Garuda - Garba Rujukan Digital

Savitri Shitarukmi

Department Of Medical Education And Bioethics Faculty Of Medicine, Public Health And Nursing Universitas Gadjah Mada

Author-ID : 3663164

Health Professions Medicine & Pharmacology Public Health

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Articles

The Effectiveness of PBL Problems from Students and Tutors Perspectives Savitri Shitarukmi; Siti Rokhmah Projosasmito; Herma Roebertsen
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: PBL problems are used as a starting point to students in attaining learning objectives. Students are expected to discuss the problems according the principles of collaborative learning, constructive learning, contextual learning, and self-directed learning. A continuous monitoring, evaluating, and improving the PBL problems should be done systematically. Nevertheless, the problems are lacking monitoring and evaluation. The aim of this study is to evaluate the effectiveness of PBL problem by providing an evaluation tool. The evaluation involved students and tutors.Method: A survey by using questionnaire based on six factors of an effective PBL problem was conducted to obtain students and tutors perception towards the effectiveness of 6 PBL problems used in tutorial session. The questionnaire for each scenario distributed to four randomly selected group tutorials (total samples per scenario is 40 students and four tutors). The perceptions were then analysed by using descriptive statistic. Four open ended questions included in the questionnaire were used to get better understanding and explanation of quantitative result.Results: A total of 198 (82.5% response rate) students and 23 (95% response rate) tutors filled the questionnaire. Students and tutors gave their score for the overall quality of each PBL problems. Some differences among students and tutors in rating the overall quality on each problem were found. The strength and the weakness of each problem were also obtained from students’ and tutors’ rate for the six factors in the questionnaire. Each group of participants had their own concern regarding the most important factor for an effective PBL problem.Conclusion: The result of this evaluation could reflect the effectiveness of PBL problems in achieving students’ learning objectives from different viewpoints: students and tutors. This valuable information can be used by problem designers and their institutions to monitor and improve the quality of PBL problems continuously.

Intergrating Problem-Based Learning and Team-Based Learning (PITBL) in Nursing Students: A Pilot study Yossi Indra Kusuma; Gandes Retno Rahayu; Savitri Shitarukmi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Change seems to be a constant in education. The shifting paradigm from teacher-centered to student-centered impact on demands of medical and health professions education institution to undertake curricullum reform. The development of PBL requires the provision of resources needed for its implementation. The emergence of newly developed method, TBL, garnered interest because of its potential to promote active learning without requiring large numbers of resources. The integration of these two methods can complement each deficiencies with their advantages, so it can optimize student learning. This study is aimed to determine the impact of the integration of PBL and TBL (PiTBL) on student engagement and to evaluate the perceptions of students in terms of accountability, preferences and their satisfaction with this method.Method: This study was a pre-experimental with one group pre and post test design. Subjects consisted of 103 nursing students who enrolled Fluid, Electrolyte an Elimination course. The collection of data before and after the intervention were held to determine the difference in student engagement, using “Classroom Engagement Survey” instrument from Baylor University. Students perceptions in terms of accountability, preference and satisfaction were measured with PiTBL-Student Assessment Instrument (PiTBL-SAI).Results: PiTBL had a positive impact on student engagement, but its results were lower then PBL. The difference was not significant for participation sub-scale, and significant in several weeks of course for enjoyment sub-scale and total value of student engagement. Students perceptions in terms of accountability, preference and their satisfaction with PiTBL all showed positive results.Conclusions: PiTBL had a positive impact on student engagement, although lower than PBL. Students perceptions in terms of their accountability, preference and satisfatction with this method is also positive. We concluded that this method can be used as an alternative in implementing an effective and eficient active learning method.

COMPARING THE EFFECTIVENESS OF LED TV/LCD AND WHITEBOARD AS A LEARNING MEDIA IN PBL TUTORIAL DISCUSSION IN A MEDICAL SCHOOL AT INDONESIA Prattama Santoso Utomo; Savitri Shitarukmi; Noviarina Kurniawati; Widyandana Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 8, No 3 (2019): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Learning media do have an important role in facilitating learning for medical students, especially in Problem Based Learning (PBL) curriculum. TV-LEDs, LCDs and whiteboards are currently popular to be used as the learning media for PBL tutorial discussions. TV-LEDs and LCDs are digital technologies which are considered more sophisticated when compared to whiteboards. Undergraduate medical students in Faculty of Medicine, Universitas Gadjah Mada (FM UGM), Yogyakarta-Indonesia attend PBL tutorials every week and use those learning media to facilitate their tutorial discussions. This study aimed to compare the effectiveness of TV-LEDs/LCDs and whiteboards as learning media in PBL tutorial discussion.Methods: A cross-sectional study using both qualitative and quantitative (mixed method) survey approaches. A total of 398 third and fourth year undergraduate medical students of FM UGM participated the survey. Data were collected using a questionnaire that incorporated close-ended questions using likert-scale (quantitative) and open-ended questions (qualitative). Quantitative data were analysed based in ARCS (Attention, Relevance, Confidence, Satisfaction) grouping method and qualitative data were analysed using deductive qualitative analysis.Results: The survey found based on ARCS groups that A = 3,68; R = 3,63; C = 3,69; S = 3,71. These results indicate that students are eager and enthusiastic in using the technology of TV-LEDs/LCDs as learning media. The qualitative responses describe the benefits and limitations of both TV-LEDs/LCDs and whiteboards as learning media in PBL tutorial. Students also provide some suggestions to optimise the benefits of both learning medias in facilitating learning in PBL tutorial.Conclusion: The use of TV-LEDs/LCDs as learning media in PBL tutorial received a positive response overall. TV-LEDs/LCDs are considered more effective and interactive rather than whiteboard. Students suggested that TV-LEDs/LCDs should be used side-by-side with whiteboard.Keywords: TV-LED/LCD, whiteboard, tutorial, learning media, effectiveness, medical student

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