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<![CDATA[Pengaruh Pendidikan Kesehatan dengan Media Audiovisual Manajemen Laktasi terhadap Tingkat Pengetahuan dan Self Efficacy Ibu Menyusui ]]>
<![CDATA[Ni Ketut Citrawati]]>;
<![CDATA[Elsi Dwi Hapsari]]>;
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ JURNAL KESEHATAN REPRODUKSI Vol 3, No 2 (2016) ]]>
Publisher : <![CDATA[Fakultas Kedokteran, Kesehatan Masyarakat dan Keperawatan UGM ]]>
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DOI: 10.22146/jkr.35945
<![CDATA[Background: Infant mortality rate in Indonesia in 2012 is 32 per 1,000 live births. It is less pleasant ifcompared to the target Ministry of Health of Republic of Indonesia tries to achieve, which is 24 by 2014. The low rate of breastfeedingto one of the dominant factor that cause the mortality it is influenced by several factors, in which one of them is the mother’sknowledge about breast milk and breastfeeding. Health education on lactation management may help increase mothers’ ability to gain information as well as their confidence to breastfeeding their baby.Objective: This research is conducted with the purpose to know the effect of health education with audiovisual on lactation management to the level of knowledge and self-efficacy among breastfeeding mothers.Method: This research is categorized as quasi experimental one, whose design applies pre-test and post-test non-equivalent control group. It is conducted toward 32 breastfeeding mothers who receive health education as the treatment group, and to 32 breastfeeding mothers who are asked to read modules about breastfeeding as the control group. The sampling technique applies purposive sampling and simple random sampling. Data are processed by computer programs using Mann-Whitney test, Wilcoxon test, and linear regression model.Result and Discussion : The score for the value of knowledge before treatment among both groups were relatively similar (p>0.05). After treatment, both groups have improvement, (p<0.05). The score of self-efficacy before treatment among both groups did not have significantly different (p>0.05). compared to control group, the intervention group has significantly higher score of knowledge (p>0.05)Conclusion: Health education by audiovisual media and modules are more effective to improve the knowledge and self-efficacy among breastfeeding mothers compared to by only modules.Keywords: Health education, Audiovisual, Modules, Knowledge, Breastfeeding, Self-Efficacy]]>
<![CDATA[Comparison of Learning Environment in 3 Different Settings to Support Clinical Skills Acquisition in Undergraduate Medical Students ]]>
<![CDATA[Kirubashni Mohan]]>;
<![CDATA[Ova Emilia]]>;
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 2 (2012): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25093
<![CDATA[Background: Integration between preclinical basic science education, skills training program in the laboratory setting and real clinical setting is recommended. This study explores clinical setting which suitable for undergraduate skills training program. The purpose of this study is to compare 3 different clinical settings (Sardjito Hospital, Klaten Hospital, and Puskesmas), which is appropriate for undergraduate clinical skills training.Method: This was a descriptive quantitative study, using cross sectional method. Data collection used self administrated questionnaire comprised of clerkship students who pooled of Sardjito Hospital, Klaten Hospital and Puskesmas (Primary Health Centre). Data analysis was done using ANNOVA test.Results: The Puskesmas scored the highest mean compared to Sardjito Hospital and Klaten Hospital for an overall learning environment and also in the scales for autonomy, social support, and role clarity. Sardjito Hospital scored the highest mean for the scales of supervision, workload, emphasis on teaching and learning and variety. There is a positive correlation between the learning environment and skills practice opportunity.Conclusion: Puskesmas as primary health centers is a better overall clinical learning environment compared to Sardjito Hospital and Klaten Hospital, but scored low means in domains such as emphasis on teaching and learning and variety. There is a positive correlation between the learning environments and skills practice opportunity with different features for each setting. There is no correlation between skills practice opportunity and gender or marital status.]]>
<![CDATA[Fleksibilitas Belajar Mengajar Melalui Metode Blended Learning ]]>
<![CDATA[Fandianta Fandianta]]>;
<![CDATA[Guardian Yoki Sanjaya]]>;
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 2 (2013): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25178
<![CDATA[Background: E-learning as a new paradigm in modern education, is an alternative learning model than just face to- face. As simply, e-learning is defined as learning to use the electronic media, which aims to increase knowledge and performance. Studying by using e-learning is important to build the education sector in Indonesia, particularly as an effort to improve equity and access in education, particularly in health domain. Implementing of e-learning in health education are very relevant to the concept of continuing medical /health education that leads to continuous professional education. However, the higher education in Indonesia is still slightly to implement learning-based electronic systems. Several studies have shown the enthusiasm of higher education in using e-learning. The benefits and differences of using e-learning need