Health Student Should Know

8/11/2019 Health Student Should Know

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HEALTHPROFESSIONALSTUDENTSSHOULDKNOW!PARTICIPATING AND COLLABORATINGIN HEALTH PROFESSIONAL

EDUCATION SYSTEM

Center for IndonesianMedicalStudentsActivities

HEALTHPROFESSIONALSTUDENTSSHOULDKNOW!PARTICIPATING AND COLLABORATINGIN HEALTH PROFESSIONAL

EDUCATION SYSTEM

Ministry of Education & Culture


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for students,for indonesia,


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table of contentChapter 1Health education system: is that even my business?

Chapter 2So I should be participating? Who on earth am I?

Chapter 3Alright, if I want to participate, what do I do?

Chapter 4Interprofessional education (IPE): you + me = us! Togetherfor the better!

Chapter 5Participation, collaboration, health education system,HPEQ..., wait, what is HPEQ?

Chapter 6What can I do, like NOW?

Chapter 7IT'S A WRAP! :D

List of AbbreviationsReferencesAcknowledgment

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From the three stories, we could see several differences and similarities among

them. After graduating, Farrell had just realized that education system in his university was not

always carried out efficiently and effectively. As a student, he was too busy studying and did not

even bother to care about situations related to teaching-learning processes. A little bit

different compared to Farrell, Fitri dan Mischka had actually been quite aware of what

happened with their education system, but they simply did not know what to do. They did not

know whom to talk to and how they should do it. Additionally, there was a slight pessimism that

their voices would be heard and given beneficial responses.

Another story came from Fitri, also pseudonym, a dentistry student who was

supposed to be graduating soon. Unfortunately she was worried about not being able to sit for

the final board because she could not find a patient for her clinical examination. Fitri also had a

concern on the fact that she did not obtain sufficient practical skill due to inadequate number

of dental chair facilities for everyone in her batch.

Mischka, not a real name either, a pharmacy student having similar problem related

to infrastructures. Mischka was expected to have research skill and knowledge of international

standards. But on the other hand, laboratory facilities and free access to international journals

were not even fully supported by her institution.

Oh, crap. I think we made a mistake!

We really should do more lab practices...

From the three stories, we could see several differences and similarities among

them. After graduating, Farrell had just realized that education system in his university was not

always carried out efficiently and effectively. As a student, he was too busy studying and did not

even bother to care about situations related to teaching-learning processes. A little bit

different compared to Farrell, Fitri dan Mischka had actually been quite aware of what

happened with their education system, but they simply did not know what to do. They did not

know whom to talk to and how they should do it. Additionally, there was a slight pessimism that

their voices would be heard and given beneficial responses.

Another story came from Fitri, also pseudonym, a dentistry student who was

supposed to be graduating soon. Unfortunately she was worried about not being able to sit for

the final board because she could not find a patient for her clinical examination. Fitri also had a

concern on the fact that she did not obtain sufficient practical skill due to inadequate number

of dental chair facilities for everyone in her batch.

Mischka, not a real name either, a pharmacy student having similar problem related

to infrastructures. Mischka was expected to have research skill and knowledge of international

standards. But on the other hand, laboratory facilities and free access to international journals

were not even fully supported by her institution.

Oh, crap. I think we made a mistake!

We really should do more lab practices...


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Problems faced by Farrell, Fitri, and Mischka are technical problems that might be

different among each profession. But the moral of the story is: students' participation is

highly needed to improve health education system. Students have to provide feedbacks, be

it critiques or suggetions, towards

teaching-learning processes. To get the

best of it, aspiration should be conveyed

appropriately. In other words, methods

being used have to be effective, efficient,

and intellectual. The process surely needs

a good communication between students

and s takeholders , i .e . teachers ,

institutions, and government.

