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All Journal Smart Medical Journal Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Jurnal Gema Ngabdi Jurnal Abdi Insani Jurnal Pepadu

Dian Puspita Sari

Faculty Of Medicine, Universitas Mataram

Author-ID : 2638894

Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences

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Edukasi Dermatitis Atopik Terhadap Orangtua/Wali Siswa di TK dan KB Tunas Daud Mataram Dedianto Hidajat; Dian Puspita Sari; Anak Agung Ayu Niti Wedayani; Pujiarohman Pujiarohman
Jurnal Gema Ngabdi Vol. 2 No. 2 (2020): Jurnal Gema Ngabdi
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jgn.v2i2.42

Atopic dermatitis (AD) is a chronic, recurrent skin inflammatory disease that commonly affects children. There is an increasing prevalence of AD in South East Asia and this creates a high economic burden in addition to reducing patients’ and family quality of life. Correct understandings of the disease and its management are very important for family or caregiver of children with AD. Nevertheless, misunderstandings, lack of information and adherence to therapy and poor self-management are the main reasons of dissatisfaction with treatment. Parents often mistook food allergy as the cause of DA and this lead to unnecessary avoidance of certain food. This potentially leads to nutritional problems in children. This educational intervention activity aimed to increase parent and teachers’ knowledge regarding the cause and symptoms of AD, as well as appropriate diagnostic and therapeutic approach for children with AD. This activity was delivered in the form of lecture and discussion, and 75 parents and teachers participated in this event. Almost half of the participants (34 people) had not heard about AD previously. Based on the analysis of pretest (median 5.00) and posttest (median 8.00) results, we found a significant improvement of knowledge on AD among participants (p < 0.01). Pretest scores were associated with participants’ age, while posttest scores were associated with participants’ education level. In conclusion, this educational intervention had been successfully improved participants’ knowledge of AD.

THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS Dian Puspita Sari; Yoga Pamungkas Susani
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 2 (2018): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.

STUDENTS’ EXPERIENCES OF INTERACTION WITH THE SUPERVISORS DURING THE TRANSITION TO CLINICAL CLERKSHIPS Dian Puspita Sari; Yoga Pamungkas Susani; Dewi Suryani; Emmy Amalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.40749

Background: Transition to clinical clerkships involves significant changes for students in terms of learning environment and approach to learning. As clinical supervisors, doctors are one of the essential learning resources who also provide access for participation in a clinical environment. This study explored undergraduate medical students’ experiences during the transition to clinical clerkships to understand how these experiences affect their learning.This paper aims to report factors affecting students’ interaction with supervisors during the transition period.Method: This was a qualitative phenomenological study. Participants were selected purposely to represent gender and group of student rotations. Eight 4th year medical students (five female, three male) submitted audio diaries during their first 12 weeks of clinical clerkships. Forty-six of the 73 audio diaries collected in the study contained interactions with supervisors, and these interactions were captured in 76 excerpts.Results: Six themes emerged regarding factors affecting the interaction: (1) characters of the supervisors including the willingness to teach, showing concerns, asking questions to test comprehension, inviting explicitly; (2) supervisors’ workload; (3) students’ clinical knowledge and skills; (4) students’ initiatives: actively participating, asking questions; (5) curriculum and organization: the chance to do mutual interaction (i.e.,mini-CEX), clarity of students’ roles and educational goals; (6) senior peers.Conclusions: Interactions between students and supervisors during the transition to clinical clerkships were influenced by factors internal to both parts and external factors like curriculum and organization, workload,and the presence of senior peers. However, during this phase, where students had not developed a situational understanding of the new environment, supervisors’ characters strongly influenced the interactions through the provision of affective support.

CORRELATION OF STUDENT PERCEPTIONS ON LEARNING ENVIRONMENT, PARTICIPATION, AND ACADEMIC PERFORMANCE IN A MEDICAL SCHOOL Yusril Rahmi Sukmawati; Dian Puspita Sari; Yoga Pamungkas Susani
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 8, No 2 (2019): Juli
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Student perceptions of the learning environment can influence student participation in learning. Both of these variables can possibly affect students’ academic performance. The purpose of this study was to assess the correlation between perceptions of the learning environment, participation in PBL tutorials, and academic performance of the pre-clinical stage students of the Faculty of Medicine Universitas Mataram.Methods: This was a cross-sectional study. Student perceptions of the learning environment were assessed using The Dundee Ready Education Environment Measure (DREEM) questionnaire. Participation in PBL tutorials was measured by an instrument that assess preparation for the tutorial, interactions during the tutorial, and students’ self-management. Academic performance was measured from the block’s main exam score. A total of 286 out of 303 medical students from year 1 to year 4 (94.39%) participated in this study.Results: The mean of the total DREEM score, participation score, and academic performance respectively were135.94 ± 17.27; 83.20 ± 9.48; and 61.48 ± 13.47. There was a correlation between student participation and academic performance (r 0.569, p < 0.001), student perceptions of the learning environment and student participation (r = 0.225, p < 0.001), and student perceptions of the learning environment and academic performance (r = 0.190, p < 0.001).Conclusion: Student participation in tutorials is related to student academic performance. Participation possibly mediates the relationship between student perceptions of the learning environment and academic performance.

