Interprofessional Education: A Study of Curriculum Development and Implementation in Learning Process in Applied Bachelor Study Program in Health Polytechnic of Tanjungkarang


One of the global problems in the health system is health service fragmented and overlaps among the health profession. This phenomenon occurs due to a lack of communication and cooperation among health personnel so that the health service is not effective and efficient. The transformation of health service is needed through a comprehensive and collaborative health service, which focuses on the client. Intercollaboration capability cannot be formed spontaneously, but need training since they are on campus. So that interprofessional education (IPE) should be integrated into the curriculum and the learning process should give meaningful learning experiences that can make students from different professions interact and cooperate This study is a descriptive study that aims to describe curriculum development and the implementation of IPE in four applied bachelor study programs in Poltekkes Tanjungkarang. In curriculum development activity it was obtained the agreement of IPE learning was implemented through a theoretical lecture with one credit inserted in a related course, one credit of practicum, and three credits of clinical practicum in community. Curriculum development and IPE learning development in Poltekkes Tanjungkarang was implemented based on the commitment and cooperation of all parties. The implementation of IPE learning using Team-Based Learning (TBL) and evaluation with a website-based survey.

Keywords: interprofessional education (IPE), curriculum development

[1] Center for Health Workforce Education BPPSDM Ministry of Health Repubic Indonesia. (2016). Interprofessional Education Implementation Guidelines. Jakarta: Ministery of Health Republic Indonesia.

[2] World Health Organization. (2010). Human Resources for Health Framework for Action on Interprofessional Education & Collaborative Practice. World Health. Organization., vol. WHO/HRH/HP, pp. 1–64.

[3] Barr, H. (2013). Toward a Theoretical Framework for Interprofessional Education. J. Interprof. Care, vol. 27, issue 1, pp. 4–9.

[4] Michaelsen, L. K. and Sweet, M. (2007). The Essential Elements of Team-Based Learning (vol. 116). pp. 1–18.

[5] Tanjungkarang Health Polytechnic. (2015). Tanjungkarang Health Polytechnic Curriculum Development Guidelines. Bandar Lampung: Tanjungkarang Health Polytechnic.

[6] Joint Committee of the Indonesian Ministry of Technology and Higher Education Research and the Indonesian Ministry of Health. (2018). Academic Paper on Interprofessional Education in Indonesia. Jakarta: Ministery of Health Republic Indonesia.

[7] Republic of Indonesia Ministry of Research and Technology. (2015). Minister of Research, Technology and Higher Education Regulation Republic of Indonesia Number 44 Year 2015, pp. 59–77, 2015.

[8] Weller, J. M. (2011). Interprofessional Collaboration among Junior Doctors and Nurses in the Hospital Setting.

[9] Hall, L.W. and Zierler, B. K. (2015). Interprofessional Education and Practice Guide No. 1; Developing Faculty to Effectively Facilitate Interprofessional Education. J Interprof Care, vol. 29, issue 1, pp. 3–7.

[10] Morphet, J., et al. (2014). Teaching Teamwork: An Evaluation of an Interprofessional Training Ward Placement for Health Care Students. pp. 197–204.