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All Journal International Journal of Evaluation and Research in Education (IJERE) SAINS MEDIKA : JURNAL KEDOKTERAN DAN KESEHATAN Journal of Education and Learning (EduLearn) Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Global Educational Research Review

Titi Savitri Prihatiningsih

Departemen Pendidikan Kedokteran Dan Bioetika Universitas Gadjah Mada Gedung Radioputro Lt. 6, Jl. Farmako, Sekip Utara, Yogyakarta 55281

Author-ID : 347363

Religion Humanities Education Health Professions Library & Information Science Medicine & Pharmacology Public Health Social Sciences Other

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Evaluation of a Problem Based Learning Curriculum Using Content Analysis Titi Savitri Prihatiningsih; Nurul Qomariyah
International Journal of Evaluation and Research in Education (IJERE) Vol 5, No 3: September 2016
Publisher : Institute of Advanced Engineering and Science

Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are informed to tutors. Tutors have to facilitate the discussion that the correct LOs are identified. This study checked the allignment of LOs formulated by the Faculty and LOs by the students. Cardiorespiratory system block is used. A content analysis is applied for this purpose. Sixteen discussion notes (DNs) written by 16 groups from one scenarios were analysed. The LOs from the tutor book and DNs were coded separately. There were eight Faculty LOs for scenario Blood Donation. None DNs were mentioned correctly. Many DNs mentioned LOs which are not in the prescribed LOs. It was clear that 16 groups of student failed to identify LOs correctly. This might affect their performance in their block exams, and also their preparedness for the subsequent blocks as they lack relevant prior knowledge.

The Role of teacher in medical student self-directed learning process Francisca A Tjakradidjaja; Yayi Suryo Prabandari; Titi Savitri Prihatiningsih; Harsono Harsono
Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016
Publisher : Intelektual Pustaka Media Utama

Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.

Hubungan Motivasi dan Hasil Belajar Mahasiswa Kedokteran Rika Lisiswanti; Rossi Sanusi; Titi Savitri Prihatiningsih
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement 0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement 0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.

Comparison of Small-Class Versus Large-Class Tutorial Discussions Indah Dewi Ridawati; Titi Savitri Prihatiningsih; Widyandana Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Not all small tutorial discussion groups discuss national integrated antenatal care. Tutorial discussion in a large class provide discussion together among small discussion groups of the seventh jump.Method: This study was an explanatory design, mixed-methods study. The research sample amounted to 60 students of 2.6 block in the Gadjah Mada University Bachelor Nursing Program and semi-structured interviews conducted on 10 respondents were included in the quantitative study. The data collection conducted on April 14 until June 16 2016. Antenatal knowledge instrument consists 35 multiple choice questions valid and reliable that created on antenatal module. The effect of tutorial measured after day 3 from the treatment time. Nine-eleven student in 3 small tutorial discussion groups in the different room and 30 students in a large tutorial discussion group divided into 3 small discussion groups in the same room got 4 times tutorial in 2 weeks. Materials provided include antenatal delivery.Results: Based on paired sample t test in get difference the average value of knowledge before and after the tutorial discussion, average increase of knowledge in small tutorial discussion was 0.09 (p=0.93, p<0.05) and 3.62 (p=0.02, p<0.05) in a large tutorial discussion. The qualitative data analysis showed that discussion together among small discussion groups of the seventh jump can increase knowledge acquisition.Conclusion: The results showed discussion tutorial in a large class more effective increase antenatal care knowledge acquisition than small class.