I llustrations above are only a very small part of the all problems faced by health

professional students in Indonesia. It is clear that the problems might include:

Incompability issue between material being taught and competency needed in real

life

Ineffective learning methods which often results in energy and time-consuming

activities with less to no knowledge acquisition

Lack of teaching facilities

Students'participation

has to be donein an effective,efficient, andintellectual

way.

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SO,I SHOULD BEPARTICIPATING?

erhaps some of you havehad similar experinces with Farrell,who had been ignorant about hishealth education system. Orprobably like Fitri and Mischka,

who had been pretty conscious ofthe problems but felt not powerfulenough to take actions? Have youever felt that way?

WHO ON EARTH AM I?

P


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Quality health professional education system is the root of qualityhealth care system

Quality product of an education process is born from appropriate educationsystem. What is taught at school is what to apply in the field. Education systemcontinuously changes and evolves over time. So does health professional education.Technology, disease patterns, community needs, and policy-making are some of thefactors that give in a major impact in the change. This is the reason why an educationsystems can have expiry dates and cannot remain a lifetime standard. In short,whatever was best ten years ago might not be today.

Policy making related to health professional education system is not an easy

task, even for developed countries. Let alone in Indonesia, where every change inperiod of leadership is almost always followed by a change in teaching-learningmethods. Government and institutions have tried so hard to create the besteducation system to produce the best health care providers. However, thecomponent that has not yet been taken optimally is students' participation, which isactually one of key factors of needed to for successful education system.

Research on the pattern of students' participation in educationmanagement system in Indonesia, which is done by team of students from HPEQ

Project in 2011 showed that not all institutions involve their students in the process ofplanning, perencanaan, development, and accrediation. This is quite a pity becausestudents as learners should be more encouragedto contribute in institutional policies.

Lack of student participation should beaddressed wisely by every one of us. This is timefor us to take more initiative to participatetogether in the planning of education that we liveup to.

Not everyinstitutionincludes studentin the process ofplanning,development, andaccreditation

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Students, where do we stand actually?

Every citizen is responsible for education sustainability (Law No. 20 Year

2003 on National Education System Article 6)

"People are entitled to participate in the planning, implementation, monitoring,and evaluation" (Law No. 20 Year 2003 on National Education System Article 8)

Of the two articles above, it can be concluded that the students, who arepart of the public, have both the responsibility and rights to participate in policy-making related to education system.

Now, what would happen if towards every policy made, we can only keepsilent and do not respond even though we find dissatisfaction in it? Where ourresponsibility towards education and the 'status of students' that we bear? We arecollege students, well-known for our critical thinking. It is time we jointly support thesustainability of the health education system by channeling our constructiveaspirations.

Dwiprahasto (2010) in Indonesian Health Professional Student Summitdescribed that students must be active, active as a subject in determining the

curriculum. Students need to change, from being reactive to being responsive. If youdo not feel comfortable with the curriculum, then provide a solution. Students mustalso be the driving force, because changes can be made if there is a concern and adesire to change the curriculum in order to be accepted and implemented by allparties. Moreover, students can actually act as public pressure that internallyunderstand the issues and take part in decision-making. Participation also meanscollusion, merging the strength of the parties that have the same interests. In thiscase, we should work together among health professions students towardsintegrated education system. Collusion that should be taken seriously are synergiesbetween students' expectation and that of relevant stakeholders'.

Students' Declaration: Time to take the role!

Aren't we grateful that there are still many health professional students in Indonesiawho have stronger critical ways of thinking and more willingness to act than Farrell,Fitri, and Mischka do?