FACTORS CORRELATED WITH MEDICAL STUDENTS ANXIETY IN CLINICAL SKILLS EXAMINATION Anak Agung Gede Pradnya Andika; Yoga Pamungkas Susani; Dian Puspita Sari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.63251

Background: Test anxiety is one of the medical student’s problems that need attention in medical education. Test anxiety can have negative effect on students such as negative self-evaluation beliefs, low motivation, poor performance, and decreased concentration which can result in increased dropout rates and trigger general anxiety. Test anxiety can affect performance on clinical skill examination and outcomes.Aim: To identify factors correlated with medical students’ anxiety in clinical skills examination.Methods: This was a cross-sectional study involving the second and fourth year medical students in Universitas Mataram. Possible Anxiety Determinant Instrument (PADI) was used to measure factors associated with test anxiety and Performance Test Anxiety (PTA) inventory to measure students’ anxiety in clinical skills examination. Data collection took place after the clinical skill exam. Pearson and Spearman correlation test were used in analyzing the data.Results: Total of 185 students participated in this study (response rate 96,9%). Factors found to be correlated with test anxiety score were internal belief factors (r = -0,686), health and lifestyle factors (r = -0,424), curriculum factors (r= -0,414), social support factors (r = -0,395), learning atmosphere factors (r = -0,312), and examination factors (r = -0,270). Preparedness and experience of examination were not correlated with the test anxiety.Conclusion: Students’ internal belief was found to have the strongest correlation with the test anxiety, while examination factor showed the weakest correlation. These findings can guide medical education institution in developing strategies to reduce students’ anxiety toward the clinical skills examination.

BURNOUT IN ACADEMIC PHYSICIAN DURING COVID-19 PANDEMIC Dian Puspita Sari; Yoga Pamungkas Susani; Emmy Amalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.64636

Background: The COVID-19 pandemic has caused tremendous and abrupt changes in all aspects of social life, including healthcare and education. It has caused stress and psychological impact on physicians and other healthcare workers globally. Exposure to chronic occupational stress can lead to burnout. The multiple responsibilities of academic physicians potentially lead to a higher risk of burnout, particularly during this pandemic. This study aimed to obtain burnout profiles in academic physicians and factors associated with burnout during the COVID-19 pandemic.Methods: This was a cross-sectional study. The MBI-HSS was used to measure the three dimensions of burnout. Academic physicians' perception of distance learning, involvement in the clinical care of COVID-19 patients, involvement in faculty management, and healthcare facilities management were also included in the survey. Results: Among 42 participants (response rate 56%), 45.2% provided care to COVID-19 patients, 42.9% were involved in the management of healthcare facilities, and 35.7% in faculty management. Median of Emotional Exhaustion (EE) was 12 (1-35), Depersonalization (DP) 6 (0-19) and Personal Accomplishment (PA) 32.5 (16-47). Based on Z-score for each dimension, 23.8% have high EE, 16.7% high DP, 50% low PA, and 11.9% categorized as burnout. Involvement in healthcare facilities management and providing care for COVID-19 patients were significantly associated with higher EE (p = .030 and p = .029 respectively), while the perception of the workload of distance learning associated significantly with higher EE (p = .046) and DP (p = .014). Conclusion: Workload related to clinical work, healthcare management, and distance learning, associated with higher burnout in academic physicians during COVID-19 pandemic.

