Factors influencing readiness and perceptions of Interprofessional Education (IPE) implementation at the Faculty of Medicine, Udayana University

Background: Currently, there is a learning method that includes two or more professions known as Interprofessional Education (IPE), which aims to create cross-disciplinary collaboration regarding principles and improve the quality of health services. However, implementing IPE in medical faculties has several obstacles influenced by various factors. Unfortunately, research related to the implementation of IPE is still minimal. Objective:To evaluate the factors influencing the readiness and perception of implementing IPE at the Faculty of Medicine, Udayana University. Methods: This research was carried out at the Faculty of Medicine, Udayana University, from May to October 2023, with first and second-year medical students as subjects. The number of samples is determined by total sampling. Data were analyzed using SPSS version 25.0 software. Univariate analysis consists of a description of the basic characteristics of the subject. The bivariate analysis took the form of a Chi-square comparative test. Statistical values are considered significant if p<0.05. Results: A total of 379 students, most of whom were 19 years old and female, were obtained as samples. Most of the sample, 265 students (69.9%) and 288 students (76%), had a moderate level of perception and readiness, respectively. Based on bivariate analysis, the level of readiness was not influenced by gender (p=0.216), study program (p=0.069), class (p=0.293), and latest GPA (p=0.798). On the other hand, only the class factor was significantly related to the level of perception (p=0.027).Conclusion: Force factors are significantly related to the level of readiness for implementing Interprofessional Education (IPE) at the Faculty of Medicine, Udayana University.INTRODUCTION Excellent and optimal health services can be achieved by implementing collaborative practices. The combination of various professions in the health service team makes communication a vital skill that must be possessed to carry out optimal collaboration in providing health services. According to WHO, many fragmented health systems occur throughout the world. Meanwhile, in the future, the world's health problems will become increasingly complex. The innovative strategy used to form practical communication skills in every existing health profession is with special education, namely Interprofessional Education (IPE).1,2IPE is a condition when two or more professions collaborate and learn to work with each other to optimize health services.3 However, in reality, the results of implementation in the field are various obstacles experienced by students and staff who provide this education.1 At the readiness and perceptions of students in a study conducted by Anissa et al., 2021, at Airlangga University, the percentage of perceptions obtained was 53% good and 47% perfect, with the rate of readiness obtained being 36% good and 60 % very good.4 A previous study stated that most students had good readiness, but student perceptions were almost balanced between good and bad perceptions.5 In addition, in a study conducted by Novianto et al., 2022, it was stated that most Students also have good perception and readiness, both before and after the implementation of IPE.5 This shows that students have positive perceptions and willingness to implement IPE.However, no articles have discussed the factors influencing the readiness and perception of implementing IPE at the Faculty of Medicine, Udayana University. In a study conducted by Rahmadayani et al., 2020, at the Faculty of Medicine,