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All Journal Berkala Ilmiah Kedokteran Duta Wacana Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Yoyo Suhoyo
Department Of Medical Education And Bioethics, Faculty Of Medicine, Public Health, And Nursing, Universitas Gadjah Mada
Biochemistry, Genetics & Molecular Biology Health Professions Immunology & microbiology Medicine & Pharmacology Public Health

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THE ACCEPTABILITY OF THE WE PASS WITH A AS COMPREHENSIVE APPROACH IN IMPLEMENTING COMPETENCY-BASED ASSESSMENT: A PRELIMINARY STUDY ON TEACHERS’ PERCEPTION Yoyo Suhoyo; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.66595

Abstract

Background: A practical approach to assist teachers of medical and health profession education in designing and implementing competency-based assessment (CBA) is needed. This study aimed to investigate the acceptability of the method we developed, namely WE PASS with A as a comprehensive approach in designing and implementing CBA system.Methods: We invited medical and health profession teachers from various institutions in Indonesia who voluntarily join 4 times national workshops of the WE PASS with A. Workshop was conducted in two days (14 hours).  Eighty-three teachers have participated in this study. Six closed questions using 5 Likert scales and 2 open questions was given at the end of each workshop.Results: Most teachers agreed that WE PASS with A approach covers all necessary principles for designing comprehensive assessment, helps them to understand better step by step, provides clear guideline, and can be learnt easily. However, most of them were doubt that their institutions have applied all steps in the WE PASS with A approach and can apply this approach. Teachers like the WE PASS with A approach because the approach is comprehensive, systematic, applicable, structured, simple, understood and remembered, measurable, ideal and accountable. Giving more examples, longer time to explain, more practice, socialization, and investigating the implementation were believed can improve the approach.Conclusion: The WE PASS with A can be accepted by the teachers of medical and health profession education in Indonesia. Future study needed to investigate the feasibility, acceptability, and impact of this approach.
FACILITATING CLINICAL EDUCATION IN MEDICAL AND HEALTH PROFESSION EDUCATION Sari, Sylvia Mustika; Ramani, Subha; Emilia, Ova; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.71819

Abstract

Background: The clinical supervisor's roles influence the quality of clinical education as a teacher and their interaction with students. Underlined the importance of refreshment on clinical teaching skills for clinical supervisors, the 3rd Webinar series of IAMHPE has inspired the recommendations on essential elements in the clinical education of medical and health profession education.Gaps: Recent studies have highlighted the complexity of facilitating clinical education and the socio-cultural influence on clinical supervisor-student relations. As a gap, Indonesia has a hierarchical and collectivist culture and thus the potential to hinder improving students' learning development during clinical education.Recommendation: An understanding of the Gaps between literature and Indonesia's socio-cultural influence on clinical education, we develop several recommendations, including 1) Building Clinical Supervisor-Student Relations that support students' development; 2) Making role modeling explicit and integrating into teaching and learning;3) Facilitating the gradual development of students' clinical abilities, and 4) Re-conceptualization of feedback in clinical education as a “dialogue”.  
MIDWAY TO DIGITAL TRANSFORMATION OF MEDICAL EDUCATION: CURRENT PERCEPTION AND ADAPTATION OF MEDICAL STUDENTS TOWARDS SYNCHRONOUS ONLINE LECTURES Tan, Giovanna Renee; Utomo, Prattama Santoso; Suhoyo, Yoyo; Hidayah, Rachmadya Nur
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 2 (2023): Juni
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.73707

Abstract

Background: The Covid-19 pandemic had forced majority of medical institutions to cease face-to-face learning and implement online synchronous technology. Thus, the improvement of online synchronous learning had become a priority for the continuity of medical education. This study explored students’ self-regulated online learning behavior and perception towards synchronous online learning during the Covid-19 pandemic.Methods: This study used a cross-sectional mixed-method design. Stratified random sampling was applied for participant recruitment that included 101 participants, whom are medical students from academic year 1 to 3 (2018-2020) . A total of 12 interview participants were recruited purposively to allow adequate representation of each batch. Data were collected using a modified Self-regulated Online Learning Questionnaire-Revised and a semi-structured interview. Descriptive statistics and thematic analysis were used for data analysis.Results: Approximately 72.28% of participants (N = 101) were of the higher self-regulated online learning behavior group. Batch 2019 had the highest percentage of higher-self regulated learning participants (27.72%, n = 35, p = 0.899). The environmental structuring average score was the highest (x̄ = 5.77), while persistence domain was the lowest (x̄ = 5.03). The participants appreciated the use of technology to provide quality lectures and flexibility of attending lectures. However, classroom interaction and accountability was a major challenge.Conclusion: Synchronous online lectures have the potential to allow students find their effective study time and method during the Covid-19 pandemic. 
QUALITATIVE EVALUATION OF MORAL DILEMMA DISCUSSION PROGRAM FOR UNDERGRADUATE MEDICAL STUDENTS Pratomo, Fransiskus Aryo; Rahayu, Gandes Retno; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 3 (2023): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.75423

