Tag Archive for: SDGs 4

Empowered Health Cadres, Stronger Communities: Community-Based Rehabilitation Training for Disability-Inclusive Villages

/0 Comments/in /by

The Center for Bioethics and Medical Humanities (CBMH), Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, in its role as part of the UNESCO Chair on Bioethics, successfully conducted a Community-Based Rehabilitation (CBR) Training as part of its community engagement program at the Gading Village Hall, Playen Subdistrict, Gunungkidul Regency, on Wednesday, 13 August 2025.

The program was led by Dr. Dra. Retna Siwi Padmawati, M.A., and directly monitored by Ema Madyaningrum, S.Kep., Ns., M.Kes., Ph.D., with full support from the YAKKUM Rehabilitation Center, Playen I Primary Health Center, Playen II Primary Health Center, and the Gunungkidul District Health Office. This initiative reflects the UNESCO Chair’s commitment to promoting human dignity, inclusion, and ethical responsibility in community-based health services.

The training engaged community health cadres from Gading Village and Plembutan Village as its primary participants. The sessions addressed key topics, including an overview of various types of disabilities, assertive and inclusive communication for persons with disabilities (PEKA Disability), self-care support for persons with disabilities, and emergency response management in disability contexts. All training materials were designed to equip cadres with both conceptual understanding and practical skills grounded in bioethical principles of respect, justice, and non-discrimination.

Participants were also provided with the PEKA Disability Handbook, developed as a practical tool for health monitoring and assertive communication with persons with disabilities. This resource supports the UNESCO Chair on Bioethics’ mission to strengthen ethical literacy and empower communities to deliver equitable and humane health services.

The initiative was motivated by the high prevalence of psychosocial disabilities in the Gunungkidul region, which calls for a comprehensive and sustainable response. Limited access to facilities and insufficient community awareness often lead to social isolation and heightened safety risks for persons with disabilities. Through this training, village health cadres are expected to become agents of ethical change, fostering inclusion, reducing stigma, and ensuring that care is delivered with respect for human rights.

The program will culminate in Free Health Screening Services for Persons with Disabilities and the Declaration of Disability-Inclusive Villages in Gading Village and Plembutan Village. This declaration symbolizes a collective commitment among village governments, health cadres, and community members to create inclusive environments and uphold equal rights for persons with disabilities, in line with the values promoted by the UNESCO Chair on Bioethics.

This community-based rehabilitation initiative contributes directly to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities). Beyond its immediate impact, the program is expected to serve as a replicable model of ethically grounded village empowerment, supporting inclusive and sustainable community development across Indonesia.

Editor : Rafi

Strengthening Ethical Competence in Health Care Services (Part 1): HELP Course Batch 7 – 4th Series

/0 Comments/in , , /by

BIOETIKA HUMANIORA MEDICAL ETHICS

Yogyakarta, December 3, 2025 — The Center for Bioethics and Medical Humanities (CBMH), Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada (FK-KMK UGM), in collaboration with the Master’s Program in Bioethics UGM, successfully organized the Certified Courses on Bioethics for Health Professionals (HELP) Batch 7 – Fourth Series, themed “Bioethics in Health Care Services (Part 1).”

Conducted over six days, from 26 November to 3 December 2025, this training program was designed to strengthen the ethical competence of health professionals in responding to increasingly complex ethical dilemmas within Indonesia’s health care system.

The fourth series focused on ethical foundations, case analysis, and clinical dilemmas situated within Indonesia’s socio-cultural context. Through a comprehensive set of sessions, participants were introduced to various ethical frameworks applicable to complex clinical situations, including the four principles of bioethics, the four-box method, and casuistry-based approaches. The program opened with an orientation session led by the organizing committee, followed by an introductory lecture by dr. Nur Azid Mahardinata, M.Bio.Et, who emphasized the importance of shared expectations in the learning process.

Ethical Frameworks and Clinical Decision-Making

On the first day, Dr. CB Kusmaryanto, SCJ delivered a critical reflection on the four basic principles of bioethics and their limitations when applied to cases deeply influenced by cultural and religious values. The discussion was followed by a session led by dr. Nur Azid, who introduced multiple ethical frameworks, enabling participants to compare and select the most appropriate approaches based on specific clinical contexts.

The second day explored fundamental issues in the doctor–patient relationship. Dr. dr. Siswanto Sastrowitjoto, Sp.THT(K) guided participants in evaluating the validity of informed consent in complex situations, such as diminished decision-making capacity and strong family involvement. Interactive breakout-room case discussions enriched the session. Subsequently, dr. Nur Azid addressed challenges related to medical confidentiality in the era of digital health and telemedicine, including regulatory compliance and risk mitigation strategies.

