The Influence of Workshop on Health Professions Students Perceptions for the Implementation of Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) in Clinical Practice
Bibliographic record
Abstract
The most important step in changing the development of health professional education is by arranging health education, so the students are able to get education and learning experience according to the demands of professional competence. Key to quality health care at an efficient cost is by increasing effective collaboration between health workers by introducing collaboration practices early on through the education process. The form of learning are Interprofessional Education (IPE) and Interprofessional Collaborative (IPC) learning with each professions so that it can develop collaboration between two or more health professions for optimal patient service. This study aims to find out how students perceive IPE and IPC in clinical practices at the Medan Ministry of Health Polytechnic This quasi-experimental design study used design one group before and after intervention design approach, which carried out in the Medan Health Polytehcnic. The student population of third-level Medan Ministry of Health Polytechnic of Health at Midwifery, Nursing, Dental Nursing, Pharmacy and Midwifery Health Analysts amounted to 511 people, taking the sample number socially as of 94 people, the sample size was determined based on the inclusion criteria and random sampling. Data analysis was carried out in univariate and bivariate ways by using the T test. The results showed that there was a significant effect of the workshop on students’ perceptions of the IPE and IPC approaches in Clinical Practices were assessed from 4 aspects before and after the Team work workshop; Teamwork and collaboration p = 0.004, relationships with other professional workers p = 0,000, Professional Identity p = 0,000, Roles and Responsibilities p = 0.016 Workshop influences students’ perceptions of the implementation of IPE and IPC of IPE and IPC in clinical practices in the Medan Ministry of Health Polytechnic, it is expected that the Director of Medan Poltekkes facilitates clinical practices through the IPE and IPC approaches
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.021 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".