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.
Articles
10 Documents
Search results for
, issue
"Vol 10, No 1 (2021): Maret"
:
10 Documents
clear
<![CDATA[THE ROLE OF MOBILE INSTANT MESSENGER AS SUPPORTIVE PLATFORM FOR MEDICAL CAREER INTERVENTION ]]>
<![CDATA[Rizma Adlia Syakurah]]>;
<![CDATA[Yayi Suryo Prabandari]]>;
<![CDATA[Doni Widyandana]]>;
<![CDATA[Amitya Kumara]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.41007
<![CDATA[Background: Career intervention in medical students is an activity meant to increase awareness and early exposure on various medical careers. Utilization of technology as a support to career intervention model offers a novel approach that might optimize the exposure and quality of the intervention and can be developed as a safe and non-judgemental environment for the students to talk about career-related topics. Aims: This study aimed to determine the use of mobile instant messenger as a supportive tool for medical career intervention. Learning Media Review: LineTM is a mobile instant messenger platform that is used to communicate and send messages using the internet. This platform provides voice and video calls, text messages, polls, and other features such as: stickers, photos, videos, voice messages, and location. These features can be accessed free of charge by users. This article uses discussion and participatory observation methods for three weeks. Thirty six (n=36) first-year medical students that were joining a career introduction course were placed into on online group, a LineTM group, led by two facilitators to guide their daily discussion. The responses are voluntary and they were encouraged to express themselves freely without any topic restriction whatsoever throughout the sessions. Online transcripts were then coded according to recurring topics and themes that came up during their discussions. Eight themes were identified from the discussion and categorised into three: 3 major categories, 2 intermediate and 3 minor. Major themes identified were role model, non-academic career information, and clinical clerkship. This study show maximum engagement of 26 participants on first day with maximum discussion length in one topic of three hours during career-related topics. Conclusion: Mobile instant messaging is considered useful in supporting a medical career intervention, especially in providing career information and carrying a momentum for career-related discussion. It is further stated that the role of online facilitator as a peer mentor is major in providing quality discussion, a safe environment, and accurate source of information to the students.]]>
<![CDATA[ENHANCING STUDENTS’ MOTIVATION: THE EFFECT OF A STRUCTURED ORAL EXAMINATION IN BASIC CLINICAL SKILLS TRAINING ]]>
<![CDATA[Ratih Yulistika Utami]]>;
<![CDATA[Oppi Mirzatillah]]>;
<![CDATA[Desi Isnayanti]]>;
<![CDATA[M. Jalaluddin Assuyuthi Chalil]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.45131
<![CDATA[Background: Basic Clinical Skills (BCS) is one of the learning methods in medical education that acts as an intermediary bridge to apply procedural knowledge and clinical competency for medical students. Medical educators have successfully used many ways to assess students’ abilities, both oral and written. Oral examinations have vast advantages compared to other assessment methods. However, no standardization of questions to be tested becomes an essential issue in the assessment process. A structured oral examination may increase students’ motivation to prepare themselves better to study the material before following BCS training. This study aimed to determine the effect of a structured oral examination on students’ motivation and identify students’ motivation. Methods: This quasi-experimental research used a pretest-posttest design to assess the effect of applying the structured oral examination on students’ motivation. The subject of this study was the third-year medical students that amounted to 109 students. Sample selection was made by total sampling. In this study, the authors used SMQ-II questionnaires to measure the students’ motivation. Results: This research showed significant differences between student motivation on pretest and posttest (p-value of 0,000) after the students were given the structured oral examination at the beginning of basic clinical skills training. It means the structured oral examination affected students’ motivation. Conclusion: The structured oral examination administered for students before entering BCS learning processes had a significant impact on the students’ motivation. The preparation and the regulation of the structured oral examination on the BCS learning processes should be reinforced to motivate the students and make them more skillful]]>
<![CDATA[IDENTIFIKASI MOTIVASI DAN DUKUNGAN YANG DIPERLUKAN MAHASISWA RETAKER UJI KOMPETENSI MAHASISWA PROGRAM PROFESI DOKTER ]]>
<![CDATA[Romadhoni romadhoni]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Umatul Khoiriyah]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.48329
