
col
l
a
bo
rat
i
v
e
wo
rk
bet
w
een
st
ude
nt
s f
r
o
m
fo
ur
de
part
m
e
nt
s i
n
m
a
nagi
n
g
vari
o
u
s
ki
n
d
s
of
pat
i
e
nt
s
.
R
e
sul
t
s
from
previous
studies re
veal
ed
that IP
E in FMHS UM
Y can im
pr
ove collaboration attitudes
am
ong
the
st
ude
nt
s [5]
.
2.
R
E
SEARC
H M
ETHOD
2.
1.
Rese
arch Desi
gn
Th
is is an
ob
serv
ation
a
l st
u
d
y
ado
p
ting
a cross section
a
l d
e
sig
n
.
2.
2.
Time and Place of
Researc
h
This resea
r
ch
was conducte
d at Faculty of Me
dical and Health Scie
n
ces (FMHS), Uni
v
ersita
s
M
uham
m
adi
y
ah
Yo
gy
aka
r
t
a
(
U
M
Y
) a
n
d
As
r
i
M
e
di
cal
C
e
nt
re (
A
M
C
)
fr
o
m
June t
o
Sept
em
ber
20
1
4
.
2.
3.
Popul
ati
o
n an
d
S
a
mple
Po
pul
at
i
o
n
of
t
h
i
s
resea
r
ch
are st
u
d
e
n
t
s
f
r
o
m
4 de
part
m
e
nt
s o
f
FM
H
S
UM
Y
joi
n
i
n
g
t
h
e
IP
E
pr
o
g
ram
.
The
sam
p
l
e
of st
ude
nt
s
was c
o
l
l
ect
ed t
h
ro
u
gh
p
u
r
p
osi
v
e
sam
p
l
i
ng t
ech
ni
q
u
e f
r
o
m
June
t
o
Sep
t
em
b
e
r
2014
.
2.
4.
Rese
arch Variables
The researc
h
variables
included:
a.
Free
Varia
b
les: IPE
Learning
b.
Dep
e
nd
an
t
Variab
les : FMHS
Stu
d
e
n
t
s’ Percep
tio
n on
IPE
2.
5.
Rese
arch I
n
strument
In
st
ru
m
e
n
t
u
s
ed
in th
is
research was qu
estion
n
a
ire,
wh
ich
was a m
o
d
i
ficatio
n fro
m
th
e
In
terd
icip
lina
r
y Edu
c
a
tio
n Percep
tion
S
c
a
l
e
(IEPS
)
2.
6.
Operational P
r
ocedure
The Operational
Procedure
o
f
t
h
e researc
h
w
a
s
di
vi
de
d
i
n
t
o
several
st
eps:
1.
Pre
p
aration
In
th
is step, stu
d
y
of literatu
res is cond
ucted
to
h
a
v
e
an
in
sigh
t on in
terp
rofession
al ed
u
cati
o
n
fo
r
healthcare
provide
r
s
2.
Im
pl
em
ent
a
ti
on
R
e
searche
r
c
o
l
l
ect
dat
a
f
r
om
st
ude
nt
s
of
FM
HS t
h
at
h
a
d
be
en e
x
p
o
se
d t
o
I
P
E.
Dat
a
c
o
l
l
ect
ed c
onsi
s
t
e
d
of
dem
ogra
phi
c
d
a
t
a
and
dat
a
f
r
o
m
t
h
e IEPS
q
u
est
i
o
nnai
r
e
3.
Data An
alysis
Researche
r
a
n
a
l
yze the collected
data,
dre
w
a
conc
lusi
on and
wrote the
res
u
lt as a
researc
h
report.
2.
7.
Da
ta
A
n
al
ysi
s
Vari
a
b
l
e
s we
r
e
descri
be
d i
n
a t
a
bl
e o
f
f
r
e
que
ncy
di
st
ri
but
i
o
n a
n
d pe
rcent
a
ge (%
)
on l
e
vel
o
f
p
e
rcep
tion
f
o
r
wh
ich
th
e
d
a
ta scale was in
o
r
d
i
n
a
l fo
rm
. Th
e n
e
x
t
step
was carryin
g
ou
t d
a
ta no
rm
ality test.
