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All Journal Qanun Medika - Medical Journal Faculty of Medicine Muhammadiyah Surabaya Jurnal Ilmu Kedokteran dan Kesehatan Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Mega Pandu Arfiyanti
Universitas muhammadiyah semarang
Biochemistry, Genetics & Molecular Biology Health Professions Immunology & microbiology Medicine & Pharmacology Public Health

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EXPERIENTIAL LEARNING METHODS IMPROVES RATIONAL PRESCRIBING SKILL IN MEDICAL STUDENTS Mega Pandu Arfiyanti; Gandes Retno Rahayu; Eti Nurwening Sholikhah
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 2 (2021): July
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.56906

Abstract

Background: Rational prescribing is an important skill for medical doctors. Many graduates still feel insufficiently prepared to make rational prescribing and fail to demonstrate the related clinical reasoning after graduation. For these reasons, it is important to improve the medical student teaching of rational prescribing. The aim of this study is proving the effectiveness of experiential learning methods to improve rational prescribing skills of medical students.Methods: This study used a one-group pretest-posttest design. Rational prescribing courses use experiential learning methods for 6 year medical students. Every student provided evaluation of rational prescribing and clinical reasoning through pretest and posttest, and we analyzed the results by paired t test.Results: The change in the rational prescribing skill of the students is significant between pretest and posttest. However, in the hypertension case the scores are not significant between pretest and posttest. Also, the scores of clinical reasoning based on drug interaction and evidence based methods are not significant in the hypertension and otitis media cases.Conclusions: Experiential learning methods can enhance rational prescribing skill in medical students but the students were still not able to choose appropriate medications based on drug interaction and evidence based approach.
HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI PENYUSUNAN SKRIPSI MAHASISWA FK UNIMUS Ummu Syafa'ah; Mega Pandu Arfiyanti; Yanuarita Tursinawati
Jurnal Ilmu Kedokteran dan Kesehatan Vol 9, No 3 (2022): Volume 9 Nomor 3
Publisher : Prodi Kedokteran Fakultas Kedokteran Universitas Malahayati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jikk.v9i3.5597

Abstract

Prokrastinasi akademik merupakan perilaku penundaan menyelesaikan suatu tugas atau pekerjaan oleh mahasiswa yang berkaitan dengan kegiatan akademik perkuliahan. Salah satu tugas akademik yang sering diprokrastinasi oleh mahasiswa adalah penyusunan skripsi, sebanyak 77,5% mahasiswa melakukan prokrastinasi akademik tinggi dalam penyusunan skripsi. Prokrastinasi akademik banyak menimbulkan dampak buruk bagi mahasiswa sehingga mahasiswa memerlukan kemampuan mengatur diri dalam belajar yang disebut dengan self regulated learning. Penelitian ini bertujuan untuk menganalisis hubungan antara self regulated learning dengan prokrastinasi penyusunan skripsi mahasiswa fk unimus. Jenis penelitian ini adalah observasional analitik dengan desain cross sectional. Sampel mahasiswa fakultas kedokteran Universitas Muhammadiyah Semarang sebanyak 100 orang dengan teknik total sampling. Responden diminta mengisi kuesioner Assesing self regulated learning untuk mengetahui kategori self regulated learning dan kuesioner PASS (Procrastination Assessment Scale for Students) digunakan untuk mengukur prokrastinasi akademik. Data yang diperoleh kemudian dianalisis menggunakan uji korelasi rank spearman. Hasil penelitian menunjukkan dari 100 mahasiswa kedokteran yang menjadi sampel penelitian, 74% melakukan prokrastinasi akademik kategori sedang dan 75% memiliki self regulated learning kategori tinggi. Berdasarkan hasil analisa didapatkan nilai signifikansi sebesar 0,320 (P>0,05). Kesimpulan dari penelitian ini adalah tidak terdapat korelasi antara self regulated learning dengan prokrastinasi penyusunan skripsi mahasiswa fk unimus.
Differences score between online and offline laboratory sessions of parasitology in Medical Faculty Atika Widyaningrum; Mega Pandu Arfiyanti; Kanti Ratnaningrum
Qanun Medika - Jurnal Kedokteran FK UMSurabaya Vol 7 No 2 (2023): Journal Qanun Medika Vol 07 No 02
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/jqm.v7i2.12368

Abstract

Capabilities to diagnose diseases caused by parasites is one of the competencies that must be mastered by general practitioners. This is stated in Standar Kompetensi Dokter Indonesia (SKDI). The branch of parasitology includes protozoa, helminths, and arthropods. Competency can be achieved through debriefing activities and laboratory sessions. During the pandemic, laboratory sessions of parasitology are carried out online with modification of implementation techniques. The study aims to determine the differences in scores between online and offline laboratory sessions of parasitology in medical faculty. Quantitative research used a quasi-experimental method, with a simple random sampling technique. The research data used secondary data scores of laboratory sessions of helminth and protozoa parasitology of Medical students in Universitas Muhammadiyah Semarang (Unimus). Data were analyzed by using a non-parametric Mann-Whitney u-test. From 62 students, there were significant differences in scores between online and offline helminth laboratory sessions (p=0.00) with the average scores of online helminth courses higher than offline laboratory sessions (70.6±19.8). There was no significant difference in grades of online and offline protozoa laboratory sessions (p=0.576) with average scores of online protozoa courses being lower than the offline laboratory session (55.8±25.5). There is a significant difference in scores between the helminth laboratory session of parasitology and there is no difference in scores between the protozoa laboratory session in Medical Faculty.
Co-Authors Atika Widyaningrum Eti Nurwening Sholikhah Gandes Retno Rahayu Kanti Ratnaningrum Ummu Syafa'ah Yanuarita Tursinawati