Hubungan Mekanisme Koping Dengan Skor Kecemasan Dalam Menghadapi Ujian Keterampilan Medik Pada Mahasiswa Prodi Pendidikan Dokter Universitas Mataram Nurrahmasia Nurrahmasia; Emmy Amalia; Dian Puspita Sari
Smart Medical Journal Vol 4, No 1 (2021): Smart Medical Journal
Publisher : Faculty of Medicine Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.13057/smj.v4i1.47695

Latar Belakang: Kecemasan merupakan suatu gejala yang timbul dari konflik bawah sadar yang tidak terselesaikan. Kecemasan ujian merupakan kecemasan antisipatif yang timbul ketika menghadapi situasi ujian.Setiap individu memiliki cara ataupun mekanisme koping yang berbeda dalam menghadapi masalahnya. Penggunaan mekanisme koping yang sesuai membantu seseorang beradaptasi terhadap perubahan atau beban yang dihadapi, termasuk beban belajar menghadapi ujian.Penelitian ini meneliti hubungan antara mekanisme koping dengan skor kecemasan mahasiswa program studi pendidikan dokter dalam menghadapi ujian keterampilan medik, serta korelasi antara skor kecemasan dengan nilai ujian.Metode: Penelitian ini menggunakan desain cross-sectional. Responden penelitian ini adalah mahasiswa program studi pendidikan dokter Fakultas Kedokteran Universitas Mataram tahun pertama dan kedua. Datamekanisme koping diambil dengan menggunakan instrumen Brief COPE, sementara data kecemasan diambil menggunakan instrumen PTA (Performance Test Anxiety). Keduanya telah diterjemahkan ke Bahasa Indonesia dan diuji validitas dan reliabilitasnya.Uji statistik yang digunakan adalah uji Mann-Whitney dan uji Spearman. Hasil: Sebanyak 207 mahasiswa berpartisipasi dalam penelitian ini. Skorkecemasan mahasiswadidapatkan70.00 (31-94)dan 83.1% menggunakanProblem Focused Coping. Penggunaan Problem focused coping berhubungan signifikan dengan skor kecemasan yang lebih rendah(p=0,032). Tidak terdapat hubungan antara skor kecemasan dengan hasil ujian keterampilan medik pada mahasiswa tahun pertama maupun kedua (p > 0.05)Simpulan: Jenis mekanisme koping yang paling banyak digunakan oleh mahasiswa fakultas kedokteran universitas mataram adalah problem focused coping dan jenis mekanisme koping ini berhubungan dengan skor kecemasan ujian yang lebih rendah.Kata Kunci: Kecemasan Ujian, Mekanisme Koping, Keterampilan MedikBackground: Anxiety is a symptom that arises from unfinished subconscious conflicts. Exam anxiety is anticipatory anxiety experienced when student in an examination situation. Each individual has a different coping mechanism in dealing with the problem.The use of appropriate coping mechanism helps individuals adapt to the changes or burden they face, including studying for exams. This study examined the relationship between coping mechanisms and anxiety score of medical students in facing clinical skills exam, as well as the correlation between anxiety score and clinical skills exam score.Methods:This study used a cross-sectional design. The study subjects were first and second year medical students at the Faculty of Medicine, Universitas Mataram. Coping mechanism data were obtained using the Brief COPE Inventory, while anxiety data were obtained using the Performance Test Anxiety (PTA). Both questionnaires have been translated into Bahasa Indonesia andtested for validity and reliability. The statistical test used in this study were the Mann-Whitney test and the Spearman test. Results: A total of 207 students participated in this study. The participants’ anxiety score was 70.00 (31-94)and 83.1% using Problem Focused Coping. The use of Problem Focused Copingwas significantly associated with lower anxiety score (p=0.032). There was no relationship between anxiety score and clinical skills examination results for the first and second year student (p > 0.05).Conclusion: The use of Problem Focused Coping was prevalent among the first and second year students participated in this study and this coping mechanism was associated with lower exam anxiety score.Keyword: Exam anxiety, coping mechanism, medical skill exam.

MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA? Dwita Oktaria; Dian Puspita Sari; Diantha Soemantri; Nadia Greviana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.65660

Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation: The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.

HOW DOES CLINICAL LEARNING ENVIRONMENT CHANGES DURING PANDEMIC AFFECT ON PROFESSIONAL IDENTITY? Yoga Pamungkas Susani; Dian Puspita Sari; Emmy Amalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.71483