Dat
a
wi
t
h
n
o
r
m
al
di
st
ri
but
i
o
n
was t
h
e
n
c
o
m
p
ared usi
n
g
One
W
a
y
AN
OV
A.
Wh
i
l
e
d
a
t
a
whi
c
h
di
d
not
s
h
ow
a
n
o
rm
al
d
i
strib
u
tio
n
was
an
alyzed
u
s
ing
Kru
s
k
a
ll-W
a
llis
test.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
06
IJPHS Vol. 4, No. 4, D
ecem
ber 2015
:
284 – 287
28
6
3.
R
E
SU
LTS AN
D ANA
LY
SIS
3.
1.
Ch
arac
teristic
s of
Resp
onde
nts
Characteristics
of re
sponde
nts
p
a
rticip
atin
g
IPE in FMHS
UMY are shown in
Tab
l
e
1
.
Tabl
e 1.
C
h
ara
c
t
e
ri
st
i
c
s
of ea
ch resp
o
nde
nt
s
at
t
e
nde
d IPE
a
t
FM
HS UM
Y [5]
Characteristic
Fr
equency
Percentage (%)
M
e
dical Pr
ofessio
n
Pr
ogr
am
23
24.
46
Dentistr
y Pr
ofession Pr
ogr
am
25
26.
59
Nur
s
ing Pr
ofessio
n
Pr
ogr
am
25
26.
59
Pharm
a
cy
Under
g
raduate
21
22.
34
T
o
tal Respondents
94 people
100%
R
e
spo
n
d
ent
s
were o
b
t
a
i
n
e
d
from
t
h
e 4 depart
m
e
nt
s or pr
o
g
ram
i
n
FM
HS UM
Y
.
St
ude
nt
s fr
om
m
e
di
cal
, nu
rsi
n
g
,
a
nd
de
nt
i
s
t
r
y
we
re f
r
om
t
h
e
pr
ofes
si
o
n
a
l
deg
r
ee
pr
o
g
r
a
m
whi
l
e
p
h
ar
m
acy
st
udent
s
were
fro
m
th
e u
n
d
e
rg
radu
ate stud
en
ts fro
m
Sch
o
o
l
of
Ph
arm
a
c
y
th
at h
a
v
e
b
e
en
g
i
v
e
n
clin
ical th
eories an
d sk
ills in
o
r
d
e
r to
b
e
ab
l
e
to
co
ndu
ct collab
o
r
ativ
e practice with
th
e oth
e
r
g
r
ou
ps.
3.
2.
Stude
nts
’
Pe
r
ception towar
d
IPE
Dat
a
o
n
st
u
d
e
n
t
s
’
perce
p
t
i
o
n
t
o
wa
rd
IPE c
o
m
p
ri
sed o
f
f
o
u
r
c
o
m
pone
nt
s, nam
e
l
y
C
o
m
p
et
ency
an
d
au
ton
o
m
y, Need
s fo
r co
llabo
ration
,
C
o
llab
o
ration
ev
id
en
ce and
Und
e
rstand
ing
on
oth
e
r pro
f
essi
on
s. Th
e
measurem
ent result on t
h
e
value
of Perce
p
tion
of FMHS
stud
en
ts toward
IPE is
p
r
esen
ted
in Tab
l
e 2.
Tabl
e 2. Di
st
ri
but
i
o
n o
f
Fre
q
uency
o
n
Pe
rce
p
t
i
o
n
t
o
war
d
I
P
E
No
Categor
y
Fr
equency
(
f
)
Percentage (%)
1
Good
71
75.
5
2
Adequate 22
23.
4
3
L
o
w 1
1.
0
4
Poor
0
0
The
t
a
bl
e
a
b
ov
e
sh
owe
d
t
h
at
st
ude
nt
s of FM
HS UM
Y ha
d go
o
d
perce
p
t
i
o
n
t
o
war
d
IPE
,
rep
r
ese
n
t
e
d
i
n
perce
n
t
a
ge
of
75
.5%
,
w
h
i
l
e
t
h
e rest
of st
ude
nt
s we
re
stated
to
stay at
Ad
equ
a
te lev
e
l, with
th
e p
e
rcen
tage
of
2
3
.
4
% a
n
d
1% i
n
L
o
w l
e
v
e
l
.
