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All Journal Berkala Ilmiah Kedokteran Duta Wacana
Hapsari, Saverina Nungky Dian
Universitas Kristen Duta Wacana
Biochemistry, Genetics & Molecular Biology Health Professions Immunology & microbiology Medicine & Pharmacology Public Health

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THE PERCEPTION OF MEDICAL AND PHARMACY UNDERGRADUATE STUDENTS IN YOGYAKARTA ON INTERPROFESSIONAL COLLABORATION CLASS Saverina Nungky Dian Hapsari; Ida Ayu Triastuti
Berkala Ilmiah Kedokteran Duta Wacana Vol 4, No 2 (2019): BERKALA ILMIAH KEDOKTERAN DUTA WACANA
Publisher : Faculty of Medicine Universitas Kristen Duta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/bikdw.v4i2.147

Abstract

Introduction: Improving the quality of health services requires collaborative work skills in managing health problems from health workers. An understanding about interdisciplinary collaboration needs to be given since students take theoretical education. Learning about interprofessional education (IPE) needs to be evaluated whether it provides benefits to students in achieving learning objectives. The purpose of this study was to determine student perceptions after participating in IPE collaborative learning. Method: This research is a descriptive cross-sectional quantitative study. Samples from this study were students of the UKDW Medical Faculty and the USD Pharmacy Faculty who participated in the IPE Communication Clinical Skills. A total of 269 students were given the Google Questionnaire IPE questionnaire, which was adapted from the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE). The reliability of the questionnaire measured by Cronbach’s Alpha was 0.72. Results: The number of students who filled out the questionnaire was 176 people (response rate of 65.43%), consisting of 99 undergraduate students of the UKWD Faculty of Medicine and 170 students of the Faculty of Pharmacy. Students tend to choose to agree or strongly agree from all four research scales. Discussion: The instrument contains 10 questions and contains 3 factors that emphasize collaborative teamwork, roles and responsibilities of each profession, and patient outcomes. The total mean value of all questions shows that according to students' perceptions, interprofessional education sessions are beneficial for students in understanding these factors. The results of the study generally describe students having a positive perception about IPE learning. Conclusion: Students consider that the management of health by the interprofessional team can improve the health and satisfaction of patients, the importance of working with other professions, and understanding roles and responsibilities in collaborative practice.
INTERNAL FACTORS AFFECTING ONLINE LEARNING ACCORDING TO STUDENT REFLECTION Saverina Nungky Dian Hapsari; Heppi Vanadian
Berkala Ilmiah Kedokteran Duta Wacana Vol. 7 No. 2 (2022): BERKALA ILMIAH KEDOKTERAN DUTA WACANA
Publisher : Faculty of Medicine Universitas Kristen Duta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/bikdw.v7i2.474

Abstract

Background The COVID-19 pandemic has changed many aspects of life worldwide, including medical education. Offline learning is being replaced by online to reduce the spread of disease through direct contact between the academic community. Along with technological developments, online learning is likely to continue even after the COVID-19 pandemic is over. Therefore, students must be able to adapt and prepare for the next online learning. The preparation can be started by self-assessing the online learning that has been followed so far and finding things that must be improved in future online learning.Objective To explore the student’s performance during online learning.Methods This research was qualitative research using the reflection writings of 156 students regarding their performance during online learning, which would be analyzed according to the depth and content of the reflection.Results Internal factors that support (strengths) and internal factors that inhibit online learning (weaknesses) through student reflection during online learning were found in this study. Internal factors such as maintaining health, self-management, adapting, and maintaining motivation can be maintained to support online learning. Internal factors such as anxiety, avoiding interaction, laziness, failure in time management, and inappropriate learning methods hindered online learning.Conclusion Students can strengthen internal factors that support online learning and reduce internal factors that hinder online learning to optimize online learning in the future.
Co-Authors Heppi Vanadian Ida Ayu Triastuti