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INDONESIA
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Published by Asosiasi Institusi Pendidikan Kedokteran Indonesia
ISSN : 22525084     EISSN : 26545810     DOI : https://doi.org/10.22146/jpki.46690
Core Subject : Health,
Health Professions Medicine & Pharmacology Public Health
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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Articles 12 Documents
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Search results for , issue "Vol 11, No 2 (2022): JUNI" : 12 Documents clear
CLINICAL STAGE STUDENTS’ READINESS AND PERCEPTION TOWARDS SELF-DIRECTED LEARNING Syska Widyawati; Setyawati Budiningsih; Anwar Jusuf
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.44499

Abstract

Background: Self-directed learning (SDL) as part of student-centered learning, has been applied in medical education curriculum in Indonesia since the Competency-Based Curriculum was introduced. Students’ perception towards SDL concept in relation to clinical stage and how it is applied are important to identify problems from students’ point of view. This study aimed to see SDL readiness and its correlation to academic achievement; and to obtain student perceptions towards SDL.Methods: A cross-sectional quantitative study was conducted in the Faculty of Medicine Universitas Indonesia (FMUI) from April to June 2013, involving 209 of year 4 students to see SDL readiness and its correlation to academic achievement. Qualitative methods with phenomenological approaches were used to obtain student perceptions of SDL.Results: 71.3% of students were in the category of ready for SDL with a mean score of 57.03 (SD 7.416). Among students’ characteristics, significant mean difference was found in type of education program. The international class group had a higher mean score than the regular group (p 0.014). SDLRS scores did not correlate with student academic grades. Students’ perceptions towards SDL were in accordance with known concepts, and students preferred SDL rather than teacher-centered learning in the clinical stage with suggestions of improvement in some areas.Conclusion: Clinical stage students were ready to conduct SDL. International class students seemed more ready for SDL. Students at year 4 clinical stage had good perception of SDL. This positive perception would provide sufficient readiness for the implementation of SDL in medical education.
ADAPTING THE OLDENBURG BURNOUT INVENTORY INTO BAHASA INDONESIA FOR MEASURING BURNOUT IN MEDICAL RESIDENTS Annang Giri Moelyo; Muchtar Hanafi
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.56213

Abstract

 Background: Burnout is common among medical residents, and a non-commercial tool for assessing burnout for medical residents is needed. This study aimed to adapt the Oldenburg Burnout Inventory (OLBI) in Bahasa Indonesia for medical residents and to analyze its validity and reliability.Case Discussion: The English version of OLBI was forward and backward translated to and from Bahasa Indonesia by English-language translation experts, and was appropriately modified by the authors. The respondents of the questionnaire were taken from pediatric residents in the first trial (48 subjects), and from internal medicine, pediatric, dermatology, surgery, and neurology residents in the second trial (109 subjects). The item-test correlation to measured construct validity was good for both trials. A confirmatory factor analysis was then undertaken to evaluate the goodness of fit (GOF), the root mean squared error of approximation (RMSEA), comparative fit index (CFI), Tucker-Lewis index (TLI), standardized root mean squared residual (SRMR), and coefficient of determination (CD) in the second trial. The results of the one-factor model and multidimensional GOF of the 16 items were unsatisfactory (χ2<0.05 and RMSEA>0.08). The GOF of the two-factor analysis of burnout with 8 items (3 exhaustion items and 5 disengagement items) created the following results: χ2=0.378; RMSEA=0.025; CFI=0.995; TLI=0.993; SRMR=0.036; and CD=0.898. The Cronbach’s alphas, for internal consistency reliability, in the first trial, second trial, and final model were 0.73, 0.87, 0.83, and 0.79, respectively.Conclusion: An 8-items modified Bahasa Indonesia translation of the OLBI for medical residents to measure burnout has good reliability and validity. 
JOURNAL READING TASK: METHOD FOR MEDICAL STUDENTS TO LEARN HEALTH COMMUNICATION Violantina Linardi; Rizma Adlia Syakurah
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.58789

