Evaluation of Disaster Course Learning Methods in the Academic Phase of Medical Education Study Program

This study was designed to evaluate students and lecturer perceptions of the learning methods used in Disaster Course. A qualitative cross-sectional descriptive study with focus group discussion (FGD) was conducted. Twenty students and eight Disaster’s lecturers in Faculty of Medicine Universitas Ahmad Dahlan participated in the study. The results showed that students have different perceptions from lectures. Students assessed the learning methods used are less effective due to their role as a passive learner. While the lectures assessed the effectiveness of their teaching methods varied according their ability to teach in large classes.&nbsp

Interprofessional Education Among Pharmacy, Medicine and Public Health Faculties: Perspective of Third Year Students

In Indonesia Interprofessional education (IPE) is a very challenging issue. The complexity of the daily tasks, imbalance of ‘students’ proportion, back�ground variability of the students and facilitators and various locations of the facul�ties may operate as obstacles to IPE activities and need to be evaluated. This study aimed to determine the effectiveness of the IPE program, which was implemented in the third year of pharmacy, public health and medical students. As many as 460 students from three faculties were encouraged to this program. General lecture from the teacher of three faculties, two times of student focus group discussions (FGD) and a classical presentation were conducted to evaluate the IPE program using the questionnaire as the instrument. The questionnaire contained the domains of communication, collaboration, role-responsibility, problem-solving approach, conflict management and team empowerment. A lecturer facilitated a group of about ten students for two times FGD. The outcomes were posters with various topics in each group. In total, 460 students participated in this program. The pro�portion of pharmacy, public health and medical students was 41.3, 47.8 and 10.9%, respectively. Overall, the score of all domains was improved at the end of the pro�grams, with communication, role-responsibility and problem-solving approach showing the most improvements. At the end of the programs, all domains show significant improvement, except for conflict management in the pharmacy faculty. Only communication and role-responsibility domains considerably improved in the public health faculty. In contrast, there were no appreciable variances and all domains show a decrease in value in the medical faculty. Our study shows the effectiveness of IPE programs for third-year students in the pharmacy and public health. However, the IPE programs should be more promoted in the third-year of medical faculty because the students are almost at the end of their study period. To the best of authors’ knowledge, this study, which is involved pharmacy, public health and medical students, is the first conducted in Indonesia among third-year students and to include a wide range of measuring domains