Communication, Culture, and Ethical Sensitivity

The third day emphasized ethical skills and cultural sensitivity. Prof. Dra. Yayi Suryo Prabandari, M.Si., Ph.D discussed communication as an ethical practice and demonstrated empathetic delivery of bad news through role-playing simulations. This was followed by a session with Prof. Syafaatun Almirzanah, M.A., M.Th., Ph.D., D.Min, who highlighted the importance of cultural competence in clinical practice, particularly in integrating patients’ cultural values into medical decision-making without compromising professional standards.

Ethical Dilemmas Across the Life Cycle

On the fourth day, discussions focused on ethical dilemmas at the beginning of life. Dr. Agung Dewanto, Sp.OG(K), Ph.D guided participants through structured debates on assisted reproductive technologies, including IVF, surrogacy, and embryo selection. The session continued with Dr. Endah Rahmawati, Sp.OG, Ph.D, who explored ethical considerations in prenatal diagnosis and therapy, as well as counseling strategies when genetic abnormalities are identified.

The fifth day addressed ethical challenges in caring for vulnerable populations. Dr. dr. Nurnaningsih, Sp.A(K) examined the application of the best interest principle in medical decision-making for neonates and children, including vaccination and intensive care issues. This was followed by Dr. dr. Probosuseno, Sp.PD, K.Ger, SE, MM, who discussed ethical issues in geriatric care, particularly in distinguishing beneficial treatment from futile care and respecting patient autonomy amid declining decision-making capacity.

Legal Integration and Ethical Governance

The program concluded on 3 December 2025 with a session on the legal aspects of medical ethics, delivered by Dr. dr. Darwito, SH, Sp.B, Subsp.Onk(K). This session provided a comprehensive overview of legal protection for physicians and health institutions, clarifying distinctions between ethical violations, disciplinary actions, and malpractice, as well as emphasizing risk mitigation through proper medical documentation. The training concluded with a session on ethical organizations within health institutions, followed by a post-test and participant reflection to evaluate competency development.

This training reaffirmed CBMH UGM’s commitment to strengthening the capacity of Indonesian health professionals—not only in ethical knowledge, but also in cultural sensitivity, communication skills, and legal awareness. Through continuous professional education initiatives such as the HELP Course, CBMH UGM contributes to the advancement of Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities), by promoting ethical, inclusive, and high-quality health care services.

Editor: Rafi

 

Strengthening Medical Ethics in Indonesian Healthcare Practice: HELP Batch 7 – 2nd Series

/0 Comments/in , , /by

HELP COURSE BIOETIKA HUMANIORA MEDICAL ETHICS

Yogyakarta, 26 May 2025 — The Master’s Program in Bioethics, Universitas Gadjah Mada, through the Center for Bioethics and Medical Humanities (CBMH UGM), successfully conducted the HELP Certified Training Program Batch 7 – Second Series, entitled “Basic Medical Ethics in Healthcare Practice”, from 19–26 May 2025. The program was delivered online via Zoom Meeting and formed part of UGM’s commitment to advancing the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education), by strengthening the ethical capacity of healthcare professionals in responding to contemporary challenges.

This series featured interdisciplinary experts from CBMH UGM, the Faculty of Medicine UGM, Universitas Sanata Dharma, UIN Sunan Kalijaga, and Dr. Sardjito General Hospital. The speakers delivered in-depth and practical sessions covering biomedical ethical principles, clinical empathy, socio-cultural dimensions of care, justice in healthcare, and digital ethics in modern health systems.

On the first day, Dr. Nur Azid Mahardinata, M.Bio.Et., opened the course by emphasizing the importance of integrating medical science with the humanities to understand patients holistically. Erlin Erlina, SIP, MA, Ph.D., highlighted socio-cultural dynamics in patient–healthcare provider relationships, while another session explored justice in healthcare resource allocation through locally grounded case studies.

The second day featured Dr. CB. Kusmaryanto, SCJ, who elaborated on the four core principles of bioethics—autonomy, beneficence, non-maleficence, and justice—followed by Dr. dr. Ronny Triwirasto, Sp.KJ, who discussed ethical conflicts within healthcare teams from multidisciplinary perspectives.

