Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
The Indonesian Journal of Medical Education (Jurnal Pendidikan Kedokteran Indonesia) is a peer-reviewed open-access journal which publishes research and innovation in curriculum development, student-centred learning, faculty development, assessment, and learning resources in health professions education. Aiming to improve literacy on health professions education in Indonesia and globally, this journal publishes three issues annually in English and Bahasa Indonesia.
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<![CDATA[Konsep Inovasi Strategi Pendidikan di Institusi Pendidikan Kedokteran ]]>
<![CDATA[Yoyo Suhoyo]]>
<![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.25077
<![CDATA[Innovation in medical education is essentially a reaction towards various demands and changes in the medical education institutions environment. The innovation of educational strategy is a part of the effort. Innovation in medical education should consider the feasibility level, resources needed, time and duration of implementation, scale and degree, that failure can occur, obstacles faced and the pattern of innovation that will be done. Considering the current condition of medical education institutions that are known through self-evaluation and strategic plan, and a growing trend in medical education at this time, severalinnovation can be proposed. SPICES approach can be taken as a guide in designing innovation in medical education. ]]>
<![CDATA[Mengapa PBL (Masih) Diperdebatkan di Fakultas Kedokteran? ]]>
<![CDATA[Elisabeth Rukmini]]>
<![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.25079
<![CDATA[Problem-based learning (PBL) has been implemented widely in most of faculty of medicine in Indonesia. Nevertheless, PBL as a learning method is still debated. This article tried to unravel the debate of PBL implementation in medical schools, as well as recommending important notes in order to find a well-defined PBL and to improve its implementation. PBL should be acknowledged as one of the student centered learning methods. Therefore, this condition would not rule out the possibility of the empirical progress in PBL implementation in faculty of medicine in Indonesia.]]>
<![CDATA[Persepsi Mahasiswa dan Dosen terhadap Early Clinical Experience pada Program SI Keperawatan STIK Immanuel Bandung ]]>
<![CDATA[Yuliana Yuliana]]>;
<![CDATA[Ova Emilia]]>;
<![CDATA[Gandes Retno Rahayu]]>
<![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.25082
<![CDATA[Background: Early Clinical Experiences (ECEs) is a learning strategy that helps students integrate their knowledge through clinical learning in classes easily from their initial semester of study. Advantages have been earned by both students and lecturers; nevertheless, obstacles in the implementation have frequently emerged. Ideally, lecturers and students should know their own perception on ECEs for the sake of creating good communication and expected learning results in order to improve preclinical education. The purpose of this study is to find out different perceptions between students and lecturers on ECEs in nursing undergraduate program.Method: This was a descriptive study using quantitative and qualitative approaches (mix method). Subjects comprised students in the year of 2007 and 2008 as many as 71 nursing students and 21 lecturers, consisting of 11 academic advisors and 10 clinical advisors. Qualitative method was done with Focus Group Discussion for students groups and in-depth interview to academic advisors and clinical advisors. Quantitative analysis used descriptive analysis and comparative analysis used One Way Anova analysis. Qualitative analysis used content analysis that included identification, coding, categorization, and synthesis. In the end, the result of quantitative analysis was integrated with the result of qualitative analysis.Results: Mean score of students’ perception on ECEs was 3.11 (SD 0.24) which was lower than that of academic advisors (3.27 (SD 0.28)) and of clinical advisors (3.30 (SD 0.25)), (F score of 3.18 and p<0.05) while the result of multiple comparison test of students and clinical advisors showed p=0.047. Perception difference of students and clinical advisors on ECEs components in the supervision process showed p=0.00.Conclusion: There was a significant difference among three respondent groups on ECEs perceptions. The significant difference between students and clinical advisors was in the component of supervision process while there was no significant difference between students and academic advisors as well as between academic advisors and clinical advisors. Students posed the lowest ECEs perception score compared to both academic and clinical advisors. Problems came up in the components of structure and content, supervision process, learning experience, and student evaluation.]]>
<![CDATA[Mini-CEX Sebagai Metode Penilaian Keterampilan Klinis Mahasiswa Program Pendidikan Kepaniteraan Klinik Fakultas Kedokteran Universitas Gadjah Mada - Studi Pendahuluan ]]>