Acc
o
r
d
i
n
g t
o
M
o
ri
so
n
[5]
,
st
ude
nt
s
wi
t
h
go
o
d
perce
p
t
i
o
n t
o
war
d
IPE
du
ri
n
g
th
e class are
po
ten
tially ab
le to
d
e
v
e
l
o
p their in
terp
ro
fessio
n
a
l
relatio
n in
g
i
v
i
ng
h
e
alth
treatm
e
n
t
to
ward
patients when
worki
n
g as professi
on
al hea
lth worke
r
s. T
h
e students
who are accustomed to learn in the
envi
ro
nm
ent
t
h
at
pr
om
ot
es
i
n
t
e
rp
ro
fessi
onal
col
l
a
bo
rat
i
o
n wo
ul
d
de
vel
o
p
g
o
o
d
pe
rcept
i
on
t
o
war
d
IPE
[6]
.
To
fi
n
d
whet
h
e
r t
h
e
r
e i
s
a
n
y
si
gni
fi
ca
nt
di
ffe
re
nce
of
perce
p
t
i
o
n
bet
w
een
I
P
E am
on
g t
h
e
fo
u
r
depa
rt
m
e
nt
s i
n
vol
ved i
n
t
h
i
s
researc
h
, n
a
m
e
l
y
M
e
di
cal
Ed
u
catio
n, Den
tistry Ed
u
cation, Nursing
Educatio
n
and Pharm
acy Education Program
at FMHS
UMY, a
c
o
m
p
arat
i
v
e t
e
s
t
was c
o
nd
uct
e
d.
Thi
s
t
e
st
e
m
pl
oy
ed
n
on-p
a
ram
e
tric
test o
f
Kru
s
kall-W
a
llis. Based
on
Kr
u
s
k
a
ll-W
a
llis test, th
ere
was
n
o
sig
n
i
fican
t d
i
fferen
ce
am
ong
t
h
e
f
o
u
r
de
part
m
e
nt
s at
FM
HS
UM
Y
on
t
h
e
pe
rcept
i
on
t
o
war
d
IPE
(p>
0
.
0
5).
To
kn
o
w
f
u
rt
her a
b
out
t
h
e
st
ude
nt
s’
per
cept
i
on t
o
w
a
r
d
IP
E, a
n
an
al
y
s
i
s
on t
h
e
perce
p
t
i
o
n
com
pone
nt
, c
o
nsi
s
t
i
n
g
o
f
c
o
m
p
et
ence and
aut
o
nom
y
,
per
cept
i
o
n
o
n
t
h
e
nee
d
t
o
c
o
l
l
a
bo
rat
e
, c
o
l
l
a
b
o
r
at
i
o
n
evi
d
e
n
ce a
n
d i
n
t
e
r
pr
o
f
essi
o
n
a
l
un
de
rst
a
n
d
i
n
g i
s
s
h
ow
n
o
n
Tabl
e
3.
Tabl
e 3. A fre
q
u
ency
di
st
ri
b
u
t
i
on o
n
t
h
e
com
p
o
n
e
n
t
s
of
t
h
e perce
p
t
i
o
n on
I
P
E
am
ong
st
u
d
e
nt
s of FM
HS
UM
Y
No
Co
m
ponent
Good
Adequate
Lo
w
Poor
F
%
F %
F %
F
%
1
Co
m
p
etency
and autonom
y
72
76.
6
22
23.
4
0
0
0
0
2
Needs for
collabor
ation
75
79.
8
18
19.
1
1
1.
1
0
0
3
Collabor
ation evid
ence
77
81.
1
15
16.
0
2
2.
1
0
0
4
Under
s
tanding on
other
pr
ofessions
47
50.
0
46
48.
9
0
0
1
1.
1
B
a
sed
o
n
t
h
e
t
a
bl
e ab
o
v
e,
a
l
l
com
pone
nt
s o
f
t
h
e st
ude
n
t
s ha
d
g
o
o
d
p
e
rcept
i
o
n
o
n
I
P
E s
u
c
h
as
com
p
etency a
nd a
u
tonom
y, needs for
collaboration,
co
llab
o
ratio
n ev
id
en
ce, an
d
in
terprofessio
n
a
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
PH
S I
S
SN
:
225
2-8
8
0
6
St
u
d
ent
s
' Perc
ept
i
o
n
o
n
I
n
t
e
rprof
e
ssi
o
nal
E
duc
at
i
o
n
at
F
a
cul
t
y
of
Me
di
ci
ne
an
d
...