<![CDATA[Background: Medical students who experience failure in the final exam are around 10%. In Indonesia, there are students who failed to pass the competency test for medical profession program students (UKMPPD) until 14 times. The impact of this failure is the occurence of mental health disorder. Students need support more than guidance on clinical knowledge and skills. This study aimed to identify the motivation and support needed by the UKMPPD retaker students in the effort to achieve graduation Methods: This research is a qualitative research with phenomenological approach, the data was obtained by in-depth interview and focus group discussion (FGD). This research was followed by 16 respondents. The data analysis was conducted by thematic analysis method. Results: Identified intrinsic motivation predictor originated from learning independence, relation, and low competence. The extrinsic motivation predictors are originated from external regulation, that is UKMPPD regulation. The motivation predictor is originated from anxiety and study period limit. The support needed by the respondents from medical schools are in the form of psychological approach, absolving the retaker students from selection tests, providing form of selection tests that compatible with the blueprint and rules of UKMPPD multiple choice question, also giving the opportunity to pass with other exam methods. Conditions of motivation can change with the factors that influence it. Changes in motivational conditions that may occur are an increase in motivational conditions, decreased motivational conditions, or persistent motivational conditions. Conclusion: The motivation condition of retaker students is amotivated and motivated (external and internal motivation). Support from medical school that can increase motivation is given to students to keep their motivation level.]]>
<![CDATA[ANALYSIS OF PROGRESS TEST RESULTS IN MEDICAL FACULTY STUDENTS ]]>
<![CDATA[Ade Pryta Romanauli Simaremare]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.49224
<![CDATA[ Background: Assessment of learning outcomes is an important evaluation material to show how the teaching and learning process has been carried out. It can be obtained from formative and summative assessment, then students are given feedback from these results. One method for formative evaluation is a progress test. During the implementation at the HKBP Nommensen University Faculty of Medicine, there had never been an analysis of the results of the Progress Test activity. This study was conducted for analysing of the results of the Progress Test held in the even semester of the 2018/2019 academic year. Methods: This study used an observational descriptive design with cross sectional method. The sample were all students of the Faculty of Medicine who were actively studying in the even semester of the 2018/2019 Academic Year totaling 215 subjects. Item analysis was done on the questions for basic and clinical medicine category by the level of difficulty and the discrimination index based on students’ study period. Results: Students passing rate that attended the progress test in this study were very low. However, the score achieved by the students increased along with the length of students’ study period. Item analysis resulted the difficulty level majority at the medium level, and the discrimination index majority at the poor level for both the basic and clinical medicine science category. Conclusion: Progress testing can be used as a tool to help curriculum designer see the development of students’ knowledge skills both individually and in population.]]>
<![CDATA[ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS ]]>
<![CDATA[Sasanthy Kusumaningtyas]]>;
<![CDATA[Mochamad Iskandarsyah Agung Ramadhan]]>;
<![CDATA[Ria Margiana]]>;
<![CDATA[Elvan Wiyarta]]>;
<![CDATA[Reynardi Sutanto]]>;
<![CDATA[Isabella Kurnia Liem]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.53276
<![CDATA[Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.]]>
<![CDATA[GRIT IN MEDICAL PROFESSIONAL EDUCATION STUDENTS ]]>
<![CDATA[Rusdi Rusli]]>;
<![CDATA[Nur Ainy Fardana]]>;
<![CDATA[Wiwin Hendriani]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.57068
<![CDATA[Background: Grit is one of the noncognitive predictors that must be owned by medical professional education students in taking professional education. Grit consists of consistency of interest and perseverance of efforts to deal with various conditions that will be encountered in pursuing the educational process. The purpose of this study was to determine how the level of grit in medical internship students in Indonesia. Methods: This research method used online survey research methods. The procedure for filling out the questionnaire is distributed online and the respondent voluntarily completes the questionnaire with the criteria of the respondent namely active professional medical education students who have completed the profession for at least one year. The survey was responded by 708 medical professional education students from 21 universities that organize medical professional education in Indonesia. Results: The results of grit categorization for medical professional education students were based on five categories: 2 respondents had very low grit levels and 52 respondents with low grit categories. Meanwhile, 238 respondents had moderate grit levels, 314 respondents were in the high category, and 102 respondents were in the very high category. In addition, there is no difference between the average grit scores of medical professional education students who have passed the study period of one, two, or three years. Conclusion: There are variations in grit levels obtained from the results of this study. Grit is a strong predictor for work performance and also academic performance. Individuals with a high degree of grit will be more diligent at work, do not easily give up if they fail, and can even make failure as motivation to strive and be more active in achieving goals. Apart from assessing the cognitive abilities of medical students, it is hoped that the assessment of non-cognitive factors in the form of grit measurement at the beginning of selection and during the medical education process can be carried out both at the pre-clinical stage and at the clinical stage. This aims to determine the level of business persistence and consistency of student interest in the medical field.]]>
