IMPLEMENTATION OF SEVEN JUMPS METHOD IN INTERPROFESSIONAL EDUCATION

27/07/2022 Views : 114

Putu Gede Sudira

Collaboration among health workers will be the key to achieving the common goal of patient safety and recovery. This noble main goal can only occur when collaborative practices between health workers can run well. Educational institutions through the medical faculty play a role in encouraging the realization of this through the practice of interprofessional education at the undergraduate level. This is one of the core competencies of teaching interprofessional education, namely teamwork and teamwork.
The approach taken to achieve this is not easy. Each student from each health profession who is part of the interprofessional education program is invited to collaborate with students from other health professions. The realization of a good pattern of communication and group work can be formed by providing them with the same teaching environment so that interaction occurs automatically.
One of the learning models is implementing small group discussion (SGD). This activity requires cases that can trigger their group's internal discussion. Each of them will learn to communicate, give and receive perspectives from different professions with what they have. This activity also fosters mutual respect because each of them is given the opportunity to have an opinion or respond to each other. Representatives from them will be rotated to serve as moderators of the discussion and secretary of note-taking. This will foster more responsibility and participation from students.
The seven jumps method is one approach to provide a reference on how to discuss a given trigger case. This model requires two meetings with a pause between the two meetings. The seven steps must be carried out one by one in the sequence.
The first meeting begins by going through the first to fifth steps. Before the discussion begins, the facilitator will ask the group to select a discussion tool. Who is the moderator and who is in charge of taking notes. The facilitator lecturer immediately reads out the case that has been prepared by the previous manager. Cases that are always new from year to year are an effort to keep the discussion running smoothly. The step starts from dissecting the details of the entire narrative content of the scenario which is then translated as the shared learning objectives of the group.
The second meeting will be held on a different day by providing the appropriate distance. Before the start of the second meeting, all discussion members will look for independent references to the learning objectives that were prepared based on the previous meeting. The discussion that has emerged has been previously confirmed by literature studies carried out. This ensures that the whole learning process goes well.

Reference:
•Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, and Westberg S. Interprofessional Education: Definitions, Student Competencies, and Guidelines for Implementation. Am J Pharm Educ. 2009 Jul 10; 73(4): 59.
•Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences; 34(3), March 2018, 160-165.
•Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes. Cochrane Systematic Review Intervention.
•World Health Organization. Framework for action on interprofessional education and collaborative practice. World Health Organization. 2010; WHO/HRH/HPN/10.3. Geneva.

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