to be carefully evaluated, especially for health education. This study analyzed the use of e-learning for teaching and learning in health education. In addition, identifying the barriers of e-learning for students.Method: The study was conducted in Poltekkes Kemenkes Palembang involving second-year Nursing students. A quasi-experimental approach was used for two groups of students, 1) e-learning users (treatment) and 2) non e- learning users (control), who were taking the Health Promotion subject. The data were collected using a pre-post tests and questionnaires. Data was analysed quantitatively and qualitatively.Results: Pre-post test results showed a significant difference to the increasing of students’s knowledge who is participating in e-learning compared with conventional learning (p <0,05). There is a positive perception of the discussion, assignments, quizzes / exams, and the availability of teaching materials amongst the students who are participating in e-learning.Conclusion: Blended learning method provide a positive impact on teaching and learning in nursing students. This method should be considered as a complement to conventional learning.]]>
<![CDATA[Efektifitas Berbagai Metode Pembelajaran untuk Partisipasi Aktif Mahasiswa dan Stimulasi Proses Clinical Reasoning ]]>
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25180
<![CDATA[Background: Skills lab program can be conducted by several methods, such as training by mannequin, role play with peers, simulated patients, and training in community. Medical students are expected to play an active role in training and always practice their clinical reasoning skills. However, there are still many students not ready for implementing some medical procedure in their clerkship. Therefore, this study aimed to compare the level of active participation and the clinical reasoning process of students obtained in four learning methods in skills lab.Method: This study used a cross-sectional design with random survey questioner to 150 medical students in Medical Faculty of GMU (n=150). This survey were expected to explore the impression of students to each learning method, particularly in the active participation in practice and the clinical reasoning process. The results were analyzed using descriptive quantitative method by comparing total score of each learning method.Results: The results showed that the learning method of medical skills in community is superior to 3 other methods, namely practice with mannequins, role play with peers, as well as simulated patients, both in promoting the active participation of students and stimulating the clinical reasoning skills (p<0.05).Conclusion: Medical skills training in community is more effective in promoting the active participation of students in practice and stimulating the clinical reasoning skills. However, it should considerate with compatibility of topic, students’ readiness, and combined methods if needed.]]>
<![CDATA[Evaluasi Penugasan Clinical Reasoning dan Refleksi Mahasiswa di SKills Lab FK UGM ]]>
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25190
<![CDATA[Background: Teaching clinical reasoning and reflection skills in skills laboratory are usually neglected, therefore Skills Lab of FM UGM initiate to teach those skills for undergraduate students. This study aimed to evaluate student’s assignment of clinical reasoning and reflection skills and explore how to improve it.Method: An experimental study by giving student assignments to make an essay about particular disease based on SKDI level 4 that written on a medical record and reflection form format. All 4th-year medical students of FM GMU (n=186) and skills lab instructors (n=5) were involved. Assignments were assessed (by the instructors) using instrument by Driessen (2008), and analyzed by correlating those scores with students’ OSCE score and GPA using Pearson Correlation test. Qualitative data collected by deep interview with assessors and analyzed using Inductive Content Analysis by 2 coders.Results: There were no significant correlation between assignment score with OSCE score and GPA. However, there were significant correlations (p<0.05) between score of clinical reasoning with reflection skills, and OSCE score with GPA. Assessors conclude that assignment has been good enough to stimulate clinical reasoning and reflection skills, but still had weaknesses e.g. incompatibility of assignment’s format to assessment’s checklist, unclear instructions, and no assignment’s sample that made students submitted in various format.Conclusion: The assignment has been successfully conducted in Skills Lab FM UGM, however it needs some improvement, such as giving detail instructions, examples, and matching it with assessment instrument.]]>
<![CDATA[Perbandingan Tingkat Motivasi Mahasiswa yang Menempuh Kuliah Konvensional dengan Collaborative Learning ]]>
<![CDATA[Herman Herman]]>;
<![CDATA[Titi Savitri P]]>;
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25228