<![CDATA[THE USE OF ONLINE VIDEO SIMULATION ON STUDENT’S COMPETENCE, MOTIVATION AND ANXIETY LEVEL ]]>
<![CDATA[Erna Rochmawati]]>;
<![CDATA[Fahni Haris]]>;
<![CDATA[Resti Yulianti Sutrisno]]>;
<![CDATA[Wulan Noviani]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.57319
<![CDATA[Background: Nursing student often experience anxiety and lack of motivation during their training program particularly during examination, and this may affect the achievement of learning outcomes. Teaching methods that might increase motivation and potentially increase learning outcomes have been developed, including video simulation and online learning. The purpose of the study was to investigate the effects of integrating video simulation into online learning on students’ motivation, anxiety level and competence. Methods: A pre-test/post-test one group design was utilized. Two video simulations containing nursing skills were integrated into the e-learning system which can be accessed for three weeks by 76 respondents who took Basic Nursing course. The level of motivation and anxiety were measured before and after the intervention, while the competence was measured after the intervention. Results: The majority of students passed the skills examination. This study indicates a significant increase of students’ motivation after the intervention (p value < 0.001), but the level of anxiety among respondents increased. Conclusion: The integration of video simulation into e-learning system can enhance student’s skills performance and motivation. Although there is also an increase in anxiety, findings of the study can be applied to other subjects and nursing skills with attention to aspects that cause student anxiety.]]>
<![CDATA[THE CHALLENGE OF IMPLEMENTING ONLINE INTERPROFESSIONAL EDUCATION FOR UNDERGRADUATE STUDENTS: A LITERATURE REVIEW ]]>
<![CDATA[Rilani Riskiyana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.58989
<![CDATA[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]]>
<![CDATA[EXPLORATORY STUDY ON MEDICAL GRADUATES WITH NONCLINICIANS CAREER ]]>
<![CDATA[Elisabeth Rukmini]]>;
<![CDATA[Kevin Jonathan Bogar]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.61406
<![CDATA[Background: Medical graduates have diverse career choices. Various factors trigger the motivation and interest of alumni to choose non-clinician careers. Research towards medical graduates who chose non-clinician careers was less than doctors with clinicians. This study aims to explore the reasons for choosing non-clinicians as careers for medical graduates. Methods: This research is a descriptive exploratory study. A total of 10 medical alumni subjects, batch 2011, were selected through purposive sampling. They were rich in information. We performed semi-structured interviews to collect qualitative data. Data were analyzed using content analysis. To ensure transferability and dependability of the data, we performed inter-raters meetings and an audit trail. Triangulation between three inter-raters was administered to get an inter-rater agreement. An external auditor performed an audit trail after the data analysis. Results: This study discussed the reasons for choosing non-clinician careers for medical graduates. Three main themes influence the graduates’ reasons: (1) motivation, (2) experiences, and (3) comparative factors between clinician and non-clinician careers. The motivation could be divided into internal and external motivation. Strong motivation, together with experiences, form a firm decision to take non-clinician careers. When comparing clinician and non-clinician careers, subjects mentioned the condition, including financial situation, risk factors, and seniority. Conclusion: The reasons for choosing non-clinician careers related closely to subjects’ motivation, experiences, and comparative factors between careers as clinicians versus non-clinicians. This research showed the importance of medical education to prepare students for mentorship, the risks factor of and the career choices of clinicians and non-clinicians]]>
<![CDATA[WHAT CHANGES IN IMPLEMENTING COMPETENCE-BASED MEDICAL EDUCATION IN INDONESIA: A QUALITATIVE STUDY ]]>
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Hikmawati Nurokhmanti]]>;
<![CDATA[Geraldine Baujea]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.64125
<![CDATA[Background: Competence-based Medical Education (CBME) is the latest curriculum model adopted by many countries since 1970s. Reforming medical curriculum to adopt CBME implicates major changes in all aspects and research on this is still lacking. This study aims at identifying changes in implementing CBME from the aspects of organization and structural changes, curricular design, implementation and evaluation and cultural changes. Methods: Retrospective qualitative method is applied using purposive sampling. Selected documents are used as the data and analysed using thematic analysis. Results: Four themes are identified for the first aspect, i.e. the role of central authority, multidepartment committees, committed change agents, and decision-making procedures. Whereas for the second aspect, five themes are pinpointed, consisting of curriculum design at macro level, meso and micro level, faculty development program, learning resources, implementation, and monitoring and qualitative evaluation. For the third aspect, four themes emerge, namely enabling factor, inhibiting factor, the paradox of the new curriculum and quality assurance. Conclusion: Major changes taking place in the design and implementation of CBME have been identified from three aspects inductively. Awareness of the kinds of changes and using them for curriculum planning could improve the success in shifting towards CBME.]]>
