Persepsi Terhadap Pembelajaran Interprofesion di Kalangan Pelajar Prasiswazah Sains Kesihatan Universiti Kebangsaan Malaysia

Kanaga Kumari Chelliah, Syafiqah Ismail, Nabishah Mohamad, Benny Efendie


Interprofesion learning (IPL) occurs when students from two or more different professionals study with and learn about different professions. IPL  is believed to enhance the collaboration level within the different profession after graduated. The objective of this research is to compare perception levels among the respondents coming from eleven different professions including Medical, Nursing, Dentistry, Pharmacy, Occupational Therapy, Dietetics, Audiology, Speech Science, Physiotherapy, Optometry and Diagnostic Imaging & Radiotherapy. Each respondent were selected randomly representing each year of study for each profession. They were required to fill up the survey form provided. 330 survey forms were returned instead of 367 distributed copies or 90% from overall surveys. Using one-way ANOVA analysis, all professions indicate same level of perception in knowledge subscale (p = 0.11), the practice of teamwork and cooperation (p = 0.23) and various methods to start the IPL (p = 0.61). However, for professional identity scales and interprofession educational preparation the value was (p < 0.05). Post-hoc Turkey test, indicated Physiotherapy students had a higher average score (M = 4.35 ± 0.54) compared to Speech Science (M = 3.75 ± 0.59) in professional identity subscale whereas in students preparation subscale for interprofession education, only Physiotherapy students had higher score (M = 4.15 ± 0.82) in comparison to Diagnostic Imaging & Radiotherapy (M = 3.25 ± 0.83). Besides, independent T test showed the students were in favour of having IPL  in early year of education with the average score (M = 3.53 ± 1.029) for year one and year two compared to year three to five (M = 3.34 ± 1.089). The result form this research shows that the students have a positive perception towards IPL based on the average values not more than 3.0.


Interprofesional learning; Student’s perception; Profession; Collaboration

Full Text:



  • There are currently no refbacks.

Please contact the Chief Editor for any inquiries about the journal. For any technical difficulties please contact our technical support.


eISSN : 2289-4535

ISSN : 1675-8161