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Inspired by the awareness of the importance of students'thparticipation, at Indonesian Health Professional Student Summit, November 19

2010, eight students organizations from seven health professions which are Centerfor Indonesian Medical Students' Activities (CIMSA), Ikatan Senat MahasiswaKedokteran Indonesia (ISMKI -medicine), Ikatan Lembaga Mahasiswa IlmuKeperawatan Indonesia (ILMIKI -nursing), Persatuan Senat Mahasiswa KedokteranGigi Indonesia (PSMKGI -dentistry), Ikatan Mahasiswa Kebidanan Indonesia(IKAMABI-midwifery), Ikatan Senat Mahasiswa Farmasi Seluruh Indonesia(ISMAFARSI-pharmacy), Ikatan Senat Mahasiswa Kesehatan Masyarakat Indonesia(ISMKMI-public health), dan Ikatan Lembaga Mahasiswa Ilmu Gizi Indonesia(ILMAGI-nutrition science) formulate a declaration on the importance of theirrole as future leaders to get involved actively in policy-making related to educationsystem in their home institution as well as the respective forms of cooperation whichare well intertwine between one profession with another.

This is the day when we made the history!

Students Participation in Other Nations?Finland's success as a developed country in the world of education is

inseparable from its student participation. Finland emphasizes the University

as a scientific concept that emphasizes community partnership with its

student rather than a rigid school. The position of students in the educational

system is as full participation.

Students from various universities in Finland developed its own system of

feedback in his education. For example, the University of Oulu meet with its

student annually to collect opinions & criticism of the students about learning

system. Collected opinions then processed and continued discussion ofproblem-solving oriented along with the staff of educators. In addition, there

are teams of developers that involve students (4-5 people) as the members,

even there are some teams that are chaired by students. (ENQA workshop

report, 2006) 10101010


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If you want happiness for a lifetime - help the next generation.-Chinese proverbs

If you want happiness for a lifetime - help the next generation.-Chinese proverbs


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ongratulations! If you havereached this chapter, you are onestep ahead of Farrell. You are nowaware of the importance ofstudents' participation a policy-making process in educationsystem. Now let's invite Fitri andMischka to read this section so thatthey know what they are supposedto do: ADVOCACY.

C

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ALRIGHT,IF I WANT TOPARTICIPATE WHAT DO I DO?


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ADVOCACY? Err, sounds like a fancy word to me...

According to the dictionary advocacy means defense. The morecomprehensive meaning is the submission of opinions aimed at shaping publicperceptions in order to achieve a change. In this context, advocacy can beinterpreted as the right method for conveying aspirations to the stakeholders inthe world of health professional education.

Advocacy = the art of let's sit together and talk it out?

Study hard, graduate soon. Don't go down the roads creating riots!Indonesian college students are notorious for their mass demonstration habit.Although mass demonstration is often perceived as sporadic and anarchistic act, awell-organized, civilized demonstration is actually a part of advocacy. However, inthis section, we will further discuss about other forms of advocacy.

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Wait, wait, don't close the book yet! It's okay ifyou're not familiar with that term (yet). It's okay,This is why the book was written!


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A critical thinking, an open-mind, a broad vision, and a highcommittment

Those are the basics needed to do a good advocacy. During their

participation in policy making at least students will meet with:

The institution people: such as a lecturers and the head of faculty oruniversity

The government: such as Ministry of Health and Ministry of Educationand Culture, or the professional councils

In the world of education, they are our parents. Generally, compared totheir on age and experience, students are inferiorly-positioned. Approach to thesenior people are certainly different from his peers. Local customs and Easternvalues did make us have to pay extra attention to attitude and manners, but itdoesn't mean we have to blindly follow everything our parents want, withoutusing our critical thinking.

High commitment is needed because once we decide to start doing

advocacy; it means less time for studying, resting, and leisuring. Advocacy suretakes a lot of your time! For many people, this is a sacrifice, and with such a busycollege life, not all students are willing to do so. Therefore, when we decide to dothis, make sure we have a strong commitment that each step is not executed half-heartedly.

I have those basic principles. Now what?

Start from ourselves . If we say we are ready do nothing but to wait forothers, we are never going anywhere.Have a really good understanding of what actually happens . Misleadingperception is catastrophic. Stakeholders would think we are just a bunchof premature know-it-alls who do not actually understand the situation.In the end, our advocacy would just go to waste.

