The findings are particularly relevant for teaching hospitals, where healthcare services and professional education operate side by side. Doctors, nurses, pharmacists, laboratory personnel, medical record officers, and other health professionals must not only perform their individual duties but also communicate and coordinate effectively.
Bali Mandara Eye Hospital is a type A specialized eye hospital and teaching hospital in Bali. It has an accredited education, training, and research management unit and has provided clinical education for medical students, ophthalmology residents, nurses, and other health professionals. Hospital records cited in the study documented 33 training activities between 2023 and 2025. However, none specifically focused on interprofessional collaboration or Ward Board Meetings. Training was also largely separated by profession, while interprofessional collaboration had not yet been incorporated into learner orientation.
Why Interprofessional Collaboration Matters
Healthcare delivery increasingly depends on professionals working as a coordinated team rather than operating in separate professional silos. Interprofessional collaboration involves partnership, cooperation, and coordination among different healthcare professions.
Partnership emphasizes equal professional contribution. Cooperation brings together different areas of expertise through an agreed division of responsibilities, while coordination allows teams to communicate and exchange information effectively. Together, these practices can connect training more closely with real clinical situations.
The researchers also noted that collaboration can face practical barriers, including limited time for joint activities, insufficient training, unclear professional roles, ineffective communication, and concerns about professional identity. Without organizational support, different professions may work alongside one another without developing genuine teamwork.
Study Involved 116 Healthcare Personnel
Lusius Lino Febronius Gibson, Ni Ketut Dewi Irwanti, and Luh Komang Candra Dewi used a quantitative cross-sectional survey involving healthcare professionals and related personnel at Bali Mandara Eye Hospital.
The hospital had a population of 163 eligible employees. Researchers selected 116 respondents using proportionate stratified random sampling so that different professional groups were represented. The respondents included 16 physicians, 73 nurses, five medical record officers, one radiographer, two laboratory personnel, three optometrists, two nutritionists, two anesthesia personnel, five pharmacists, and seven pharmacy technicians.
Participants completed a structured questionnaire using a five-point scale. The researchers measured interprofessional collaboration through partnership, cooperation, and coordination. Leadership was assessed through role modeling, inspirational motivation, intellectual stimulation, and individualized consideration. Training quality was evaluated through participant reactions, learning, workplace behavior, and organizational results. The researchers then analyzed the relationships between these factors using statistical modeling.
Collaboration Had a Strong Positive Effect
The study found that interprofessional collaboration had a statistically significant positive relationship with training quality. Its effect coefficient was 0.455, with a t value of 4.920 and a p value below 0.001.
In practical terms, stronger collaboration was associated with better training outcomes. When professionals share knowledge, clarify responsibilities, coordinate patient care, and connect educational content with daily clinical work, training becomes more relevant to the workplace.
Respondents gave interprofessional collaboration an overall mean score of 4.01. Cooperation received the highest score at 4.09, followed by coordination at 4.00. Partnership scored slightly lower at 3.95, suggesting that equal participation, shared decision-making, and mutual professional trust remain areas for improvement.
Leadership Also Improves Training Quality
Leadership independently showed a significant positive effect on training quality. The coefficient was 0.434, with a t value of 4.663 and a p value below 0.001.
The researchers found that inspirational motivation was the strongest leadership dimension, while individualized consideration received the lowest score. This suggests that hospital leaders were relatively effective at motivating personnel but had more room to improve personalized coaching, mentoring, feedback, and professional development.
Gibson, Irwanti, and Dewi of Universitas Triatma Mulya emphasize, in substance, that leadership should be treated as an independent organizational factor affecting training quality rather than simply as administrative support. Leaders can influence whether employees receive direction, resources, encouragement, psychological safety, and opportunities to apply newly acquired competencies.
Leadership Did Not Strengthen the Collaboration Effect
One of the study's most important findings was that leadership did not significantly moderate the relationship between interprofessional collaboration and training quality.
The interaction between collaboration and leadership produced a coefficient of 0.028, a t value of 0.613, and a p value of 0.540. The result means that leadership did not significantly strengthen or weaken the effect of interprofessional collaboration on training quality.
The researchers suggest that leadership and collaboration may currently function as two parallel drivers of training quality. Leadership may motivate employees and support training generally, but leadership practices have not yet been systematically embedded into interprofessional learning.
Overall, the statistical model explained 70.1 percent of the variation in perceived training quality, while 29.9 percent was associated with factors outside the model.
Implications for Healthcare Training
For Bali Mandara Eye Hospital and similar teaching hospitals, the findings point to several practical priorities. The researchers recommend structured interprofessional case discussions, Ward Board Meetings, collaborative simulations, joint training evaluations, coaching, mentoring, and post-training feedback.
The hospital can also improve the immediate training experience by strengthening facilitation, learning media, facilities, and participant feedback. Leadership roles should be explicitly integrated into interprofessional training through shared learning objectives, defined professional responsibilities, joint facilitation, and routine evaluation.
These measures could help healthcare organizations move beyond parallel professional training toward a more integrated learning system. In the longer term, better collaboration and training may contribute to workforce competence and the quality of integrated eye care.
The researchers caution that the findings should not automatically be generalized to every hospital. The study was conducted at one specialized hospital, relied on self-reported questionnaire data, and used a cross-sectional design. Future research could examine multiple hospitals over a longer period or directly test interprofessional training interventions.
Author Profiles
Lusius Lino Febronius Gibson — Master of Management Program, Faculty of Business, Tourism and Education, Universitas Triatma Mulya, Bali, Indonesia. He is the corresponding author of the article. The publication does not specify his academic degree beyond his program affiliation or provide a separate field-of-expertise description.
Ni Ketut Dewi Irwanti — Master of Management Program, Faculty of Business, Tourism and Education, Universitas Triatma Mulya, Bali, Indonesia. The article does not specify her academic degree or a separate field of expertise.
Luh Komang Candra Dewi — Master of Management Program, Faculty of Business, Tourism and Education, Universitas Triatma Mulya, Bali, Indonesia. The article does not specify her academic degree or a separate field of expertise.
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