Implementation of Interprofessional Education (IPE) in Clinical and Community Settings

Date: Saturday, 26 September 2026 | Time: 0920 - 1050 | Venue: L1-S3, Academia (SGH Campus)

Track Type: Workshop

Speaker(s):

Overview:

Interprofessional Education (IPE) offers a platform for students from diverse professional backgrounds to learn about, from, and with each other, fostering effective collaboration and enhancing health outcomes (WHO, 2010). Numerous studies have highlighted that IPE aids health students in honing their collaborative skills and professional behavior (Reeves et al., 2016; Sunguya et al., 2014). As such, IPE serves as a preparatory phase for interprofessional collaboration (IPC) practice, which has been associated with improved patient outcomes and healthcare quality (Reeves et al., 2017; WHO, 2013). Recognising IPE's significance, many countries have incorporated it as a mandatory component of their curricula (Lestari et al., 2018; Reeves et al., 2016; Sunguya et al., 2014; WHO, 2010). In Indonesia, the importance of IPE has been formally recognised through national accreditation standards, where its implementation is required for health professions education programs (HPE; Ministry of Education of Indonesia, 2014). Consequently, numerous health institutions in Indonesia, including Universitas Diponegoro and Universitas Hasanuddin, have adopted IPE as a learning approach in their curricula.

While the policy framework supports IPE adoption, its implementation often varies across educational contexts. Differences in local health priorities, patient needs, and learning environments influence how IPE programs are designed and delivered. For instance, IPE activities may take place in clinical or community-based settings, each requiring different competencies, learning strategies, and assessment approaches. In community-based IPE programmes, where students often work in remote areas with limited on-site supervision, reflective learning approaches such as self-reflection are frequently emphasized (Asmara et al., 2024).

This workshop provides an opportunity to glean insights into IPE implementation at two universities with distinct settings.

Learning Outcome(s):

We assist participants in planning and developing IPE programs tailored to their local contexts, encompassing competencies, learning strategies, assessment, and learning outcomes.

By the end of the symposium, participants will be able to:
• Identify the importance of IPE implementation across various learning environments, including classrooms, laboratories, and work-based settings, including community and clinical settings
• Identify key IPE competencies across various learning environments, including frameworks
• Explore learning strategies that support interprofessional learning, such as a family attachment approach and structured reflection
• Identify appropriate assessment methods and tools to assess the development of competencies, including approaches such as multi source feedback
• Develop a preliminary plan for implementing the IPE program in the local context.

Target Audience:

Health professions educators who need to plan and develop IPE program in various settings. Participants are expected to have basic knowledge of IPE and learning and teaching principles.