On the third day, Dr. Indria Laksmi Gamayanti, M.Psi., Psychologist, underscored the role of clinical empathy in improving the quality of doctor–patient relationships. This was followed by sessions led by Dr. Wika Hartati, MIH, and Dr. Nur Azid Mahardinata, focusing on ethical considerations in healthcare policy and resource distribution.

The fourth day featured Prof. Syafaatun Almirzanah, Ph.D., D.Min., who highlighted the importance of cultural and religious sensitivity in healthcare practice, emphasizing that understanding patients’ spiritual backgrounds is essential for ethical decision-making. The discussion continued with drg. Agnes Bhakti Pratiwi, Ph.D., who stressed the need for ethical analysis in Indonesia’s public health system.

On the fifth day, Dr. CB. Kusmaryanto, SCJ, offered a constructive critique of Western principlism in bioethics, noting its limited applicability within local cultural contexts. Subsequently, Dr. dr. Darwito, Sp.B(K) Onk., addressed ethical challenges in teaching hospitals, including patient advocacy and the protection of patient rights in clinical education settings.

The program concluded on the sixth day with a session by Dr. Lutfan Lazuardi, Ph.D., who examined the ethical implications of digital transformation in healthcare, particularly the use of Artificial Intelligence and the importance of data protection in medical decision-making.

In addition to up-to-date and relevant content, participants received a certificate accredited by the Indonesian Ministry of Health, full course materials, and opportunities for credit transfer to the Master’s Program in Bioethics UGM. Participants came from diverse professional and regional backgrounds across Indonesia, including lecturers and educators in medicine, nursing, pharmacy, midwifery, and other health sciences; healthcare professionals from public and private hospitals; primary care providers; and private practitioners such as doctors and nurses. This diversity reflects the growing demand for contextual, inclusive, and sustainable medical ethics education in Indonesia.

For more information on upcoming programs, please visit bioethics.fk.ugm.ac.id or follow @cbmh_ugm on Instagram.

Editor: Rafi

Strengthening Ethics, Humanity, Law, and Professionalism in Healthcare: HELP Bioethics Course Batch 7 Series 1

/0 Comments/in , , /by

kursus bioetika help batch 7 seri 1

Yogyakarta, 26 March 2025 — The Center for Bioethics and Medical Humanities (CBMH), Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada, successfully organized the HELP Bioethics Course (Humanity–Ethics–Legal–Professionalism) Batch 7 Series 1, conducted online via Zoom from 17–26 March 2025. This series carried the theme “The Basic Understanding of Bioethics” and was attended by 44 participants from various institutions and faculties of medicine across Indonesia.

Participants consisted of lecturers, healthcare practitioners, and policymakers who share a strong commitment to integrating ethics, humanity, law, and professionalism within the healthcare system. Throughout the eight-day program, participants engaged in intensive theoretical sessions and in-depth discussions covering the foundations of bioethics, the relationship between ethics and law, ethical theories such as utilitarianism, deontology, and virtue ethics, as well as issues related to professionalism and justice in medical practice.

Adopting a transdisciplinary approach, the course also explored the contributions of anthropology, religion, and social sciences in shaping bioethical understanding within Indonesia’s diverse sociocultural context. The presence of distinguished speakers from national and international institutions, including Harvard Medical School and Amsterdam UMC, enriched participants’ global and local perspectives on ethical and moral challenges in contemporary healthcare.

The HELP Course is part of CBMH UGM’s ongoing commitment to supporting the achievement of the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice, and Strong Institutions). By fostering ethical awareness, moral reflection, and professional attitudes in decision-making, this program is expected to contribute to the development of healthcare professionals who are not only clinically competent, but also firmly grounded in human dignity and social justice.

Through this program, CBMH UGM reaffirms its role as a platform for learning and knowledge-sharing in bioethics and medical humanities. The HELP Course supports participants’ personal and professional growth while contributing to the creation of a healthcare system that is more equitable, inclusive, sustainable, and respectful of human dignity.


Editor: Rafi

HELP Course Batch 6 – 6th Series : Strengthening Bioethics in Medical Education

/0 Comments/in , , /by

The HELP Course (Humanity–Ethics–Legal–Professionalism) 6th Series, Batch 6 was successfully conducted from Wednesday to Friday, 25–27 September 2024, at Hotel MM UGM, Yogyakarta. This sixth series focused on Bioethics in Medical Education, bringing together healthcare professionals and academics committed to strengthening ethical awareness and teaching strategies in medical education.

