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An audiovisual strategy for identifying and managing critical incidents in problem-based interprofessional education group discussions

Proceedings Academic Universitas Jambi · Vol. 1 No. 2 (2025) · hlm. 650–658

DOI
10.22437/proca.v1i2.50333
Terbit
2025-11-29
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Background: In interprofessional education (IPE) with problem-based learning (PBL), commonly termed interprofessional PBL (IPBL), students from various health professions engage in small group discussions facilitated by tutors. The group dynamics can be compromised by various critical incidents, potentially leading to group dysfunction. Objective: This study aimed to develop an instructional audiovisual tool that illustrates critical incidents within IPE discussions, designed to enhance tutors' ability to identify and effectively intervene in these situations. Methods: A two-phase research and development study was conducted, preceded by a qualitative study to identify potential critical incidents in IPE discussion. The first phase involved developing audiovisual media based on qualitative findings. In the second phase, a Focus Group Discussion (FGD) was conducted with five experienced IPE tutors to identify the critical incidents portrayed in the video and giving feedback to formulate appropriate interventions. Results: The audiovisual tool portrayed three primary critical incidents: professional stereotyping initiated by the tutor, imbalanced participation among group members, and pseudo-collaboration during a report-writing task. This tool was also provided with possible interventions for each situation. The FGD results indicated that all five tutors successfully identified the three incidents. They concurred with the proposed interventions, which included maintaining neutrality to avoid professional stereotypes, managing balanced participation, and fostering true collaboration through clear task delegation. Conclusion: The audiovisual tool is effective for helping tutors identify critical incidents in IPE discussions. This tool will be utilized to provide tutors with practical experience before facilitating IPE sessions.

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">An audiovisual strategy for identifying and managing critical incidents in problem-based interprofessional education group discussions</dc:title>
	<dc:creator xml:lang="en">Fitri, Amelia Dwi</dc:creator>
	<dc:creator xml:lang="en">Shafira, Nyimas Natasha Ayu</dc:creator>
	<dc:creator xml:lang="en">Puspasari, Anggelia</dc:creator>
	<dc:creator xml:lang="en">Maharani, Citra</dc:creator>
	<dc:creator xml:lang="en">Enis, Rina Nofri</dc:creator>
	<dc:subject xml:lang="en">Audiovisual tool; critical incidents; interprofessional education; interprofessional PBL; problem-based learning; tutors</dc:subject>
	<dc:description xml:lang="en">Background: In interprofessional education (IPE) with problem-based learning (PBL), commonly termed interprofessional PBL (IPBL), students from various health professions engage in small group discussions facilitated by tutors. The group dynamics can be compromised by various critical incidents, potentially leading to group dysfunction. Objective: This study aimed to develop an instructional audiovisual tool that illustrates critical incidents within IPE discussions, designed to enhance tutors' ability to identify and effectively intervene in these situations. Methods: A two-phase research and development study was conducted, preceded by a qualitative study to identify potential critical incidents in IPE discussion. The first phase involved developing audiovisual media based on qualitative findings. In the second phase, a Focus Group Discussion (FGD) was conducted with five experienced IPE tutors to identify the critical incidents portrayed in the video and giving feedback to formulate appropriate interventions. Results: The audiovisual tool portrayed three primary critical incidents: professional stereotyping initiated by the tutor, imbalanced participation among group members, and pseudo-collaboration during a report-writing task. This tool was also provided with possible interventions for each situation. The FGD results indicated that all five tutors successfully identified the three incidents. They concurred with the proposed interventions, which included maintaining neutrality to avoid professional stereotypes, managing balanced participation, and fostering true collaboration through clear task delegation. Conclusion: The audiovisual tool is effective for helping tutors identify critical incidents in IPE discussions. This tool will be utilized to provide tutors with practical experience before facilitating IPE sessions.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-11-29</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50333</dc:identifier>
	<dc:identifier>10.22437/proca.v1i2.50333</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 2 (2025): The 6th Jambi Medicine and Health Science International Conference (JAMHESIC); 650-658</dc:source>
	<dc:source>10.22437/proca.v1i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50333/22653</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Amelia Dwi Fitri, Nyimas Natasha Ayu Shafira, Anggelia Puspasari, Citra Maharani, Rina Nofri Enis</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>