Implementation of Interprofessional Education (IPE) in Phytotherapy Class at University of Surabaya
Bibliographic record
Abstract
Implementation of Interprofessional Education (IPE) in Phytotherapy Class by Students of University of Surabaya Oeke Yunita1, Risma Ikawaty2, Jefman Efendi Marzuki H.Y. 2 1Faculty of Pharmacy, University of Surabaya 2Faculty of Medicine, University of Surabaya Corresponding author: Oeke Yunita, Raya Kalirungkut Surabaya, +622981112, +622981111, oeke@staff.ubaya.ac.id ABSTRACT Introduction: Many developed countries have been teaching interprofessional education (IPE) for more than 53 years. Those countries including Canada, UK, US, and Australia. The use of IPE in the healthcare education curriculum has been shown to improve communication and teamwork skills of healthcare professional. Aim of this study is to see how IPE approach can be implemented at the Faculty of Pharmacy and Medicine, particularly in the Phytotherapy class. Method: This was a preliminary study for the development of Model IPE, specifically for Competency Domain Ethics and Shared Values and Interprofessional Communication. The research was carried out at the University of Surabaya and involved two study programs, namely Pharmacy and Medicine. Observational research method applied on 108 students from both faculties who took Phytotherapy class for two weeks. The survey method was used to conduct the assessment, which was based on the Interdisciplinary Education Perception Scale and the Communication Rubric. Results: This study found that the application of IPE at Phytotherapy class could help students to get insight into the characteristics and values of various healthcare professions. This approach also helped student to practice and improve soft-skills on communication and teamwork as a first step toward collaborative practice among healthcare practitioners Conclusions: IPE teaching methods can be used in pharmacy and medicine curriculum and can be developed into another courses and extracurricular activities collaborative learning, health professions education, interprofessional education, phytotherapy
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".