Efektivitas problem-based learning dalam interprofessional education terhadap peningkatan interprofessional collaboration: Literature review
DOI: https://doi.org/10.56922/pti.v6i2.3490
Interprofessional Collaboration Interprofessional Education Problem-Based Learning Teamwork
Abstract
Background: Interprofessional Collaboration (IPC) is a form of collaboration between healthcare professionals from various professions to provide integrated, patient-centered healthcare services. The complexity of healthcare services requires healthcare workers to have strong communication, teamwork, and coordination skills. One learning strategy that can enhance these collaborative skills is Problem-Based Learning (PBL), integrated into Interprofessional Education (IPE).
Purpose: This study aimed to analyze the integration of Problem-Based Learning in Interprofessional Education as a strategy to improve Interprofessional Collaboration among healthcare students.
Method: This study employed a literature review method by analyzing 10 national and international articles published between 2021 and 2025. Articles were obtained from Google Scholar, PubMed, ScienceDirect, and ProQuest databases using the keywords “Problem-Based Learning,” “Interprofessional Education,” “Interprofessional Collaboration,” “teamwork,” and “communication skills.” Selected articles included primary research studies and review articles discussing the implementation of PBL in IPE and its impact on interprofessional collaborative competencies.
Results: The findings revealed that the integration of PBL into IPE effectively improved communication skills, teamwork, collaborative attitudes, problem-solving abilities, and understanding of professional roles among healthcare students. Problem-based learning enhanced collaborative competencies through multidisciplinary discussions and active learning processes. In addition, the implementation of PBL in IPE contributed to improving patient safety and healthcare service quality. However, several barriers remained, including limited understanding of other professional roles and challenges in interprofessional communication.
Conclusion: The integration of Problem-Based Learning into Interprofessional Education is an effective strategy for improving Interprofessional Collaboration among healthcare students and supporting high-quality patient-centered healthcare services.
Suggestion: Optimization of the PBL-based IPE curriculum is needed through improving facilities and educator training, increasing student activeness, and conducting more comprehensive follow-up research to evaluate its impact on the quality of health services and patient safety.
Keywords: Interprofessional Collaboration; Interprofessional Education; Problem-Based Learning; Teamwork.
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