irawan yusuf

Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University isincluded in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students’ knowledge, presenting skills, and motivationin physiology courses. We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiplechoice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews. Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilizationof these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable. Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses.

Professional Identity (PI) is essential in medical education to prepare students for interprofessional collaboration. The study analyses medical students' professional identity and the internal factors that influence it.

This cross-sectional study was conducted from January to March 2023. Total sampling was conducted on fourth-year academic level and second-year professional level students. Questionnaires were distributed via Google Form and only completed questionnaires were analyzed. Professional identity was measured using Tagawa's Development Scale.

The study was conducted at Hasanuddin University's Faculty of Medicine in Makassar, Indonesia. The total number of respondents was 492, consisting of 203 undergraduate and 288 second-year clerkship students. Students in both education levels showed positive results in self-control, awareness as a doctor, and reflection on the role of a doctor. However, social responsibility and self-external and self-internal internalization indicated lower scores. Age showed varying results for self-control, self-awareness as a doctor, and reflection on the role of a doctor. Living independently demonstrated differences only in the ability to self-externalize and self-internalize. The school of origin did not indicate significant differences for all development scale factors. At the same time, parent occupation exhibited distinct effects on self-control, awareness as a doctor, reflection on the role of a doctor, and social responsibility. Motivation showed differences only in the factor of self-control.

Regarding self-control, self-awareness, and self-reflection, medical students' professional identities are better developed at the professional than academic levels. Integrity, internalization of external and internal influences, and social responsibility components are still low and do not vary. Age, parents' educational backgrounds, and reasons for enrolling in medical school influence professional identity formation.

Health service in the current global era requires health workers to provide qualified service, this also applies to teaching hospitals. Collaboration between several professions involved (doctors, nurses, and pharmacists) in an interprofessional collaboration system is needed in providing such service. Factors influencing interprofessional collaboration is unique to each health care center. The purpose of this study was to determine the factors that influence the implementation of interprofessional collaborative practice among health workers in Dr. Wahidin Sudirohusodo General Hospital. This is a mixed-method explanatory sequential design study, utilizing quantitative and qualitative data. Quantitative data were obtained from the Indonesian-validated Collaborative Practice Assessment Tool (CPAT) questionnaire. CPAT in Indonesian language has been validated in previous research by Findyartini, et al. in 2019 in Indonesian population. The questionnaire was internally validated with the study population with Cronbach alpha of 0.812. All health care professionals meeting the selection criteria were enrolled for the quantitative study. Thequestionnaire was given to 152 health professionals enrolled as research subjects, including nutritionists, nurses, doctors, pharmacists, and medical rehabilitation specialists serving in Dr. Wahidin Sudirohusodo Hospital for >3 years. Five participants with highest and lowest CPAT score from each profession were invited for FGD entitled “Exploring factors involved in interprofessional collaboration in Wahidin Sudirohusodo General Hospital” and divided into 2 groups according to the CPAT score. The score from each subscale in the questionnaire is obtained for each research subjects and the median is compared among each profession group using Kruskall-Wallis test significant to a p-value of <0.05. Qualitative data as recording transcript is acquired from FGD; the transcript was then coded into several general themes by 2 of the authors and was discussed using thematic analysis using MaxQDA.
Research subjects were predominantly women (121 respondents (79.6%)), 32.9% were nurses, and most of the healthcare professional (81 subjects (55.1%)) have been working for >10 years. Among profession groups (Doctors, Pharmacists, Medical Rehabilitation Specialists, Nutritionists, and Nurses), difference in score distribution (P<0.05) wasfound in relationships among team members (40 vs 39 vs 39.5 vs 36 vs 42, P<0.001), barriers to team collaboration (10 vs 18.5 vs 14 vs 18 vs 10, P<0.001), and leadership (20 vs 20 vs 23 vs 20 vs 20, p 0.045). From the FGD, factors influencing interpersonal collaborative practice are leadership factors, system/rule factors, and personal factors.
This research showed that personal, system/organizational and leadership factors influence the implementation of interprofessional collaboration. In this study, there is a different perception regarding relationships among team members, barriers to team collaboration, and leadership among profession group.