As the initial steps, we can get ourselves involved in students' activities, forexample, attending a forum, finding out about campus organizations andcampus policies. To dig deeper into the problem, we can do simple research orpreliminary surveys to add references.


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In search of information, we shouldbe proactive because the policymakers are often less open in thesocialization of some informationto the students. Avoid making"people say..."-kind of arguments.Always use a legitimate source ofinformation and can be trusted.Usually the source is written inblack and white, such as the ruleb o o k fo r s t u d en t , o ff i c i a l

curriculum guidelines, and theresults of research that have beenwidely published

One of the materials on basic principles of higher education for health professionalsyou can learn in the e-book provided by HPEQ Project. E-book can be downloadedfor free from the website HPEQ. Want to know the website domain? Keep reading...;)

BE A SOCIAL CREATURE!We should be with someone or themass who share the same vision with us. More importantly, weshould maintain a good relationship with our parents. Nothingnear advocacy success is created without great coordination andcooperatiom.

Learn from the past. We should know how much advocacy

attempts towards an issue have made previously. Ask ourseniors/alumni who had similar experiences, what are thehurdles, what are the tips and tricks. Do not make the samemistake twice.

Set a target! We are heading to nowehere without sorting out aimsand indocators beforehand. Clear aims and indicators would help ushow far we have made it and what else to fight for.

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When attempting to

advocate the need of a

teaching hospital for

nursing students, ILMIKI

(nursing student

organization) conducted a

survey at the institutional

level. This turns out to be

pocitively accepted and

responded by the AIPNI

(professional council).


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Good advocacy messages are not solely demanding but also solution-providing. Showing possible advantages for stakeholders earns us extrapoints!

Arrange the tactics before go to the battle. The strategies can bedesigned based on what we have collated in the previous points.Furthermore, consider also the influence of the bureaucracy. Are ourstrategies to deal with the existing bureaucracy good and appropriateenough?

Share the roles and responsibilities! Although Advocacy is strongly

related to communication, does not mean it will only work for thosewho have good public speaking skill. Translate the plans into jobdescriptions.

Not everyone has to go on stage and do the talk. Behind the screen worksuch as strategy making, research, media/IT menagement, funding,even adminisitrative tasks including cashflow record and photocopy areparts of advocacy. Everyone can contribute according to his/her ability.

Timing. Pay attention to time and situation. No matter how good youradvocacy plan is, sometimes it would damage your victory if it is done inthe wrong time. For instances, when stakeholders are at their busiestdays, or there are more urgent issues to solve.

Camera, light.., ACTION! In advocacy, never be afraid of making the firststep! We are only entitled to fear if our strategies are not well-planned.

Follow up ! This is very typical. Lack of evaluation and follow-up isadvocacy's story of life. Often people stop fighting especially aftereverything has failed. Opinion channeling is no longer done. While infact, a failure should be evaluated together to create nextfurtheractions. Sometimes it is not a failure, but the process is not completedyet. Good advocacy is done gradually. It's almost impossible to expect an

instant result.

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Establish a sustainable advocacy. Do not let every effort go to waste.Do not make we cannot stay in campus forever, don't we want tograduate? Make sure our advocacy is not limited to certain people andperiod.

Alumni can still contribute. Moreover if they work somewhere close tostakeholders. Even better if there are alumni associations that are ableto contribute in providing support especially for their juniors indeveloping professional education in the institution.

Work hard pray hard! (And don't be sad when things don't work out).Nobody says advocacy is easy. We should be proud for having tried.Becoming education system-conscious is an amazing achievement.

Nah sebagai contoh, inilah yang seharusnya dilakukan Farrell semasa koass! Seandainya Farrell sudah menyadari hal ini selagi dia masih di bangku kuliah,barangkali keadaannya akan berbeda. Mungkin dulu dia bisa:

Be more proactive . Guide book for medical competencies are already

provided by Indonesian Medical Council. Surprisingly, not every studentknew it ever existed. Many of them realize that eight before of even after theysit for national competency board. Farrell should have known this so he couldprioritize what he should learn better during his clinical years.