The Role of Indonesian Medical Council in Assuring The Quality of Medical Education Titi Savitri Prihatiningsih
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 3 (2016): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Indonesian Medical Council (IMC) was established in October 2005 as mandated by the Medical Practice Law No.29/2004. The main function of IMC is to safeguard the medical practices through several mechanism, one of which is through ensuring the quality of medical education by approving the standards of competences and standards of medical education as well as by monitoring the implementation of those standards. A new Medical Education Law No.20/2013 is enacted. In this Law, the role of IMC in assuring the quality of medical education disappeared.Method: This is an exploratory qualitative study. Documents are analysed using a content analysis. Typology for medical regulatory framework is applied.Results: Five categories are identified, namely (1) educationally-oriented regulators, (ii) mix regulatory regimes, (iii) collaborative governance, (iv) professional regulation and (v) mix-credentialing regimesConclusion: For governance of medical education, educationally-oriented regulators predominates. In quality assurance for medical education, mix-regulatory, collaborative governance and professional regulation are applied; however there is a contradictory of role between IMC and the Ministry. In funding, mix-regulatory regime and collaborative regime are applied. In education trajectory, educationally-oriented regulator is used and in exam and qualification mix-credentialing regime is applied. Only in quality assurance in medical education, there is a serious contradiction of IMC role.

Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur Nur Meity; Titi Savitri Prihatiningsih; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality. Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted. The importance of SDL can be discerned when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment and commitment of all party.

The Preceptions of students and Teachers about The Level of The Sanctions for academic Integrity Violans: An Explanatory Sequential Design Study in a Nursing Education Program Yogik Setia Anggreini; Yayi Suryo Prabandari; Titi Savitri Prihatiningsih
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Professional Behavior is a reflection of the professionalism, which includes academic integrity. Some of student’s behavioral violations related to academic integrity are influenced by perception. However, students and lecturers tend to interpret these violations differently associated with severity of academic integrity, for example, the sanction against violations of academic integrity. Thus, these differences may contribute to the number of occurrences of academic integrity violations. This study aims to identify the perception of nursing students and lecturers about the level of sanctions for violations of academic integrity.Method: This study used a mixed method using a sequential explanatory design. This was also a quantitative research survey using a questioner to 101 nursing students, followed by focus group discussion done by the students and in-depth interviews to four lecturers.Results: The behavior deemed not to be in violation was 1% -5.9%. Most students chose sanction level 2 (21.8% - 66.35%), sanction level 3 (23.8% - 28.7%) and the highest sanction level or level 10 (19.8%)Conclusion: The perception of students to the sanction level out of 22 items, 15 items nursing students chose sanction level 2 “verbal warning” (21.8% - 66.35%), 2 items students chose sanction level 3 “written warning” (23.8% -28.7%). The highest sanction level chosen was level 10 “reported to the professional regulatory body” (19.8%). The lecturers assumed that mild sanction first given was in the form of verbal warning and the toughest was being suspended.

The Development of Islamic Dentist Competence In Destistry Education Musri Amurwaningsih; Titi Savitri Prihatiningsih; Ika Dewi Ana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: The subject of dental health care has been receiving a lot of attention from Moslems in Indonesia, especially its accordance with Al-Qur’an and Sunnah. It has encouraged numerous researches which corelate dental health care through Islamic perspective, and ignored the perspective of dentistry. Consequently, this research is aimed to develop, formulate and validate the competence of moslem dentists.Method: Experts’ agreement was develop using Delphi method. The result then was developed into an instrument with 2 criteria was used to determine content validity index (CVI) and content validity ratio (CVR). The result was developed into a 5-point Likert scale instrument which would be used to determine internal consistency (Cronbach’s alpha) and corrected item–total correlation with Pearson’s correlation.Results: The qualitative method generated 4 domains. Domain shiddiq comprised 2 components, domain amanah 2 components, domain tabligh 2 components and domain fathonah 4 components with the value of agreement of each domain was approximately between 67% - 100%. The CVR value of the components of competence was between 0,69 – 1, while the CVI value was 0,877. The reliability test scored 0,923.Conclusion: The Competence Standards of Islamic Dentistry can be used as guidance for designing Islamic dental curriculum. Further research should be conducted to design assessment.