This program aimed to enhance participants’ understanding of ethical principles in medical education and to equip them with effective strategies for teaching bioethics in academic and clinical settings. The course aligns closely with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) by promoting ethical competence among educators, and SDG 3 (Good Health and Well-Being) through the development of ethically grounded healthcare professionals.

Global Perspectives on Ethics in Medical Education

The first day of the HELP Course opened with a session titled “Global Health Ethics: Addressing Disparities in Medical Education and Clinical Practice”, delivered by Prof. Dr. dr. Soenarto Sastrowijoto, Sp.THT(K). In this session, Prof. Soenarto discussed the importance of addressing inequalities and integrating bioethics into both medical education and clinical practice. He emphasized that academics must develop a comprehensive understanding of bioethics in order to teach it effectively within their respective institutions.

He concluded the session with a reflective message on the educator–student relationship, highlighting the importance of patience, mentorship, and mutual respect in academic environments.

Innovative Approaches to Teaching Bioethics

The following session explored teaching strategies in bioethics through “Narrative Ethics: Advanced Techniques in Ethical Discourse”, presented by Dr. Dra. Retna Siwi Padmawati, M.A. She underlined the importance of listening, giving time to patients, respecting patients’ experiences, and understanding illness from a humanistic perspective. According to her, narrative ethics and medical narratives serve as essential methods for cultivating empathy and ethical sensitivity, as “narrative creates a voice.”

This session was followed by presentations on multimedia-based approaches to bioethics education, including the use of films, arts, and virtual reality. Participants also discussed the role of simulation in ethics education, which allows learners to engage with ethical dilemmas without compromising patient safety.

Interdisciplinary Learning and Ethical Reflection

The final day of the HELP Course featured interdisciplinary approaches to bioethics education delivered by three speakers. These interactive sessions encouraged participants to actively engage in discussions and practical exercises addressing ethical challenges and moral education in university settings. Participants gained valuable insights into navigating ethical dilemmas within medical education while fostering professionalism and moral responsibility.

Through this course, CBMH FK-KMK UGM reaffirmed its commitment to advancing bioethics education as a foundation for ethical healthcare systems. By strengthening educators’ capacity in bioethics, the HELP Course contributes to building inclusive, ethical, and sustainable health and education institutions, in line with SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 16 (Peace, Justice, and Strong Institutions).

Editor : Rafi

CBMH FK-KMK UGM Hosts Angkringan Forum Highlighting the Open Science Movement

/0 Comments/in , , /by

Yogyakarta — Limited access to scientific journals has long been a barrier for researchers and academics in obtaining high-quality scholarly resources. This challenge has fueled growing discourse on Open Science, a movement advocating for greater openness and accessibility in scientific knowledge. The COVID-19 pandemic provided a clear example of Open Science in practice, as many publishers temporarily opened free access to scientific journals. This was highlighted by Prof. dr. Gandes Retno Rahayu, M.Med.Ed., Ph.D., during the Angkringan HELP Course 3rd Series: Open Science and Ethics, held on Thursday, 24 August 2023.

While Open Science offers significant benefits for researchers and academics, it also presents a number of challenges. “A movement like this cannot be viewed from only one perspective; there will always be possible negative consequences,” Prof. Gandes emphasized.

She explained that appropriate controls are necessary to safeguard data and knowledge that are made openly accessible. In certain contexts, unrestricted openness may pose risks to human rights, security, personal privacy, sacred and confidential indigenous knowledge, and even the protection of endangered species. For this reason, UNESCO stresses that Open Science must be supported by adequate infrastructure, active engagement of social actors, and ongoing dialogue with diverse knowledge systems.

UNESCO has also outlined a set of core values and principles to guide the Open Science movement in a responsible and ethical manner. These values include quality and integrity, collective benefit, equity and fairness, and diversity and inclusiveness. The guiding principles further encompass transparency, scrutiny, critique, and reproducibility, equality of opportunity, responsibility, respect, and accountability, collaboration, participation, and inclusion, as well as flexibility and sustainability.

This discussion is closely aligned with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, by promoting equitable access to scientific knowledge and lifelong learning opportunities; SDG 9: Industry, Innovation, and Infrastructure, through the development of open and inclusive research ecosystems; and SDG 16: Peace, Justice, and Strong Institutions, by strengthening transparency, accountability, and ethical governance in the production and dissemination of knowledge. By fostering dialogue on Open Science and ethics, CBMH FK-KMK UGM contributes to the advancement of a more inclusive, responsible, and sustainable global scientific community.