Talk to academic advisors . Good, communicative, and caring teachers are animportant channel toadvocacy. They can help conveying students' aspirationto stakeholders.

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Get feedbacks from his colleagues about problems concerning teaching-learning method. Make a mini survey on the efficacy of night shift duty. Hecan coordinate with student councils or representatives. So when he has totalk to stakehoders, he can present an objective data.

Formulating problems and offering solutions . Example of problem: manystudents feel that 24-hr night shift duty is not effective. It makes themexhausted and sleepy the following day and cannot study well. Moreover,sometimes the skills are not worth the pain. Like vital signs and urine outputmonitoring.Example of solution: adjusting the schedule. Probably more frequent but

shorter period. So nobody has to sacrifice his/her biologic clock.

Maintain a good relationship with teachers . Students who talk a lot but showpoor academic records are not going to win faculty's heart. Farrell has thepotential as a good student, he just needs to make the best out of it.

Maintain a good relationship with his juniors. As an alumnus,Farrell must have known better than them. So he can act as anadvisor if their juniors want to start advocating.

Write a letter or help students to talk to the faculty. One of thecauses of students' hesitations about talking to parents is aconcern of possible conflicts with institutions that might lateraffect their college life, including grades or other academicmatters. For alumni like Farrell, that is not a burden becausethey do not have such dependency. They have more freedomto convey their aspiration.

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2

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Because Farrell cannot turn back time, what he can do now is:


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A NOT-TO-DO LIST:Public provocation with anger and emotional drive. This is not a win-winsolution and can backfire your plans.

Complaining in social media. Watch your words on Twitter, Facebook, blogs, andperhaps newspaper. If possible, solve the problem internally before going public.

Blackmailing. It is immature and coward. Anonimity is not leading anywhere,because it is difficult to make follow-ups and the responsibility is questioned.

Making up false data to support our ideas. Spreading rumors based onassumptions and subjective opinions of certain group of people.

Using harsh word in arguments. Maybe in western countries, freedom of speechallows young people to have discussion with older people without having to gothrough awakward moments. In Indonesia, it is slightly different. Always adjustourselves when talking to seniors. Use polite and dignified words and keep ouremotion stable.

Putting professional ego over public's priorities. Sometimes it's difficult to

synchronize opinions between students. Different perspectives and professionalbackgrounds lead to various judgments. And it's okay! If it's not possible to achieve an agreement, it's important that we respect other people opinions.

Violence and abuse behaviours. It is pointless to create riots, burn down thebuildings, or use voodoos or black magic.

20Witch, please put this snake inside my deans

tummy. He never listens to students!


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-Arsitawati P. Rahardjo

-Carol A. Aschenbrener, M.D.

Executive Vice President Association of American Medical Colleges

Each finger has different shape andsize. But they work together and

complete each other.

The health care we want toprovide for the people weservesafe, high-quality,

accessible, person-centeredmust be a team effort.No single health profession can

achieve this goal alone. Thesenew competencies will build apath to a collaborative health

care workforce and the improvedcare that we all desire.


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have once received awrong therapy because of amiscommunica t ion be tweend o c t o r s , n u r s e s , a n d i t s

pharmacist. - Mrs. Mercedes (not areal name), 30, patient . Lots of people don't know what'sthe difference between dietitianand nutritionist, including some ofmy colleagues from another healthprofessions. - Mr. Boy (not a realname either), 23, a 3rd year student

in nutrition sciences.

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INTERPROFESSIONALEDUCATION(IPE): YOU + ME = US!TOGETHER FOR THE BETTER!


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What is Interprofessional education (IPE)?

Interprofessional education is the application of principles of adult learning tointeractive, group-based learning, which relates collaborative learning tocollaborative practice within a coherent rationale which is informed byunderstanding of interpersonal, group, organisational, and inter-organisational relations and processes of professionalisation .-Hugh Barr, United Kingdom Center for the Advancement of InterpersonalEducation (CAIPE).