. (
S
al
ma
h
Or
bayi
n
a
h
)
28
7
u
n
d
e
rstand
ing in
h
ealth
care sch
e
m
e
. Th
e h
i
gh
est p
e
rcen
tag
e
was for th
e co
m
p
onen
t
o
f
co
llaboratio
n
evide
n
ce (81.1%).
In
th
e co
m
p
arativ
e test u
s
in
g
Kru
s
ka
ll-Wallis
on t
h
e co
m
ponent
s o
f
p
e
rcept
i
o
n o
n
I
P
E am
ong t
h
e
st
ude
nt
s fr
om
fo
ur
depa
rt
m
e
nt
s, i
t
i
s
reveal
ed t
h
at
o
n
l
y
t
h
e com
pone
nt
o
f
col
l
a
b
o
rat
i
o
n
evi
d
e
n
ce (p=
0
.0
01
1
)
sho
w
e
d
si
gni
fi
cant
di
ffe
rence
o
n
t
h
e
st
u
d
e
n
t
s
fr
om
fo
ur
de
part
m
e
nt
s.
4.
CO
NCL
USI
O
N
The i
n
t
e
r
p
ro
fe
ssi
onal
e
ducat
i
on (
I
PE
) ha
s
si
gni
fi
ca
nt
ef
fect
s t
o
wa
rd t
h
e pe
rcept
i
on
am
ong t
h
e
st
ude
nt
s o
f
M
e
di
cal
Facul
t
y
UM
Y.
The
st
u
d
ent
s
of M
e
di
c
a
l
Facul
t
y
UM
Y ha
ve
go
o
d
p
e
rcept
i
o
n t
o
wa
rd t
h
e
IPE
.
The
r
e
is no significant diffe
re
nce
on
th
e p
e
rcep
tion to
ward
In
terp
rofessional E
d
ucation
am
ong the
st
ude
nt
s
of
M
e
di
cal
Facul
t
y
UM
Y.
REFERE
NC
ES
[1]
American College of Clinical Pharmacy
, “Inter
professiona
l Ed
ucat
ion: P
r
incip
l
es
and
Application, a Faramework
for Clinic
al P
h
arm
a
c
y
”,
Pharmacotherapy
, vol/issue: 2
9
(3), pp. 145-164, 2009. Diakses
dari
http://www.accp
.com/docs/positi
onswhitePapers/InterProfEduc.p
df pada tanggal
18 mei 2014
.
[2]
World Health
Organization, “World Health
Organiza
tion Stud
y
Group
on
Interprof
e
ssional
Education
and
Collabor
ativ
e Pr
actice”, 2010.
[3]
Canadi
an Int
e
rpr
o
fes
s
i
onal He
al
t
h
Coll
aborat
ive
(
C
IHC), “
W
h
at is
Coll
aborat
ive
P
r
act
ice
,
2009
.
[4]
G
l
en, S
.
, Rev
ees
, S
., “
D
eve
l
opin
g
interprof
e
s
s
i
onal edu
c
a
tion in
the pre-r
e
gistration
curricu
la
: m
i
ssion im
posible
?
”
,
Nurse Education
in
Practic
, vol.
4, pp
. 45-52
, 20
03.
[5]
Orbay
i
n
a
h, S., Utam
i, LP., “Impact of Interprof
e
ssi
onal Educati
on on Collaborat
ion Attitudes Am
ong The Student
of Medical Facu
lty
and Health
Sciences
Univer
s
itas
M
uham
m
a
di
yah Yog
y
ak
art
a”,
Journal of
Health, Med
i
cin
e
,
and Nursing
, vol. 17
, pp
. 97-100
, 2015.
[6]
Morison, S., Bo
ohan, M., Moutr
a
y
,
M.
, Jenkins,
J., “Developing
Pre-Qualificat
io
n Interprofessio
n
al Edu
cation For
Nursing and Medica
l Student
: Sam
p
ling St
udent
Attitud
e
To Gui
d
e Developm
en
t
”
,
Nursing Edu
c
ation in
Practice
,
vol. 4
,
pp
. 20-29
, 2003
.
Evaluation Warning : The document was created with Spire.PDF for Python.