Background: The COVID-19 pandemic has disrupted clinical medical education, and clinical learning was forced to swiftly adapt by blending offline clinical services with online learning. Changes in the clinical learning environment will have an impact on professional identity. This study aimed to determine the impact of changes in the learning environment on medical students' professional identity. Methods: This was a two-phase mixed-method study with an explanatory sequential design. The PHEEM instrument measured students' perceptions of the learning environment before and during the pandemic, and PIM was used to measure professional identity. Fifty-one clinical students participated in this phase. In the second qualitative phase, fifteen students were selected to join three focus group discussions based on the proportion of sex and completion of the clinical rotation.Results: there was a significant decrease in student perceptions of teaching during the pandemic (p 0.003). This result is in line with qualitative findings, namely a decrease in opportunities for participation and interaction in the social aspects of learning. This lowered self-confidence in clinical competence was supported by a higher correlation between perceptions of the learning environment and professional identity before the pandemic than during the pandemic (respectively r 0.561; 0.554 p < 0.01).Conclusion: During the pandemic, there was a decrease in clinical students' participation opportunities, which resulted in decreased confidence in specific clinical competencies, but decreased participation had no effect on comfort and willingness to be engaged in the medical profession. This situation brings awareness to further improve competence through various training and practices.

PEMERIKSAAN KESEHATAN UMUM, MATA, TELINGA, DAN KULIT PADA ANAK PANTI ASUHAN DI KOTA MATARAM Jurnal Pepadu; Dian Puspita Sari; Akhada Maulana; Ahmad Fadhli Busthom; Didit Yudhanto; Eka Arie Yuliyani; Marie Yuni Andari; Ni Nyoman Geriputri; Dedianto Hidajat; Putu Aditya Wiguna; Putu Suwita Sari; Anita Rahman; Ica Justitia
Jurnal Pepadu Vol. 4 No. 1 (2023): Jurnal Pepadu
Publisher : LPPM UNIVERSITAS MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pepadu.v4i1.2229

Di Indonesia, kemiskinan dan kesulitan akses pendidikan menyebabkan sebagian anak dititipkan di panti asuhan. Anak-anak di panti asuhan memiliki keterbatasan akses terhadap pelayanan kesehatan kuratif, terlebih lagi pelayanan promotif dan preventif. Kondisi lingkungan di panti asuhan juga meningkatkan risiko terjadinya gangguan kesehatan dan penyebaran penyakit yang dapat mengganggu tumbuh kembang dan proses belajar anak. Oleh karena itu, dalam rangka Hari Bakti Dokter Indonesia ke-114, Ikatan Dokter Indonesia (IDI) Mataram melaksanakan kegiatan pengabdian kepada masyarakat (PKM) di salah satu panti asuhan di Kota Mataram berupa pemeriksaan kesehatan umum dan terarah seperti pemeriksaan mata (tajam pengelihatan, refraksi, pemeriksaan mata anterior dan posterior), telinga-hidung-tenggorok (THT), kulit, dan gizi. Kegiatan ini dilaksanakan di panti Patmos di Kota Mataram dan melibatkan 12 dokter umum dan spesialis dari berbagai bidang, mahasiswa kedokteran, dan refraksionis. Sebanyak 46 anak dan remaja berusia 9 – 19 tahun mengikuti kegiatan ini. Berdasarkan hasil pemeriksaan, tujuh anak tergolong underweight, dua berisiko overweight, delapan terdeteksi anemia, 26 memiliki keluhan kulit yang 12 di antaranya disebabkan oleh infeksi jamur kulit; delapan orang terdeteksi mengalami kelainan refraksi, sementara satu anak terdeteksi mengalami tuli konduksi. Penatalaksanaan yang diberikan berupa pemberian obat, suplemen tambah darah, kacamata, dan rujukan ke RS. Kegiatan PKM ini berhasil mendeteksi masalah kesehatan yang dapat mengganggu tumbuh kembang serta proses belajar anak seperti masalah gizi, pengelihatan, dan pendengaran. Kerja sama berkelanjutan diperlukan untuk menggalakkan upaya kesehatan promotif dan preventif di panti asuhan.

Co-Authors Ahmad Fadhli Busthom Akhada Maulana Anak Agung Ayu Niti Wedayani Anak Agung Gede Pradnya Andika Anita Rahman Dedianto Hidajat Dewi Suryani Diantha Soemantri Didit Yudhanto Dwita Oktaria Eka Arie Yuliyani Emmy Amalia Emmy Amalia Emmy Amalia Emmy Amalia Firdaus Kamma Patandianan I Made Tobias Abdiman Ica Justitia Jurnal Pepadu Kezia Michella Yusak Maringka Lale Justin Amelinda Elizar Marie Yuni Andari Mohammad Rizki Nadia Greviana Ni Nyoman Geriputri Nurrahmasia Nurrahmasia Pujiarohman Pujiarohman Putu Aditya Wiguna Putu Suwita Sari Rizqa Fersiyana Deccati Winda Manafe Yoga Pamungkas Susani Yoga Pamungkas Susani Yusril Rahmi Sukmawati

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