<![CDATA[Background: Collaborative learning is a learning method which centered on students’ learning process. Although many theories and research results showed that interactive lecture is better than conventional lecture, but in fact, only few lecturers use the interactive method in teaching and learning process. Literature stated that using conventional method in teaching and learning process does not motivate students to learn more while using the other one (interactive lecture) will enhance students’ motivation. Collaborative learning is one of interactive lecture method. Based on the facts mentioned above, the researcher wants to compare students’ motivation who participate in conventional method and those who participate in collaborative learning method.Method: This was a quantitative research with experimental approach, used posttest only with control group design. This research measured students’ learning motivation by using Motivated Strategies for Learning Questionnaire (MSLQ). Subjects for the research were the second semester students of Public Health Scince of Tadulako University which divided into two groups randomly. Data were analyzed by Mann-Whitney test method.Results: There were a distinct disparity in students’ learning motivation after following learning process with conventional and collaborative learning method. Students who followed collaborative learning had higher motivation than students who followed conventional lecture.Conclusion: Collaborative learning improves students’ learning motivation toward the nutrient topic on Public Health Sciences. ]]>
<![CDATA[Persepsi terhadap Training From Senior Student dalam Penugasan Keterampilan Klinik ]]>
<![CDATA[Oktadoni Saputra]]>;
<![CDATA[Widyandana Widyandana]]>;
<![CDATA[Tridjoko Hadianto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25231
<![CDATA[Background: Peer-Assisted Learning (PAL) has been widely used in medical education. Training From Senior Student (TFSS) is a PAL-scheme program in Skills-Lab FM GMU which one of its aim is to facilitate students to master their cinical skills. However, failure rate in OSCE is still high. This research conducted to explore students’, assistants’ and faculty’s perceptions on the benefits of TFSS in students’ clinical skills acquisition.Method: This study used exploratory focus group discussion (FGD) and in-depth interview with respondents, which were chosen purposively. The data were then transcribed and analysed for themes using deductive content analysis.Results: Thirty-six respondents joined the study (13 medical students; 17 assitants; 6 faculty staffs). The respondents’ perceptions were categorized in 3 aspects: cognitive aspects, social aspects, and organizational aspects of clinical skills learning. As a whole, the view of each respondent was not much differents. TFSS enhanced cognitive and social aspects of both students’ and assistants’ learning, but it didn’t provide the optimal opportunity to practice their skills. Various related problems in organizing were also found.Conclusion: TFSS provided positive benefits on both cognitive and social aspects of clinical skills learning, but not for the opportunity to practice the skills. Improvements need to be done to enhance the quality and quantity of skills training.]]>
<![CDATA[Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya ]]>
<![CDATA[Abu Bakar]]>;
<![CDATA[Widyandana Widyandana]]>;
<![CDATA[Rossi Sanusi]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25252
<![CDATA[Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.]]>
<![CDATA[Collaborative Practice Bidang Maternitas pada Tenaga Kesehatan ]]>
<![CDATA[Femy Fatalina]]>;
<![CDATA[Sunartini Sunartini]]>;
<![CDATA[Widyandana Widyandana]]>;
<![CDATA[Mariyono Sedyowinarso]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25264
<![CDATA[Background: World's current health systems are in a crisis, causing public health needs are not being met. Mother Mortality Rate in Indonesia was still high. It indicated that maternity care was not optimal yet. One of solution is an implementation of interprofessional collaborative practice. Currently, in Indonesian’s hospitals have not seen an equal team collaboration. The objective of this study was to explore the perceptions and acceptance of health workers maternity’s interprofessional collaborative practice in Dr. Sardjito Yogyakarta’s Hospital. Methods: This study was a qualitative with a phenomenology design. Subjects were nurses, midwives, obstetrics and gynecologist, pharmacists, and nutritionists who had collaboration experience in obstetrics gynecology department in Dr. Sardjito Yogyakarta’s Hospital, included 10 respondents. Sampling technique used a purposive sampling, while data collection used a Focus Group Discussion and in-depth interviews. Data’s credibility and reliability obtained by triangulation, debriefing, member checking and rich data. Research ethics included an informed consent and ethics committee’s approval. This study was conducted in February-July 2014. Result: Most respondents had a wrong perception of interprofessional collaboration’s definition. All of respondents accepted if interprofesional collaboration implemented properly. Data analysis resulted in six categories: perception of health workers about interprofessional collaboration, implementation of interprofessional collaboration in hospital, application of collaboration’s elements in interprofessional collaboration, health workers’s expectations for better collaboration, health workers’s motivation in doing interprofessional collaboration and variation of health workers’s acceptance of interprofessional collaboration. Conclusion: Most of health workers have not had a correct perception of interprofessional collaborative practice. All health workers accepted if interprofessional collaborative practice applied properly in maternity area in Dr. Sardjito Yogyakarta’s Hospital. ]]>
<![CDATA[Comparison of Small-Class Versus Large-Class Tutorial Discussions ]]>
<![CDATA[Indah Dewi Ridawati]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25366
<![CDATA[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. ]]>
