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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Rilani Riskiyana
Deparment Of Medical Education And Bioethics, Faculty Of Medicine, Public Health, And Nursing Universitas Gadjah Mada
Education Health Professions Medicine & Pharmacology Public Health

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THE CHALLENGE OF IMPLEMENTING ONLINE INTERPROFESSIONAL EDUCATION FOR UNDERGRADUATE STUDENTS: A LITERATURE REVIEW Rilani Riskiyana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.58989

Abstract

Background: Interprofessional education (IPE) is undergoing vast development recently. Online learning has been proven to help overcoming the barriers that were commonly found in traditional IPE. However, the management of online learning in IPE is not well understood. The study identified challenges in online learning in IPE as well as recommendations for better program implementation. Methods: A literature review was performed using several keywords including “online learning”, “blended learning”, “interprofessional education”, “challenges”, and “obstacles”. The databases included EBSCOHost, ProQuest, Google Scholar, and Sciencedirect. A narrative analysis was performed to meet the review objective. Results: The identified challenges in establishing online learning for IPE were categorized according to each phase, i.e. planning and implementation. Seven categories of challenge were highlighted. The recommendations to overcome each challenge were also discussed for better implementation in the future. Conclusion: Understanding the possible challenge in each phase of developing online learning for IPE could minimize the potential disruption in achieving the learning objective. Gaining support as well as faculty trainings are crucial to ensure the program sustainability
NEWLY-GRADUATED MEDICAL DOCTORS AS NEAR-PEER TUTORS FOR PREPARING NATIONAL LICENSING EXAMINATION: A CASE REPORT Prattama Santoso Utomo; Arta Farmawati; James Degnan; Rachmadya Nur Hidayah; Rilani Riskiyana; Gandes Retno Rahayu
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.62407

Abstract

Background: Medical students in Indonesia are required to pass a national licensing examination (e.g., UKMPPD) as a requirement of graduation and to obtain their certificate of competence. Medical schools prepared their students based on their needs and capacity. The preparation might use different teaching approaches. Undergraduate medicine program in Universitas Gadjah Mada conducts a national licensing examination preparation program facilitated by both faculty members and peer tutors. The peer tutors are newly graduated medical doctors who were recruited and trained. The use of trained peer tutors in a structured program to prepare high-stake examination such as a national examination is considered novel. This paper aims to describe a peer-assisted learning (PAL) approach used to prepare medical students in facing a national licensing examination.Case Discussion: A preparation program using faculty and peer tutors was deployed to prepare final-year medical students for facing the Indonesian national licensing examination. The ratio of sessions facilitated by faculty to peer tutors was 1:2. The preparation included CBT and OSCE training. Sessions with faculty used a medium to large class approach while sessions with peer tutors used a small to medium group approach. Through February 2020, 147 students have participated in the program. A questionnaire was developed to measure agreement that the program was successful and if the tutees were satisfied with various aspects of the program. The tutees responded with high rates of satisfaction to most items on the questionnaire  (responses for all but one item ranged between 72.1% and 90.5% in favorable agreement or satisfaction). The one exception was CBT preparation where the level of satisfaction was lower (54.4% rated CBT favorably). Participants highly valued the involvement and the performance of peer tutors.Conclusion: The use of near-peer assisted learning for national licensing examination preparation has strong potential. Further study is required to investigate the impact of the peer-assisted national licensing examination preparation program on students’ achievement and clinical practice.
THIRD-YEAR HEALTH PROFESSIONS STUDENTS’ INTERPROFESSIONAL EDUCATION IN THE COMMUNITY SETTING: WHAT DID THEY EXPERIENCE? Siti Rokhmah Projosasmito; Rilani Riskiyana; Supriyati Supriyati
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.67701