Interprofessional education occurs when two or more professionslearn with, from and about each other to improve collaboration and thequality of care .-CAIPE, 2002

Based on those two definitions, we can conclude that IPE occurs when thestudents from various health professions discuss the concept of health careand how they can improve the quality of care for the sake of the community.Specifically, IPE can be utilized to address the health issues as well as specificcases in the community to find applicable solutions through discussions.

Why does the world need IPE?

WHO Framework of Action on Interprofessional Education and CollaborativePractice stated that fragmented health systems have caused many countries

Does what Mrs. Mercedes said above sound familiar to you? Orhave you ever heard a story about a surgeon who amputated the wrong

leg? Such cases are the examples of iatrogenic error, which often happensdue to the lack of coordination between health workers rather than lackof clinical ability. What Mr. Boy was tying to say is, many health workersare unaware of their colleagues from another profession. To be honestwith ourselves, sometimes we as health professional students do notrealize who are working with us at the hospital, what their tasks are, andhow we should work with them. Each health profession has specific rolesand responsibilities. That is why, collaboration among health professions

is very important.

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to fail in their efforts to fulfill their health needs. Health problems are in factrelated to many aspects of life, and these problems can not be solved bydepending solely on a uniprofesional approach. Contributions from variousstudy disciplines are needed to make a positive impact in eliminating healthproblems..

How could IPE make benefits to the development of medical practice?

Building a regional network to support interprofessional collaboration not

only ensured there was no competition for let between projects, it also made it possible for all interprofessional projects to share best practices, challengesand opportunities. -Regional Health Leader (WHO, 2010).

In the world of health professional education, IPE will help prepare studentsto be able to get involved and contribute positively in the active collaborativepractice when they work as health workers in the future.

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IPE plays an important role as a bridge to the implementation ofcollaborative practice. Through IPE, students are trained on how to take partin a team, how they could make their contributions, respect others'

arguments, give opinions, not only to colleagues from the same professionbut also with students of other professions.

The WHO Framework of Action on Interprofessional Education andCollaborative Practice shows research results from 42 countries about theimpact of collaborative practice to health. The results of the researches turnout to be very promising.

According to the researches, collaborative practice may improve:Access to of health careUse of specific clinical resourcesClinical outcome of chronic disease patientsService and safety of patients

In addition, the collaborative practice may decrease:Number of complicationsLength of stay/hospitalization

Tension and conflict between service providers (caregivers)Staff turnoverHospital costsNumber of clinical errorsMortality

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This is Cool!University of Western Ontario was one of the institutions thatare aware of the role of IPE in developing health professionaleducation. This can be seen from the website of the Office of

Interprofessiobal Education and Research(http://www.ipe.uwo.ca/). There, we can find health professionalstudents doing simulation to solve medical cases. Similar

activities are also carried out by the University of Toronto, theUniversity of Minnesota, and some other institutions.

How should the concept of IPE be developed in Indonesia?

As in rest of the world, IPE has also been recognized in Indonesia.

More and more people and institutions now realized that IPE is a promisingnew model of learning, especially for health professionals. However, manyaspects in Indonesian health professional education system are stillfragmented, while application of IPE demands an integrated system.Therefore, to put IPE into the standard of health professional educationwhich applies nationally, there should be new policies related to the healthsystem.

This will be a challenge for all stakeholders involved, namely policy makersand the students themselves. According to the WHO, the application of IPE ina country can be done via two mechanisms, namely the educator mechanismand curricula mechanism.

In educator mechanisms, we need:Supportive institutional policiesGood communication between the participantsEnthusiasm to run IPE

Shared vision and understanding about the benefits of introducing a newcurriculumPerson in charge as the coordinator of educational activities who canidentify barriers or obstacles in implementing IPE

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a.b.c.d.

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e.