Abstract

Background: In order to achieve professionalism in the medical profession, competence in medical knowledge and skills is crucial. However, equally important are affective components that encompass moral values. At Widya Mandala University Medical School, moral dilemma discussions are employed as a method to enhance the ethical and moral development of students. To optimize the impact of this method on students, it is necessary to delve deeper into the processes that occur within it. This study aims to qualitatively evaluate the student experience of moral dilemma discussions in terms of their moral development and ethical reasoning, their perception of the method as a learning tool, and their assessment of its effects on their moral development and ethical reasoning.Methods: This study utilized a qualitative phenomenological approach to assess the student experience of moral dilemma discussions. In-depth interviews were conducted with 15 student participants from three different academic years. The data obtained were qualitatively analyzed using the thematic analysis method.Results: The in-depth interviews with the 15 study participants yielded four main themes, namely moral development, self-development, the process of assimilation and accommodation, and enabling factors.Conclusion: All students who took part in the study reported a self-perception of higher stage of moral development. According to their experiences, moral development occurred through a process involving ethical contextualization, exposure to various points of view, and reflection. Important factors to consider include sufficient preparation, an active and enjoyable atmosphere, the use of relevant cases, and a longitudinal process.
CLINICAL EDUCATION DURING COVID-19 PANDEMIC: EXPLORING MEDICAL STUDENTS AND CLINICAL SUPERVISORS’ EXPERIENCES Noija, Stazia; Suhoyo, Yoyo; Hidayah, Rachmadya Nur
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.76568

Abstract

Background: COVID-19 has become a global pandemic that has caused significant changes, including in the context of implementing clinical education. Medical students and clinical supervisors face various adjustments that become a dilemma. This study aims to explore the implementation of clinical education in the era of the COVID-19 pandemic based on the experiences of medical students and clinical supervisors.Methods: Qualitative research was performed using purposive sampling. Informant interviews were arranged until data saturation was achieved, followed by an analysis process using thematic analysis.Results: Seven themes were identified, including learning opportunities and engagement, interaction with patients, communication and interaction with colleagues and supervisors, facility and individual management, supervision process, awareness and confidence, and evaluation and assessment on clinical rotation. The results of this study indicate several changes in the implementation of clinical education during the COVID-19 pandemic compared to before the COVID-19 pandemic.Conclusion: There are several noticeable changes in the implementation of clinical education during the COVID-19 pandemic compared to before the pandemic by referring to the experiences of medical students and clinical supervisors. It is related to the factors that influence the implementation of clinical education during the COVID-19 pandemic. 
CHALLENGES AND FACTORS INFLUENCING THE IMPLEMENTATION OF CLINICAL SKILL TRAINING AS A TRANSITION TO CLERKSHIP COURSE Aisyah, Windy Nurul; Hidayah, Rachmadya Nur; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.76580

Abstract

Background: Transitioning from a preclinical environment to clinical practice requires different skills than academic abilities.  Medical students and tutors must make various adaptations that can be challenging during the clinical transition. Efforts to improve student preparation to face the transition from preclinical to clinical can be done with transition-to-clerkship courses (TTCC). The purpose of this study is to find out the benefits and challenges of implementing the Clinical Skill Training (CST) program as a transition-to-clerkship course (TTCC)Methods: Qualitative research with a case studies approach was performed using purposive sampling. Focus Group Discussion (FGD) and the in-depth interview continued until data saturation was reached, after that thematic analysis approach was used to do the analysis.Results: Students stated that CST is a learning program aimed at refreshing or recalling previously obtained material.  Apart from being a material refresher program, CST facilitates peer learning about exchanging information and giving each other feedback. The tutors thought that CST can bridge the knowledge gap possessed by previous students regarding a disease diagnosis. The link between theory and practice of action will be strengthened during CST. The challenges include supervisor absence, lack of facilities, short intervention time, incomplete evaluation tools, and lack of clinical case variety.Conclusion: The implementation of CST can improve clinical reasoning, provide focused skills learning, and as a good transition program. This study should be used as feedback for the CST program, and further study is suggested to generalize the findings nationwide.
MEDICAL STUDENTS’ EXPERIENCES WITH DYING PATIENTS: IDENTIFYING EDUCATIONAL NEEDS IN THE EASTERN CONTEXT Dharmatika, I Made Pramana; Suhoyo, Yoyo; Prihatiningsih, Titi Savitri
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 2 (2023): Juni
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.80697