Abstract

Background: COVID-19 became world health problem because of its rapid transmission among humans. Cause of that, Ministry of Education and Culture in Indonesia negated class at school and changed it to online class at home. But for some courses like communication, the students must communicate directly to the interlocutor. An online-based health communication learning model is required so that health communication learning continues to run optimally. This study aims to evaluate the new ways of learning health communication through reading journals and delivered in various media.Case study: The communication courses begin with a journal reading task based on predetermined Topics. This task is done in groups, and consists of 5 to 6 peoples. Then, the journal must be submitted in various educational media such as slide presentations, posters, or videos (participants are free to choose the media used) and will be presented via live Instagram or Zoom. Evaluation of this task was conducted to analyze the skills of communication and was assessed by their seniors in medical profession students of Sriwijaya University (peer review). The students was also give feedback (voluntarily) through the questionnaire on this task. Total of 40 presentations and educational media has been evaluated. Most of the students choose poster as their media promotion. The scoring is closed to balance, 55% enough and 45% good (discussion). Connection failure (60.63%) was the main problem that arise when they present the task.Conclusion: Students skill for making media promotion as they props for present the journal was good. The report and presentation of this task was satisfying. The students feel to have the effect of increasing their ability and personal knowledge on health communication. This task was effective for medical students to learn about health communication. 
LEARNING PAIN MANAGEMENT DURING CLINICAL MEDICAL EDUCATION: A CASE REPORT Astrid Pratidina Susilo; Raden Besthadi Sukmono
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.62757

Abstract

Background: Heath professionals’ competence in the pain assessment and management is necessary to improve the quality of pain management. Evidence about pain learning in Indonesia is limited. Aims: This case report aimed to describe the learning and evaluation of 5th year medical student in a faculty of medicine in Indonesia on the pain assessment and management. The pain learning was introduced in a pre-internship module using lecture, case discussion, and the learning in the clinical rotation. Case discussion: PQRST mnemonic (Provoke and Palliate, Quality, Region and Radiation, Severity, Time) is introduced as a structure in the pain assessment. The OSCE showed that students need to improve the skills of communication and professionalism. Conclusion: PQRST mnemonic is beneficial to structure the pain assessment, but not enough to help students perform a holistic approach to the patient.  
COMPARISON OF PATIENT SAFETY PERCEPTION IN PRECLINICAL AND CLINICAL STUDENTS Yopi Simargi; Steven Alvianto
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.62942

Abstract

Background: Patient safety is a global problem and patient safety education for medical students is needed to improve the quality of health services. This study aimed to determine the mean difference of perception on nine patient safety key factors between preclinical students and clinical students.Methods: This observational analytic cross-sectional study was conducted on preclinical students and clinical students at the School of Medicine and Health Sciences of Atma Jaya Catholic University of Indonesia (AJCUI) in the academic year 2019/2020, randomly drawn in each batch. The research data was collected using the Attitude to Patient Safety Questionnaire -III (APSQ-III) with 7 Likert scales. Data analysis using independent t-test.Results: From 389 students, significant mean differences of patient safety perception between preclinical students and clinical were found for five key factors: PS training received (p = 0.000), Error reporting confidence (p = 0.000), Working hours as an error cause (p = 0.000), Team functioning (p = 0.001), and Patient involvement in reducing error (p = 0.000).Conclusion: Medical students had positive perceptions of patient safety. However, there were still some significant different perceptions between clinical and preclinical students, which indicated the need for patient safety education integration in the medical education curriculum.
THE DIFFERENCE IN GRADE POINTS BETWEEN MORNING AND EVENING CHRONOTYPES AMONG PRECLINICAL MEDICAL STUDENTS Cindy Leona Wangsa; Nawanto Agung Prastowo; Veronica Dwi Jani Juliawati; Francisca Tjhay
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.65919