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a.b.c.

5

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Meanwhile, in the curriculum mechanism, we need:Suitable learning principles such as problem-based learning or actionlearning setsLearning methods which can reflect real practiceA good interaction between students

How can students get involved in IPE?

Student is an important element in the IPE as well as a moving factor to startcollaborative practice in a country. Therefore, students must first understandthe concept and benefits of IPE so that students are motivated to embody IPEin their learning proces. In general, IPE contains some of the followingelements, which are important for its implementation.

olaboration

espectful communication

1. C2. R

Harmony among students of health professions can be seen from the HPEQproject activities! CIMSA President, General Secretary of PMSKGI, GeneralSecretary of ISMKI, General Secretary of IKAMABI, General Secretary of ILMIKI,General Secretary of ISFARMASI, General Secretary of ISMKMI, therepresentative of AMSA, and 11 representatives of those student organizations,discuss issues of their education in a forum named HPEQ Student.


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A long journey starts with a small step:Example of IPE implementation in Indonesia

It's been 2 years since health study programs in theUMM (Universitas Muhammadiyah Malang) first implementeda system of integrated courses between medical,pharmaceutical, and nursing students with the aim to improveteam coperation, both in clinical and non-clinical settings. Themethod applied was a case study in small group discussions,which would be reviewed based on the specialties of eachprofession.

eflection

mplementation of knowledge and skills

xperience in interprofessional team

This concept should be implanted on the students' mind since the beginningof education. to be able to introduce IPE as possible in health professionaleducation system in Indonesia. And when students understand the requiredelements for the implementation of IPE they would be able to equipthemselves with the elements. The abilities can be obtained through variousmeans, such as taking part in student organization activities, learning goodcommunication techniques, and maximizing their professional skills.

3. R4. I5. E


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Education is a slow-moving but powerful force.-William Fulbright


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Y

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ou've been mentioning HPEQProject throughout this book. But actually,I'm not too familiar with that thing...Someone, 20 years old, purely fictional

PARTICIPATION,COLLABORATION,HEALTH EDUCATION WAIT, WHAT IS HPEQ?SYSTEM, HPEQ


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Health Professional Education Quality (HPEQ) Project is a program ofDirectorate General of Higher Education of the Ministry of Education and Cultureof the Republic of Indonesia which aims to improve the quality of health care inIndonesia by improving the quality of health institutions and their students,which would later become the strategic health care providers. The HPEQ Projectwas established at the end of 2009 and it will end in December 2014.

In improving the quality of health professional education, the HPEQProject involved a variety of stakeholders. They are the Government as policymakers, educational institutions as producers of health workers, as well asstudents as the user of education system.

To achieve the goal, the HPEQ Project works through its 3 components:Strengthening Policies and Procedures for School Accreditation,Certification of Graduates Using a National Competency-based

Examination, andResults-based Financial Assistance Package (FAP) for Medical

Schools.

Component 1: Component 2:

Component 3:

Masalah : tuntutan masyarakat akan tingginya kebutuhan pelayanan kesehatan

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Component 2:National Competency-based examination to

produce certifiedgraduates from medical

schools

Component 3:Financial Assistance

Package for improvingmedical schools

Result:Increase number of

health workers

Expected outcome: Sufficientamount of qualified health

workers

Problem:The graduates quality

assurance

Problem: the high demand of health service from the society

Problem:health education institutions

quality assurance

Solution:New education institutions

establishments (especially fromprivate sectors)Component 1:

Accreditation tocreate standardized

quality of educational

institutions


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Programs and activities run by the three components are aligned to thenational program mandated by the Ministry of Education and Culture; that is toreduce disparity in quality of educational institutions and their graduates, through

improvement of the accreditation system, competency exam and certificationsystems, as well as partnerships and coaching from well-established institutions tonew growing institutions. And because the HPEQ Project has also given space forstudents' participation, this is the right time to prove how the students as theagent of change can contribute to make sustainable improvement!