Abstract

Background: The death of a patient is an event that could trigger medical students’ emotional reactions during clinical rotation. This study aimed to identify medical students’ preparedness in dealing with patients’ death and their educational needs through their lived experience.Methods: This was a qualitative study with a descriptive phenomenological approach. Purposive sampling was used to select medical students with experience caring for dying patients during clinical rotation. Data were collected through semi-structured interviews. Colaizzi’s method was used to analyze data.Results: The experience of six medical students showed medical students’ difficulties in discussing end-of-life with family members, giving emotional support to dying patients, and supporting grieving family members. Hierarchies and hidden curriculums influenced the interaction between medical students and medical staff during end-of-life care provision. The educational needs of medical students were teaching and learning about communication skills and attitudes in caring for dying patients, awareness of local culture in end-of-life care, the opportunity to observe medical staff communicate with dying patients and family members, and debriefing with healthcare team members after patients’ death.Conclusion: The findings of this study have provided insight into medical students’ experiences in dealing with patients’ death and their problems. Medical schools should prepare medical students to care for dying patients through curriculum development.   
The Noteworthiness of Constructive Feedback and Student-Reflection to Approach Competence-Based Curriculum: An Explanatory Study of Medical Schools in Indonesia Salamy, Achmad Yarziq Mubarak Salis; Claramita, Mora; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.87750

Abstract

Background: Competence-based medical curriculum requires the acquisition of complex abilities that should be assessed longitudinally. The programmatic assessment model can facilitate a complete picture of students' competencies. The five components of learning, assessment, supporting activities; and intermediate to final evaluation provide holistic learning experiences for students and mentors to participate in the learning strategies. We aim to assess the application of longitudinal components of the programmatic assessment model to the current assessment system based on student perceptions.Methods: This study used a cross-sectional mixed-method sequential explanatory design at six medical schools in Surabaya, East Java of Indonesia. The instrument was 43 items of validated questionnaire based on the five components and the focus group discussions. Results: This study obtained 442 respondents. The results reflected high reliability with a Cronbach alpha value of 0.969, and the validity test showed R arithmetic > R table (R table 0.128 for n 442). The current assessment system was perceived as ‘good’, with 3.9 on 5 points Likert scale; but the ‘supporting activities’ where reflection and feedback lied; was at the lowest score although insignificant. Students underlined the lack of formative aspects (reflection, feedback, mentorship, and middle evaluation).Conclusion: The overall assessment system is well-perceived by the students; however, the 'supportive activities' component has been minimally applied. So the 'assessment of previous learning' is still prominent in the current assessment system.
CLINICAL SKILLS INSTRUCTOR’S PERCEPTION OF FEEDBACK EXPERIENCE USING THE PENDLETON METHOD Ronanarasafa, Ronanarasafa; Claramita, Mora; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.76608

Abstract

Background: Feedback at the    Faculty of Medicine, Universitas Islam Al-Azhar is one of the formative assessments given to the students. The feedback given so far is unstructured and tends to emphasize only the negative side. The process of providing feedback needs to be deeply evaluated by using a framework from the Pendleton method. This study aims to evaluate the training in giving feedback using the Pendleton method for clinical skills instructors.Methods:  A mixed-method design was used. The study assessed changes in instructors’ knowledge and application of the Pendleton feedback method, as well as their experience in delivering structured feedback. Knowledge was measured with a pre–posttest questionnaire, while the ability to deliver feedback was assessed using a Likert-scale rating completed by trained observers during feedback sessions. In addition, a focus group discussion (FGD) with four guiding questions was conducted among instructors who had completed the training and implemented the Pendleton feedback method. Qualitative data were analyzed using content analysis.Results: There was a significant improvement in instructors’ knowledge of how to give structured feedback in clinical teaching settings after the Pendleton training. This improvement was also supported by insights from the FGD, which indicated enhanced confidence and clarity in delivering feedback.Conclusion: The Pendleton technique of feedback is effective in improving instructors’ ability to provide structured and constructive feedback in clinical education. This structured approach was perceived by participants as useful for facilitating student learning and enhancing the overall feedback process.   
Co-Authors Achmad Yarziq Mubarak Salis Salamy Aisyah, Windy Nurul Anastasia, Gisella Banu Aji Dibyasakti Deny Yuliawan Doni Widyandana Dwi Rahma Wati Gandes Retno Rahayu Gusti Raditya K I Made Pramana Dharmatika Ida Ayu Triastuti Imelda Ritunga Mora Claramita Muhamad Reza Utama Noija, Stazia Ova Emilia Pratomo, Fransiskus Aryo Prattama Santoso Utomo Rachmadya Nur Hidayah Ramani, Subha Retno Sumiyarrini Reza M. Munandar Ronanarasafa, Ronanarasafa Sari, Sylvia Mustika Tan, Giovanna Renee Titi Savitri Prihatiningsih Tridjoko Hadianto Utomo, Prattama Santoso Widyandana Doni Yekti Satriandari