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All Journal International Journal of Evaluation and Research in Education (IJERE) Teknofisika Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Rachmadya Nur Hidayah
Department Of Medical Education And Bioethics Faculty Of Medicine, Public Health And Nursing Universitas Gadjah Mada, Yogyakarta, Indonesia
Education Engineering Health Professions Medicine & Pharmacology Physics Public Health

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THE USE OF SIMULATED PATIENT IN ONLINE SELF-MEDICATION PRACTICE IN PHARMACY EDUCATION Jihan, Jihan; Hidayah, Rachmadya Nur; Widyandana, Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 4 (2023): Desember
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.76655

Abstract

Background: The use of simulated patients on pharmacy education in Indonesia very rare, where most of the use of simulated patients is only to evaluate the performance of practicing pharmacists in the workplace and students during exams. Whereas use of simulated patients can improve performance students dealing with patients. This study wanted to see the impact of using simulated patients on the learning process in pharmacy education by online self-medication practice with assessed using the QuEST SCHOLAR instrument.Method: Study design on this research was quasi experimental with pretest–posttest in single group. The approach of this study using mix method with sequential explanatory design. The quantitative data was pretest and postest performance student, where assessed using the QueST SCHOLAR instrument and then analyzed using paired t-test, while the qualitative data explaining the impact of using simulated patients and peer to performance students choose based on maximum variation sampling to do in depth interview with semi structured questions then transcribed and coding by two coder.Results: Quantitative results have a significant change when performing role play with simulated patients, as evidenced by the results of the paired t-test with simulated patients that is equal to 0.00 value. According to student perceptions, students prefer role play with simulated patients than with peers because the simulated patient is like a real patient and provides feedback so that students know their weaknesses and can boost their self-confidence.Conclusion: The performance of students has increased as a result of the usage of simulated patients in pharmacy education. 
COMPARISON OF THE PHYSICAL EXAMINATION SKILLS LEARNING PROCESS BEFORE AND DURING COVID-19 PANDEMIC BASED ON EXPERIENTIAL LEARNING THEORY: A MIXED-METHOD STUDY Sastri, Ni Luh Putu Pranena; Hidayah, Rachmadya Nur; Widyandana, Widyandana
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.80274

Abstract

Background: COVID-19 pandemic has changed learning physical examination skills. Online learning physical examination skills are challenging because it needs standard practice facilities, and students need opportunities to practice. Physical examination skills are essential in clinical medical practice, but research before pandemic demonstrated students’ lack of skills acquisition. Evaluation is needed to determine the differences in the learning process before and during pandemic. This study aims to compare the learning physical examination skills process before and during COVID-19 pandemic and find recommendations for the future.Methods: This research was a mixed-method study with a convergent design. The samples are students and lecturers in the Faculty of Medicine Universitas Pendidikan Ganesha. Quantitative data was obtained from a developed questionnaire about students’ perception of the physical examination skills learning process, then analyzed descriptively and using the ANOVA test. Qualitative data was obtained by interview, then analyzed using thematic analysis.Results: There are significant differences in the learning process of face-to-face, online, and blended physical examination skills (p<0.05) but no difference between face-to-face and blended. Interview results have seven themes, four themes about difference in the learning process based on Kolb Experiential Learning Theory, other themes about preparation before learning, factors in the learning process, and recommendations.Conclusion: Differences in the physical examination skills learning process are in the skills demonstration, practice opportunities, feedback, and interactions. If learning physical examination skills is carried out face-to-face, online, or blended in the future, it will have different needs to be considered in the design and implementation.
Co-Authors Aditya Wiraswan Aisyah, Windy Nurul Arta Farmawati Denny Hardiyanto Gandes Retno Rahayu James Degnan Jihan Jihan Mora Claramita Ni Luh Putu Pranena Sastri, Ni Luh Putu Pranena Noija, Stazia Nurul Qomariyah Prattama Santoso Utomo Rilani Riskiyana Rony Wijaya Rony Wijaya Sunarno Sunarno Sunarno Sunarno Tan, Giovanna Renee Utomo, Prattama Santoso Widyandana Widyandana Yoyo Suhoyo