Editor : Rafi

Strengthening Ethical Research Practices: CBMH FK-KMK UGM Hosts HELP Course on Medical and Health Research

/0 Comments/in , , /by

Yogyakarta — The Center for Bioethics and Medical Humanities, Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada (CBMH FK-KMK UGM), organized the HELP Training Program (Humanity–Ethics–Legal–Professionalism) under the theme “3rd Series – Medical/Health Research” from 23–25 August 2023. Held at The Atrium Hotel and Resort, the program was attended by participants from various cities across Indonesia, reflecting strong national interest in ethical issues surrounding health and medical research.

Over the course of three days, participants received comprehensive learning materials on research ethics delivered by distinguished speakers in the field of bioethics. Key topics included Introduction to Research Ethics, Basic Principles of Biomedical Ethics, Informed Consent in Research, Addressing Ethical Challenges in Health-Related Research, Applying Research Ethics in Practical Scenarios, International Guidelines, and Special Issues in Health-Related Research. These sessions equipped participants with both theoretical foundations and practical insights to navigate ethical complexities in research practice.

The HELP Course also emphasized the importance of ethical governance in research as a cornerstone of responsible scientific advancement. By strengthening participants’ understanding of ethical principles, regulatory frameworks, and international standards, the program aimed to promote research practices that prioritize human dignity, participant safety, and social accountability.

This initiative aligns closely with the Sustainable Development Goals (SDGs), particularly SDG 3: Good Health and Well-Being, which underscores the role of ethical research in improving health outcomes, and SDG 4: Quality Education, through capacity building and lifelong learning for researchers and healthcare professionals. Furthermore, the focus on research ethics supports SDG 16: Peace, Justice, and Strong Institutions, by reinforcing ethical standards, transparency, and accountability in scientific and health-related research.

Through the implementation of the HELP Course Series on Medical and Health Research, CBMH FK-KMK UGM reaffirmed its commitment to advancing ethically responsible research and fostering a culture of integrity within Indonesia’s healthcare and academic communities.

Learning History: A Crucial Foundation for an Ethical and Sustainable Future

/0 Comments/in , , /by

Yogyakarta, 16 July 2025 – In a rapidly changing world, studying history is not just about remembering the past, but also about understanding the direction of our future. History offers us essential lessons—particularly in ethics, justice, and humanity. The principle of “Jas Merah” (an Indonesian acronym for “Never Forget History”) is especially relevant to this edition of Raboan Research and Perspective Sharing, which raised the theme “Ethical Considerations in Historical Research: Locating Archives and Conducting Interviews.” This session featured Professor Hans Pols from the University of Sydney and was moderated by Ns. Wahyu Dewi Sulistyarini, M.S.N., from CBMH UGM.

Prof. Hans emphasized that history is no longer solely told from the perspective of those in power or from elite narratives. Today, it also serves as a space to amplify voices that have long been marginalized—such as those of women, laborers, and ethnic minorities—offering us a broader and more just understanding of the past.

He also highlighted the vital role of archives as key sources of information about past events and figures. However, working with archives also presents ethical challenges. For example, colonial-era Dutch newspapers archived on Delpher.nl contain rich data but are written in Dutch and largely reflect a colonial viewpoint. This makes it all the more important to balance such sources with materials that represent diverse Indonesian perspectives, including oral histories that are more inclusive and sensitive to cultural and social diversity.

According to Prof. Hans, ethics in historical writing means having the courage to explore stories that are unusual, overlooked, or hidden within the “silences” of history. It also means ensuring that history—through books, journals, and digital databases—can be accessed by everyone, regardless of background or academic privilege.

This topic closely aligns with several Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, by promoting a critical and inclusive understanding of the past, SDG 10: Reduced Inequalities, by highlighting stories from marginalized communities, SDG 16: Peace, Justice, and Strong Institutions, by uncovering the roots of injustice and fostering transparent, equitable governance.

By learning from the successes and failures of the past—whether in managing resources, fostering social development, or upholding justice—we can craft wiser, more ethical, and more inclusive pathways for the future. A future that values not only progress but also fairness, diversity, and shared humanity.

Reporter: Ika Setyasari, S.Kep.Ns., M.N.Sc

Editor: Alvira Rahmasari, S.H.G.

