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How does portfolio assess interprofessional learning of medical and midwifery students in community-based maternal and children health care

International Journal of Evaluation and Research in Education (IJERE) · Vol. 8 No. 3 (2019) · hlm. 392–400

DOI
10.11591/ijere.v8i3.20245
ISSN
2620-5440, 2252-8822
Terbit
2019-09-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning.

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16 penulis · 30 tautan kepenulisan bersama · 13 lintas organisasi

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  • Universitas Gadjah Mada
  • Sebelas Maret University
  • Universitas Ahmad Dahlan
  • Hasanuddin University
  • Universitas Respati Yogyakarta
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Nurul Ulfa QomariyahUniversitas Ahmad Dahlan2
Yayi Suryo PrabandariUniversitas Gadjah Mada2
Titi Savitri PrihatiningsihUniversitas Gadjah Mada1
Tridjoko HadiantoUniversitas Gadjah Mada1
Rilani RiskiyanaUniversitas Gadjah Mada1
Rachmadya Nur HidayahUniversitas Gadjah Mada1
Dian NugrohoSebelas Maret University1
Irwin IrwinHasanuddin University1
Yoyo SuhoyoUniversitas Gadjah Mada1
Umi Farida HidayatiAfiliasi tidak diketahui1
Ira ParamastriUniversitas Gadjah Mada1
Theresia PuspitawatiUniversitas Respati Yogyakarta1
Soenarto SastrowijotoUniversitas Gadjah Mada1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">How does portfolio assess interprofessional learning of medical and midwifery students in community-based maternal and children health care</dc:title>
	<dc:creator>Hermasari, Bulan Kakanita</dc:creator>
	<dc:creator>Rahayu, Gandes Retno</dc:creator>
	<dc:creator>Claramita, Mora</dc:creator>
	<dc:subject xml:lang="en-US">Assessment; Interprofessional; Medical; Midwifery; Portfolio</dc:subject>
	<dc:description xml:lang="en-US">Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">none</dc:contributor>
	<dc:date>2019-09-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/20245</dc:identifier>
	<dc:identifier>10.11591/ijere.v8i3.20245</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 8, No 3: September 2019; 392-400</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v8i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/20245/12866</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2019 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>