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Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Learning to Collaborate Interprofessionally: Student Socialization and Collaborative Values in a Community-Based

Sri Wahyu1,2, Irawan Yusuf2, Bau Dilam Ardyansyah2,3

  • 1Faculty of Medicine, Bosowa University, Indonesia.

Journal of Advances in Medical Education & Professionalism
|May 12, 2026
PubMed
Summary
This summary is machine-generated.

Community-based interprofessional education (CBIPE) enhances health students' collaboration skills and shared values. Findings suggest improving preparation and communication can optimize future CBIPE programs for better teamwork.

Keywords:
Community-based educationnInterprofessional educationInterprofessional socializationInterprofessional values

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Community-Based Learning

Background:

  • Interprofessional education (IPE) is crucial for effective healthcare team collaboration.
  • Community-based interprofessional education (CBIPE) involves interdisciplinary teams learning in community settings.
  • This study investigates the impact of CBIPE on students' interprofessional socialization and values.

Purpose of the Study:

  • To assess the influence of a CBIPE program on health professional students.
  • To examine changes in students' interprofessional socialization and shared values post-placement.
  • To identify factors contributing to effective and challenging collaboration within CBIPE.

Main Methods:

  • Convergent parallel mixed-methods design utilizing quantitative and qualitative data.
  • Online survey with the Interprofessional Socialization and Valuing Scale (n=290).
  • Qualitative data analyzed via content analysis; quantitative data by statistical analysis.

Main Results:

  • Most students exhibited high interprofessional socialization, with variations by program and educational level.
  • Students showed preference for collaborating with peers from Medicine, Dentistry, and Nursing.
  • Key themes identified: effective collaboration, communication barriers, and support needs.

Conclusions:

  • CBIPE participation significantly improves interprofessional socialization, teamwork, and communication.
  • Enhanced preparatory training, communication, and role clarity are vital for effective CBIPE.
  • Findings inform strategies to optimize CBIPE implementation for better collaborative practice.