[easy_youtube_gallery id=RdRt8uXzkK8 cols=1 ar=16_9 thumbnail=0 title=top]”Ethical Considerations in Historical Research: Locating Archives and Conducting Interviews”[/easy_youtube_gallery]

“Posted First, Fired Later?” Learning from Healthcare Workers’ Social Media Cases: Ethics, Reputation, and Hospital Marketing

/0 Comments/in , , /by

Yogyakarta, June 11, 2025 – The weekly Raboan Research and Perspective Sharing returned with a timely and relevant topic for the digital age: “Posted First, Fired Later? Learning from Healthcare Workers’ Social Media Cases: Ethics, Reputation, and Hospital Marketing.” The event was held online via Zoom, featuring dr. Jodi Visnu, MPH, a Health-Marketing Strategist, as the main speaker. The session was attended by a diverse audience, including healthcare workers, academics, hospital health promotion staff, and social media content creators. There was high engagement and active discussion, showing that this issue is a growing concern for both the healthcare world and the digital public.

Dr. Jodi explained how healthcare professionals today are not just caregivers, but also institutional influencers—meaning their social media posts can directly impact the reputation and public image of the hospitals they represent. Cases of viral content from medical staff leading to ethical controversies and even termination reveal a lack of proper digital communication policies in many health institutions.

He emphasized that while hospitals are encouraged to be more open and educational online, it’s important to differentiate between content that’s informative and helpful versus content made just to go viral. Ethics should not limit creativity—but guide it—ensuring responsible communication that respects others and doesn’t harm, especially patients. Dr. Jodi also highlighted the importance of instilling ethical awareness early in medical education and strengthening hospital policies to adapt to the digital era.

This session aligns with the spirit of the Sustainable Development Goals (SDGs), especially:

  • SDG 3 (Good Health and Well-Being): by promoting ethical and empathetic communication in healthcare to build trust, protect patients’ rights, and support a dignified, people-centered health system.
  • SDG 4 (Quality Education): by emphasizing the need for digital literacy and early ethics training for future health professionals.

This Raboan became a meaningful space for participants to critically reflect on the role of social media in shaping public perception. It reminded everyone that social platforms are not just tools for sharing content. They also carry real consequences for public trust, institutional reputation, and professional ethics in healthcare.

Reporter          : Alvira Rahmasari, S.H.G.

Editor              : Rafi Khairuna Wibisono, S.Kom.

[easy_youtube_gallery id=LReyJKcOpFI cols=1 ar=16_9 thumbnail=0 title=top]Learning from Healthcare Workers’ Social Media Cases: Ethics, Reputation, and Hospital Marketing[/easy_youtube_gallery]

Communication Challenges in Interprofessional Collaboration in the Healthcare Sector

/0 Comments/in , , /by

Wednesday, April 23, 2025 — Raboan Research and Perspective Sharing session was held with the theme “Communication Challenges in Interprofessional Collaboration (IPC) in the Healthcare Sector.” The event featured dr. Nasrun, S.H., M.Sc, an alumnus of the Master’s Program in Bioethics at UGM and currently a lecturer at the Department of Bioethics, Faculty of Medicine, Unisa Palu. The session was moderated by Ika Setyasari, S.Kep.Ns., M.N.Sc from CBMH UGM. More than 50 participants attended the event, including students, clinicians, and academics from various backgrounds.

BIOETIKA HUMANIORA MEDICAL ETHICS

In his presentation, dr. Nasrun emphasized that the primary challenge in implementing IPC is cross-professional communication. IPC is crucial to support the shift from a paternalistic model of healthcare delivery toward a partnership model. It aims to improve the quality of care and optimize patient-centered care, positioning patients as the central focus in clinical decision-making.

Four main communication challenges in IPC include differences in meaning, professional ego, misaligned perceptions, and territorial boundaries between healthcare workers. Misunderstandings often arise, such as the use of the word “sorry,” which can be interpreted either as an admission of fault or, conversely, as an indication of incompetence. In emergency situations, these communication challenges become even more complex, requiring strategies like shared understanding and open interprofessional dialogue.

BIOETIKA HUMANIORA MEDICAL ETHICS

This topic aligns with Sustainable Development Goal (SDG) No. 3: Good Health and Well-being, which emphasizes the importance of a strong and responsive health system. It also relates to SDG No. 4: Quality Education, as effective IPC requires Interprofessional Education (IPE) to support the early development of collaborative competencies among healthcare professionals. Robust IPE programs will prepare health workers to communicate and collaborate effectively across professions.

[easy_youtube_gallery id=Wdge9LeTNYs cols=1 ar=16_9 thumbnail=0 title=top]RABOAN Discussion Forum 23 April 2025[/easy_youtube_gallery]

Reporter: Ika Setyasari, S.Kep.Ns., M.N.Sc

Editor: Rafi Khairuna Wibisono, S.Kom