Anxiety and Competence Achievement of Midwifery students During Midwifery Clinical Practice of Maternal Neonatal Emergency Anis Kusumawati; Titi Savitri Prihatiningsih; Yayi Suryo Prabandari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Anxiety is often experienced by students when following clinical education. Anxiety at moderate level is required for the learning process, but at high level it lowers the learning. The objective is to determine the level of anxiety, competency achievement, the relationship between them and the things that are perceived by the students and the clinical instructors when following clinical practice.Methods: A quantitative, cross sectional study using questionnaires to 42 midwifery students continued with the qualitative by in-depth interviews with three students and six clinical instructors.Results: The level of anxiety was no to mild anxiety by 19.05%, mild to moderate anxiety by 66.67%, and moderate to severe anxiety by 14.28%. Around 2.38% of the students earned a grade of a B, 45.24% earned a B + and 52.38% earned an A. The relationship between the level of anxiety and competency achievement was shown with an r value of -0.043.Conclusion: The level of anxiety in clinical practice of midwifery students was mild to moderate, and the competency achievement was excelent. There was a negative and very weak correlation between the level of anxiety and competency achievement. Things perceived by the student following clinical practice were a matter of personalization, innovation, individualization, involvement, task orientation, and satisfaction, while things perceived by the clinical instructors were a matter of time constraints, much work load, student preparedness, student ability level, challenge to patient, student motivation, and hospital environments.

Evaluation of The Clinical Supervision to Clinical Rotation Students In a Faculty of Medicine Irwan Ashari; Titi Savitri Prihatiningsih; Angela Nurini Agni
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: The clinical education at the Faculty of Medicine, University of Muhammadiyah Makassar, must be completed in four semesters. During that period, the students are educated and supervised by specialists or doctors on duty at the hospital. Since the first implementation of the clerkship clinical system at this university, evaluation on the implementation of clinical supervision provided by lecturers to the students for their clinical clinic had never been conducted. Therefore, it was necessary to evaluate the clinical supervision provided by the clinical instructor to the students for their clinical clerkship at FK-Unismuh. This study aims to evaluate the clinical supervision provided by lecturers to the clinical clerkship students at FK-Unismuh Makassar.Method: This study was a descriptive survey. The subjects were 123 clinical clerkship students of FK-Unismuh Makassar who had completed clinical rotation at the department of Internal Medicine, Pediatric, Surgery, and Obstetrics and Gynecology. The research subjects were grouped based on their clinical rotation that had been undertaken. The instruments used were the Clinical Teaching Effectiveness Instrument (CTEI) and the students’ log book for their clinical activities. The collected data were analyzed descriptively.Results: The effectiveness of clinical supervision showed that the overall average total score of CTEI was more than 3 with a range from 3.52 (internal medicine) to 3.84 (surgery). The lowest clinical supervision was at setting up a good time for both services and teaching (3.50). The average frequency of supervision received in Internal Medicine was 91.2 times. The average number of timely, late, and delayed supervision was 40 times (44%), 23 times (26%), and 28 times (30%), respectively. The average supervision duration of under 30 minutes, 30-60 minutes, and more than 60 minutes was 63 times (69%), 16 times (18%), and 12 times (13%), respectively.Conclusion: The effectiveness of the overall clinical supervision at 4 departments was rated ‘good’ by clerkship students. However, there were some items of the clinical supervision which were still undervalued by the students. At the Department of Internal Medicine, the number of students accepted uneven supervision, much clinical supervision was carried out not on time, and duration of supervision was inadequate.

Co-Authors Angela Nurini Agni Anis Kusumawati Asmara, Aditya Hari Dian Apriliana Rahmawatie Efrayim Suryadi Fitriyani Fitriyani Francisca A. Tjakradidjaja Gandes Retno Rahayu Geraldine Baujea Harsono Harsono I Made Pramana Dharmatika Ika Dewi Ana Indah Dewi Ridawati Irwan Ashari Musri Amurwaningsih Nur Meity Nurokhmanti, Hikmawati Nurul Qomariyah Rika Lisiswanti Rossi Sanusi Soenarto Sastrowijoto Wahyu Supartono Widyandana Widyandana Wiwik Kusumawati Yanto Sandy Tjang Yayi Suryo Prabandari Yayi Suryo Prabandari Yogik Setia Anggreini Yoyo Suhoyo

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