Views: 1396 Downloads: 192

Dyah Aryani Perwitasari , Faridah Baroroh , Haafizah Dania , Imaniar Noor Faridah , Ana Hidayati , Deasti Nurmaguphita , Prastiwi Puji Rahayu

Abstract

Pharmacogenomics is a course that must be applied in an interprofessional setting. It needs the pharmacist to translate the laboratory results into personalized medicine and other health professionals in disease diagnosis and health care. Our study objective was to explore pharmacy and nursing students’ perception of Interprofessional Education (IPE) and to define the improvement of perception after the IPE activities. We recruited 3-year students from pharmacy and nursing undergraduate study programs in two institutions, located in Yogyakarta, Indonesia, for the cross-sectional study. We provided the Perception of IPE and self-reflection questionnaire, before and after the IPE activities. We conducted this study in June-July 2018. We defined the auto- and hetero- stereotypes perception from the questionnaire. We recruited 205 total students. Only 4.87% of pharmacy students and 16.15% of nursing students have not well understood IPE. There is a significant improvement in perception after IPE can be seen in domain 1 of autostereotypes (p-value < 0.01), domain 2, and domain 3 of heterestereotypes (p-value <0.05) in pharmacy students. The significant improvement of nursing students after the IPE can be seen in domain 3 of autostereotypes and domain 4 of heterostereotypes (p-value <0.05). The pharmacy students have more self-confidence after the IPE activities in the Pharmacogenomic course and they understand that other health professionals also have significant responsibilities in the pharmacogenomic area. The nursing students have more respect for other professions and realize their role in collaborative work‎.

Citation Formats: