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    Understanding attitude of health care professional teachers towards interprofessional health care collaboration and education in Southeast Asian country

    The complication of the existing global health care practices is dependent on good interprofessional collaboration (IPC). Further emphasis to the issue of patient safety within health care practice – with the enhanced objective of better care for individuals, improved health for populations and reduced health care costs – has aroused considerable discussion on the value of IPC-based approach to patient care. Health professionals from different professional backgrounds should come together as a team with patients and their families to enhance patient outcomes, achieve outstanding health care service, minimise costs and enhance the quality of organisational outcomes.

    To overcome this problem, the WHO in the Western Pacific Region, for example, established the 5-year Human Resources for Health Action Framework (2011-2015), which specifies that interprofessional education (IPE) is expected to be a key player in the reduction of problems in the health care system by promoting effective collaboration. Hence, it is recommended that IPE should become part of health care curricula worldwide. Health care professionals have been prompted to receive IPE to deliver patient-centered care as members of an interdisciplinary team, where students can learn IPC and bring their acquired knowledge, skills and values into the future workforce. IPE is deemed to advance mutual respect and learners’ understanding of other professional roles and responsibilities. The implementation of IPE in the Asian context, includes its effectiveness and challenges

    Faculty members or health care educators have important roles as facilitators of learning for effective IPE. To be competent educators in IPE, these individuals will have to acquire exceptional foundational competencies for interprofessional teaching, such as a commitment to IPE and practice, as well as positive role modeling. They also have to embrace diversity and unique contributions of each health care profession within the health care system. However, there are different perspectives about IPC among faculty members, such as a lack of respect for or knowledge of other members, which can be hindrances to IPE. Previous research divulged that faculty members trained in traditional monoprofessional systems did not place emphasis on the importance of IPC in delivering health care practice. Some programs, such as dentistry and medical programs, even reiterated the value of learners’ self-reliance in delivering health care practice. Other challenges that might affect the execution of IPE include the sociocultural aspect, such as that in Southeast Asia, which is defined by an immense cultural of social hierarchy. This crucial hierarchical challenge might further impede the effectiveness of IPC and could possibly affect the attitude of faculty members towards IPC.

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    Participate in the upcoming QS Subject Focus Summit – Medicine under the theme of “Advancing the Medical and Health Sciences: Education, Research & Collaboration” from 23-25 January 2019 in Surabaya, Indonesia.

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