Module Block Leadership

INTERPROFESSIONAL COMMUNICATION
Case Study
2024

Course Coordinator
dr. Rr. Siti Rokhmah Projosasmito, M.Ed.(L,P&C), FFRI
Dr. dr. Andreasta Meliala, DPH, M.Kes., MAS

LEARNING OBJECTIVES
At the end of the session, students are able to:
1. Analyze the situation when an interprofessional encounter happened.
2. Define the appropriate communication technique to deliver the message effectively.

BACKGROUND

The primary purpose of leadership training in medical school is the ability of graduates to deliver service
to patients. In order to achieve that, leadership training should focus on communication, teamwork and
interprofessional, group development and dynamics, and patient safety and quality improvement (Chen,
2018). It was coined that communication and interprofessional communication cannot be detached
from leadership training. Many pieces of research from interprofessional experts also supported this
notion (Reeves et al., 2016). Good interprofessional collaboration ensures patient satisfaction.

Effective communication between inter-health professionals who deliver care to a patient makes sure
the quality of treatment. Poor communication between doctors and nurses or other health professionals
leads to misdiagnosis, medication error, or death (Matziou et al., 2014). However, there are some
challenges faced by health professionals to communicate with each other (Conn et al., 2009). The
differences are due to the different ways of communication education (Foronda et al., 2016). Below is a
table that expresses the differences in communication styles between doctors and nurses (Foronda et
al., 2016).
ASSIGNMENT
This session assignment will be part of the Leadership 2 grade. The case study of
interprofessional communication assignment comprises three parts. Each element has its own
instructions and requirements. Please read the instructions and assessment rubrics carefully. In
addition, this is a mixed assignment between group and individual work. A part of the whole
assignment is designed as a group assignment. You can team up with your tutorial group to
finish the first part of the assignment. The other parts of the assignment are designed as an
individual assignment. The individual components aim to train your critical thinking and
problem-solving skills needed as a leader.

Instructions:
1. Case development
a. You are encouraged to develop the case with your groups (working in groups).. Name
the member of the group involved in the case development.
b. The group develops the case based on the following:
i. Student’s experiences in interprofessional encounter
ii. Student’s observation on interprofessional encounters in health problems (clinical
or community-based)
iii. Cases reported in the mass media.
c. Write down the source of the case at the end of the case section.
d. Be as descriptive as possible when writing down the case so the reader can understand
the situation and the interprofessional encounter (interprofessional communication)
that happened in the case.

2. Analysis of the case

a. Analyze the case critically.
b. Find the positive and negative points from the case through the lens of
interprofessional communication.
c. Conduct the analysis individually. (You are not allowed to work with your friend)

3. Solutions to the case

a. Propose some actions based on the analysis you have done.
b. The actions should be aimed at reaching effective communication between 2 or more
health professionals.
c. Propose solutions for the case individually. (You are not allowed to work with your
friend)

4. Collection of the assignment

a. Upload the assignment on Gamel.
b. Name the file: Class_Name_NIU_IPCom
i. The class code is R for regular class and I for international class
ii. NIU: your faculty student’s number
c. The file format is .pdf
 d. The assignment will be due on March 29th, 2024, at 5.00 PM for Regular class and April
5th, 2024, at 5.00 PM for International class.

Requirements:
1. Write down the source of the case presented.
2. The assignment is written in Bahasa Indonesia or English, following the academic writing
rules.
3. The length of the assignment is 500 – 1000 words.

Assessment Rubric
Criteria 0 1 2 3
Descriptio The case is not The case only The case describes The case clearly
n of the interprofession describes one of vaguely or partly: described:
case (30%) al encountered the items: a. Interprofessio a. Interprofession
a. Interprofession nal al encountered
al encountered encountered (situation/eve
(situation/even (situation/eve nt)
t) nt) b. Health
b. Health b. Health professionals
professionals professionals involved in the
involved in the involved in the encounter.
encounter. encounter. c. The result of
c. The result of c. The result of the encounter.
the encounter. the encounter.
Analysis of There is no The analysis The analysis The analysis
the case analysis of the contains one of contains the contains the
(30%) case the following: following: following:
a. Positive points a. Positive points a. Positive points
b. Negative b. Negative points b. Negative
points WITHOUT points
WITH OR interprofessional WITH
WITHOUT lens interprofessional
interprofessional lens
lens
Proposed No solution The proposed The proposed The proposed
solution was given to solution is one of solutions are two of solutions are:
(30%) the case the following below points: a. Aimed to
points: a. Aimed to achieve
a. Aimed to achieve effective
achieve effective communicatio
effective communication. n.
communicatio b. It can be b. It can be
n. practiced in practiced in
interprofession
 b. It can be interprofessiona al
practiced in l environments. environments.
interprofession c. Related to the c. Related to the
al analysis analysis
environments.
c. Related to the
analysis
Complianc Plagiarized Fulfil only 1 of the Fulfil two Fulfil all of the
e (10%) work OR requirements. requirements. requirements.
exciding the
due date > 20
days

References
Chen, T. Y. (2018). Medical leadership: An important and required competency for medical students. In
Tzu Chi Medical Journal (Vol. 30, Issue 2, pp. 66–70). Wolters Kluwer Medknow Publications.
https://doi.org/10.4103/tcmj.tcmj_26_18

Conn, L. G., Lingard, L., Reeves, S., Miller, K. L., Russell, A., & Zwarenstein, M. (2009). Communication
channels in general internal medicine: A description of baseline patterns for improved
interprofessional collaboration. Qualitative Health Research, 19(7), 943–953.
https://doi.org/10.1177/1049732309338282

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in healthcare: An
integrative review. In Nurse Education in Practice (Vol. 19, pp. 36–40). Churchill Livingstone.
https://doi.org/10.1016/j.nepr.2016.04.005

Matziou, V., Vlahioti, E., Perdikaris, P., Matziou, T., Megapanou, E., & Petsios, K. (2014). Physician and
nursing perceptions concerning interprofessional communication and collaboration. Journal of
Interprofessional Care, 28(6), 526–533. https://doi.org/10.3109/13561820.2014.934338

Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., McFadyen, A., Rivera, J., & Kitto, S. (2016).
A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. In
Medical Teacher (Vol. 38, Issue 7, pp. 656–668). Taylor and Francis Ltd.
https://doi.org/10.3109/0142159X.2016.1173663