<![CDATA[Reza M. Munandar]]>;
<![CDATA[Yoyo Suhoyo]]>;
<![CDATA[Tridjoko Hadianto]]>
<![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.25083
<![CDATA[Background: Mini-CEX was developed to assess clinical skills by direct observation. Mini-CEX as a clinical skills assessment tool had to fulfill four requirements: validity, reliability, effects on students, and practicality. The purpose of this study is to understand validity, reliability, and feasibility of Mini-CEX as a clinical skills assessment tool in medical core clerkship program at Faculty of Medicine Universitas Gadjah Mada.Method: Seventy four clerkship students from Internal Medicine and 42 clerkship students from Neurology Department were asked to do an observed Mini-CEX encounter for minimum amount of four in Internal Medicine and two in Neurology Department in the period of September 2010 to January 2011. The validity was analyzed with Kruskal-Wallis method for Internal Medicine, and Mann-Whitney Method for neurology Department, reliability was analyzed based on G coefficient, and feasibility was analyzed using descriptive statistic.Results: Mini-CEX’s validity is shown by p < 0,001 in Internal Medicine and p = 0,250 in Neurology Department, G coefficient for Internal Medicine and Neurology Department is 0,98 and 0,61 respectively. Feasibility in Internal Medicine and Neurology Department is 79,7 % and 100% respectively.Conclusion: Mini-CEX is valid and reliable in Internal Medicine but not in Neurology Department. Feasibility is good for both Internal Medicine and Neurology Department.]]>
<![CDATA[Keefektifan Metode Microskill Untuk Meningkatkan Kualitas Supervisi Klinik ]]>
<![CDATA[Sunarko Sunarko]]>;
<![CDATA[Ova Emilia]]>;
<![CDATA[Harsono Mardiwiyoto]]>
<![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.25092
<![CDATA[Background: Clinical education requires competent supervisor to guide student. Supervisory competency should be trained and closely monitored to ensure quality learning process taking place. The aim of this study is to evaluate the effect of micro-skill supervisory model to improve the supervision quality among nursing student. Method: The research used quantitative approach with quasi experimental design. Subject consisted 91 students of the third year Nursing students at Magelang Health Polytechnic. Students were divided into two groups: intervention group (44 students) and control group (47 students) using purposive sampling. Research questionnaire consisted of 21 items which were derived from 5 micro skill domains was used. Intervention was supervision using micro-skill model during 2 weeks in a rotation of clinical practice.Results: There was no difference of quality clinical supervision was used in the control group while in experiment group the pre and post test score was significantly different. The experiment group had higher quality of supervision. The study showed that only 9 items showed significant improvement of supervision and 12 items did not show any improvement.Conclusion: Clinical teaching using micro skill model is more effective in improving the quality of nursing student clinical supervision compare to the conventional method. ]]>
<![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[Korelasi antara Lama Studi dan Tingkat Kecemasan Mahasiswa ]]>
<![CDATA[Mohammad Bakhriansyah]]>
<![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.25094
<![CDATA[Background: Medical students face many changes when they entered higher education. These changes of learning occurred in competency-based curriculum compared to at high school learning such as approach of problem based learning and skills lab. The changes create anxiety for them. However, theoretically, anxiety decreases with longer exposure. The aims of this study were to find out the different of students’ anxiety status when they were at semester 1 and 2. It was also to find out the correlation between the length of study and anxiety level.Method: This was a descriptive study involving UNLAM medical students. 73 students were involved in this study at semester 1 and 88 students were involved in semester 2. Anxiety status was defined by using ADS questionnaire. Afterward the data were analyzed using Chi-square and Coefficient of Correlation at 95% level of confident.Results: There was 20 students (37.4%) experiencing anxiety at semester 1 and 11 students (12.5%) at semester 2, the different was statistically different (p=0.000). The correlation between the length of study and anxiety level was also statistically different (p=0.008), with very weak negative correlation (p=0.188).Conclusion: There is a significant difference of anxiety level among medical students at semester 1 and 2. There is also significantly negative correlation between anxiety level and the length of study on medical students.]]>
<![CDATA[Faktor-faktor Yang Dianggap Sebagai Prediktor Terhadap Keefektifan Kelompok Tutorial Problem Based Learning (PBL) ]]>
<![CDATA[Yani Istadi]]>;
<![CDATA[Harsono Mardiwiyoto]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![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.25130
