Education Administrators' Perception of Interprofessional Education and Implementation Obstacles in the Academic Environment of the Jayapura Papua Health Polytechnic

Background: Interprofessional Education (IPE) is a collaborative learning approach between health professions aimed at improving the quality of healthcare services. The implementation of IPE is highly dependent on institutional support, particularly the perceptions of education administrators. However, various structural, cultural, and curricular barriers remain challenges to its implementation in the academic environment at the Jayapura Papua Health Polytechnic. This study aims to analyze the relationship between education administrators' perceptions of IPE and implementation barriers within the academic environment at the Jayapura Papua Health Polytechnic. The study used a quantitative, correlational, descriptive design with a cross-sectional approach. A sample of 35 respondents, consisting of education administrators and lecturers at health universities, was selected using a purposive sampling technique. The research instrument was a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis used the Spearman correlation test. The results showed that the majority of respondents had a positive perception of IPE (68.6%). Implementation barriers were still classified as moderate to high, with an average score of 72.5 (SD = 10.1), particularly in structural aspects. The correlation test results showed a significant negative relationship between educational administrators' perceptions of IPE and implementation barriers (r = –0.482; p = 0.004). In conclusion, positive perceptions of educational administrators play a crucial role in reducing barriers to IPE implementation in the academic environment. Institutional strategies are needed to strengthen positive perceptions, provide adequate resources, and reduce structural barriers for optimal IPE implementation.