Hmmm... Then what is HPEQ Student?To support the success of the three components above, the HPEQ Project

facilitates students to be involved actively in the policy making of educationsystem. Because there are so many activities in the project, to make it easier torecognize, students' programs that are facilitated by HPEQ often referred to asHPEQ Student programs.

Student activities in HPEQ Project begins with the Indonesian HealthProfessional Student Summit: Students' Role in Health Professional Educationheld on 19 November 2010 at the Faculty of Medicine University of Indonesia. Atthat summit, health professional student organizations made a declaration whichexpressed students' commitment to take part actively in health professionaleducation improvement, as well as commitment to support the sustainability ofinterprofessional collaboration.

Right now, student representative from 7 health professions joined theHPEQ project to work together on the follow-up of the declaration. Some of theactivities already carried out are, research on health professional students'participation in the governance of health professional education in Indonesia, and

survey and focused group discussion (FGD) to assess the readiness of teachers andstudents forIPE. This activity involved nearly 50 teachers and 200 students fromvarious universities. Previously, more than 6000 students have filled thequestionnaire related to the same study. This set of activities was a successful firststep to realize the concept of participation and collaboration in the improvementof health professional education system in Indonesia.

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Now the question is, to be able to participate in the activities of the HPEQProject, is there any special procedure? Do I have to be the representative ofstudent organizations first? Do I have to pay the registration fee? Is there anymember-get-member system? Or do I have to send an SMS like REG JOIN?

Of course not! HPEQ Project is not a multi level marketing business.HPEQ Project is neither an exclusive group who works only with certainstudents.

Where should I look for information about HPEQ?

To know more about HPEQ Project and HPEQ Student, you guys canask your student organization representatives or education coordinators inyour campus.

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Another way? Just Google it or go to the next page and read this book untilthe end ;)

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To find out more about HPEQ, youcan go to www.hpeq.dikti.go.id &

www.worldbank.org/indonesia


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ow that we have reachedthis chapter, perhaps we think,Although seems simple, turns out

d o i n g p a r t i c i p a t i o n a n dcollaboration is not as easy as wethought...

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One generation plants the trees, and another gets the shade-Chinese proverbs


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ay! This is the kind ofresponse that we are waiting for!The book you are holding now ismade to build critical thinking andawareness of health professionalstudents towards their education

Y

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With all the limitation of time,energy, and resources, this book surely hasflaws here and there. That is why the book is

designed with a unique concept of growingthe seed, meaning that it is prepared to keepimproving as a guide for students to enchancethe quality of their education system. Wehope this book is getting a lot of improvementfrom the readers within the upcoming years,and continues to give something positive evenwhen HPEQ Project has ended.

Therefore, we are very happy if anyof you could be inspired and encouraged tomake this book better. So don't hesitate tocontact us, send your ideas, and make somechanges!

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ACKNOWLEDGEMENTWe, the team of writers:

1. Lhuri D. Rahmartani (medical doctor, Universitas Indonesia)2. Samuel Josafat Olam (medical doctor, Universitas Indonesia)3. Puspita Hapsari (medical student, Universitas Indonesia)4. Yosephine D. Hendrawati (pharmacy student Universitas Sanata Djarma)5. Gentur Adiprabawa (nutrition student, Universitas Gajah Mada)6. Vera Rakhmawati (nursing student, Universitas Indonesia)7. Rufita Ismu Astania (medical student, Universitas Gajah Mada)

Would like to thank:

1. Illah Sailah (Project Manager)2. Arsitawati P Raharjo (Executive Secretary)3. Aprilia Ekawati Utami (Research and Development Team)4. HPEQ Student team5. Representatives of health professional: CIMSA, ISMKI, ILMIKI, PSMKGI,IKAMABI, ISMAFARSI, ISMKMI, dan ILMAGI6. Everyone who has contributed to the development of this book


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REFERENCES


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Documents

Health Student Should Know