<![CDATA[Background: The tutorial plays a central role in problem-based learning (PBL). The effectiveness of small group tutorials is one of the key aspects to the students’ success in exam. This study aimed to identify factors perceived as the predictors for effectiveness of PBL tutorial group.Method: The subjects of the study were all of the students (year of 2008) of the Medical College of Sultan Agung Islamic University who were taking tropical disease module. The adapted version of the scales adopted in this study included the scale developed by Van den Bossche et al. for assessing team effectiveness, beliefs about the interpersonal context and group’s learning behavior dimension, scale developed by Dolmans & Ginns for assessing tutor’s performance, scale developed by Munshi et al. for assessing quality of case problem, scale developed by Lepper et al. for assessing learning motivation. Quantitative approach with correlation and double regression analysis was applied.Results: The 223 subject included in the study consisting of 84 (37.3%) male and 139 (62.3%) female students. There was a significant correlation between effectiveness of tutorial group and a tutor’s performance (r = 0.456, p < 0.01), quality of case problem (r = 0.366, p < 0.01), beliefs about the interpersonal context dimension (r = 0.631, p < 0.01), group’s learning behavior (r = 0.559, p<0.01) and motivation (r = 0.137, p<0.05). There was a correlation between the variables of tutor’s performance, beliefs about the interpersonal context dimension, and learning behavior and group effectiveness indicated by the regression coefficient of 0.739 (p < 0.05). These three variables contributed to the group effectiveness as much as 54% with F value 87.857. The quality of case problem and motivations were not the predictive factors for group effectiveness.Conclusion: Improving tutorial group effectiveness requires improving factors beliefs about the interpersonal context dimension, group’s learning behaviors dimension and tutor’s performance. A favorable learning atmosphere is needed to improved motivation and better quality of case problem.]]>
<![CDATA[Persepsi Mahasiswa Terhadap Pelaksanaan Mini Clinical Examination Excercise (Mini-CEX) Pada Program Pendidikan Kepaniteraan Klinik ]]>
<![CDATA[Gusti Raditya K]]>;
<![CDATA[Yoyo Suhoyo]]>;
<![CDATA[Tridjoko Hadianto]]>
<![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.25131
<![CDATA[Background: Mini-CEX was developed to assess the clinical skills of students through direct observation and constructive feedback on student achievement. To test Mini-CEX well as assessment methods, it is necessary to evaluate the implementation of Mini-CEX as Mini-CEX assessment methods and benefits of the learning process, as well as the professional development of students as future doctors, in the form of assessment of students’ perceptions of the Mini- CEX implementation. The objective of this study are to validate an instrumen for measuring the level of student perceptions in the implementation of Mini-CEX in Faculty of Medicine, Universitas Gadjah Mada’s clerkship program, to know the student’s opinions about the implementation of Mini-CEX as a method of assessment in clerkship program and benefits to student learning and professional development, to know the relationship students’ Mini-CEX point to student’s perception in the implementation of Mini-CEX in clerkship program medical faculty of GMU, and to compare the perceptions of students in Mini-CEX implementation in clerkship program Medical Faculty of GMU based on the characteristics of the department.Method: Research was conducted with a cross sectional study design. The research utilized closed questionnaires, each contained 5 likert scales. The questionnaires were given to the students who conducted clerkship in Faculty of Medicine, Universitas Gadjah Mada during the period of September 2010–March 2011. A total number of 103 students who become subjects in this study, which are consisted of 72 students in Internal Medicine Department and 32 students in Neurology Department. The correlation between student perception and Mini-CEX score was analyzed by using spearman correlation test. Mann-Whitney test was used to analyze the differences student perception between both Departments.Results: Students who are conducting clerkship program in Internal Medicine Department and Neurology Department Faculty of Medicine Universitas Gadjah Mada agree that Mini-CEX can be as assessment and learning tools, and promote the development of student professionalism. Perceptions of students towards the implementation of Mini-CEX in clerkship are not associated with Mini-CEX score. There was no significant difference in students’ perceptions towards the implementation of Mini-CEX between Internal Medicine Department students and Neurology Department students.Conclusion: Students perceived the Mini-CEX to be a practical assessment tool with a positive impact on their learning and professionalism development during clerkship.]]>