Abstract

Background: Learning by experiencing a real situation is believed to be more powerful than using simulation. This hypothesis is also applied to interprofessional learning for students in health professions education. Learning to collaborate and practice students' knowledge of health care in a community became the purpose of the community and family health care (CFHC) program in the Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada.Aim: To describe the third-year students’ experiences of learning interprofessional collaboration in a community setting based on their activity report.Case Discussion: The CFHC team created a particular design for third-year students, focused on community health problems rather than family health problems. The groups conducted focus group discussions to explore health issues and to decide together with the community the main problem that would be given intervention. The groups documented the entire process through a written report, video, and an article about their intervention outcome.Conclusion: The reports showed that students were able to demonstrate interprofessional practice in solving health problems in the community. They learned to work as an interprofessional team while experiencing it. Thus, conducting community-based IPE for undergraduate students is necessary to develop interprofessional collaboration competencies.
THE IMPACT OF INDONESIAN MEDICAL DOCTORS NATIONAL COMPETENCY EXAMINATION (IMDNCE) TOWARDS LEARNING AND CLINICAL PRACTICES: A QUALITATIVE STUDY ON THE INTERNSHIP DOCTORS’ PERSPECTIVES Lukas Daniel Leatemia; Yoga Pamungkas Susani; Detty Iryani; Fundhy Sinar Ikrar Prihatanto; Hemma Yulfi; Rilani Riskiyana; Gandes Retno Rahayu
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.73080

Abstract

Background: The implementation of the national licensing examination for medical doctors is expected to have a broad impact on doctors and society. Indonesian Medical Doctor National Competency Examination (IMDNCE; Indonesian: Uji Kompetensi Mahasiswa Program Profesi Dokter or UKMPPD) as an ‘exit exam’ in the medical education process may significantly impact learning and clinical practices. The study’s objective was to explore the impact of IMDNCE on both the learning and clinical practices of doctors.Methods: The study subjects were internship doctors who had passed the IMDNCE. Participants were recruited by purposive sampling based on the ownership status of the institution (state/private) and the accreditation of respective medical schools and participants’ gender. The study participants consisted of 41 internship doctors working in 6 regions from 33 different medical schools out of 75 medical faculties in Indonesia.Results: IMDNCE has a positive influence on learning and clinical practice. The IMDNCE process emphasizes standard competencies that must be mastered and patient management process with current evidence that is not always achieved during clinical education, increasing clinical knowledge and skills, and increasing awareness of professional development. IMDNCE also has very well affected in the development of self-confidence and a sense of responsibility which are essential in clinical practice. In addition to psychological influences, IMDNCE improves competence in clinical skills and promotes good medical practice.
Towards improving soft skills of medical education in the 21st century: A literature review Rilani Riskiyana; Nurul Qomariyah; Rachmadya Nur Hidayah; Mora Claramita
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22951

Abstract

Global challenge forced medical education to be transformative in preparing the future health care professional. Student-centered learning (SCL) has been regarded as the most suitable medical curriculum approach to meet the health care demand. Indonesia, with its hierarchical and collectivistic culture, has long implemented SCL. The necessary skills are needed to be identified to improve the medical curriculum in Indonesia. We did a literature review to generate soft skills for the health care professionals. We distributed the list to stakeholders and medical teachers for a two-round Delphi study. We identify 26 soft skills through literature review. The Delphi study's first-round yielded 95 responses comparing the expectation and reality of the 26 soft skills in the current medical curriculum. The second round Delphi study was performed towards the similar participants to gather the final set of soft skills recommended for curriculum improvement in medical and health professions education. Soft skills, though considered necessary, are not well-understood yet. The unfamiliarity influenced the irresolute delivery of soft skills in medical schools. Faculty developments are recommended to improve the understanding and capability of teachers to facilitate the learning of soft skills.
Co-Authors Arta Farmawati Detty Iryani Fundhy Sinar Ikrar Prihatanto, Fundhy Sinar Ikrar Gandes Retno Rahayu Hemma Yulfi James Degnan Lukas Daniel Leatemia Mora Claramita Nurul Qomariyah Prattama Santoso Utomo Rachmadya Nur Hidayah Siti Rokhmah Projosasmito Supriyati Supriyati Yoga Pamungkas Susani