ASSESSMENT OF INTERPROFESSIONAL COMMUNICATION AND COLLABORATION: USING MULTI METHODS
IPE is meant to instill the knowledge, skills, attitudes and values necessary for interdependent collaboration and teamwork with a focus on the ef cient delivery of high quality patient centered care. The link between IPE and equipping students in healthcare for collaborative practice has been made for several years. The aimed of this study to examine appropriate methods for the assessment of interprofessional learning communication skills and collaborative for clinical students of medicine, dentistry, and nursing who practice collaboration interprofessi. Design of this study is using quantitative method. During September – October 2014, 25 medical students, 20 community nursing and 16 dentistry students in the clinical rotation Faculty of Medicine and Health Science UMY involved in the implementation of a program of interprofessional collaboration. All students will undergo an IPE learning for 1 week. Students will be divided into several groups, and each group consisting of students from 3 courses. The teaching learning process of IPE is using bed site teaching, tutoring, case re ection, and case presentation. Each learning process will consist of an assessment of the clinical tutorials, case presentations, case re ection. Communication and collaboration capabilities are assessed when students do bed site teaching, tutorial and presentation of clinical cases using checklist. The results of the statistical analysis showed that the tutorial score is a signi cant difference between medicine and dentistry students (p<0,05), medicine and nursing students (p<0,05), while no signi cant difference between dentistry and nursing students (p>0,05).The score of the case presentation is signi cantly different between medica and dentistry students (p<0,05), medical and nursing students (p<0,05),while no signi cant different between dentistry and nursing students (p>0,05). Medical student case re ections score is signi cantly different from the score of nursing student (p<0,05), but not different between medical and dentistry students (p>0,05). The nal grades were signi cantly difference between medical and the nursing students (p<0,05), as well as between nursing and dentistry students. The conclusion of this study d showed that different needs, competencies led to different designs for educational assessment. Using many varied methods of evaluation will be assess many competencies of the students.