Abstract

Background: Every person has a different diurnal preference, sleep-wake cycle, and alertness known as chronotype. There are three chronotypes, that is morning, evening, and intermediate type. Medical students with evening chronotype are still forced to follow the standard academic schedule in the morning, hence their sleep time is reduced. This problem results in lower grade points since sleep quality affects academic achievement. This study aimed to analyze the difference in grade points between morning and evening chronotypes among medical students.Methods: A comparative cross-sectional study was performed among 102 preclinical students class 2018 of School Medicine and Health Sciences of Atma Jaya Catholic University Indonesia. All personal data, grade points, and chronotypes were taken using google form. Chronotypes and sleep characteristics were determined with Munich ChronoType Questionnaire (MCTQ) by calculating weekend mid-sleep time and sleep debt. Unpaired t-test and binary logistic regression were used to analyze the statistical significance.Results: The results of evening chronotype 44.1% respondents, morning chronotype 31.4% respondents, and intermediate chronotype 24.5% respondents were obtained from 102 respondents. There were 65.7% of students with grade points greater than or equal to three and 34.4%  lower than three. There was no significant difference in grade points between morning and evening chronotypes on semester 1, 2, 3, nor grade point average 3 (p>0.05). Conclusion: There is no significant difference in grade points between morning and evening chronotypes among preclinical students class 2018 of School Medicine and Health Sciences Atma Jaya Catholic University of Indonesia.
DO AUTONOMY SUPPORTS IMPROVE MEDICAL STUDENTS’ MOTIVATION IN A DEVELOPING COUNTRY? Elizabeth Sulastri Nugraheni; Doni Widyandana; Rachmadya Nur Hidayah
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.67697

Abstract

Background: Medical students in private schools are mostly high school graduates, ages are around 17 to 18. They were so diverse, the background of the former school, culture, motivation, and study skills. Students from rural might have different motivation and study skills from students of big cities. To give autonomy support to the new medical students, we planned the motivational workshop and study skills mentoring. We assume those will increase their motivation.Aims: To know - What types of motivation do first-year medical students have? Secondly, to evaluate - Whether motivational workshops and mentoring about study strategies can help to increase students’ autonomous motivation based on the Self-Determination Theory.Methods: A mixed-methods research was conducted in this study. The first step was the quantitative study using the Academic Motivation Scale (AMS) to measure the students’ pre and post intervention motivation and the Intrinsic Motivation Inventory (IMI) post intervention, then followed by the qualitative study to capture students’ responses and reflections with convenience sample.Results: The autonomous motivation was high among the male students, home-schooling, does not belong to medical profession family, and students from lower middle income. Quantitative data showed that this approach significantly decreased the amotivation scale of participants (p=0.025). Descriptively, there was an increase in the autonomous motivation of participants after following motivational workshop and study strategies mentoring.Conclusion: Motivational workshops and mentoring on study strategies were found to be valuable, interesting, and facilitate autonomous motivation. Results showed that those activities increased the students’ autonomous motivation.
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 LEVEL OF KNOWLEDGE AMONG UNDERGRADUATE MEDICAL STUDENTS ABOUT STROKE Rita Arsika Fauziah; Lisda Amalia; Nandina Oktavia; Lulu Eva Rakhmilla
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.67942

Abstract

Background: Stroke is a neurological emergency that requires prompt and precise diagnosis and treatment. However, errors in diagnosis and treatment are still frequently seen. One of the main causes of this problem is the lack of doctors’ knowledge. This study aims to determine the level of knowledge among undergraduate medical students about stroke. The results of this study can be used as basic information to provide educational interventions to medical students to prevent and minimize the occurrence of medical errors. Methods: This study used a quantitative-descriptive method with a cross-sectional approach. The study subjects were third-semester medical undergraduate students at the Medical Faculty of Padjadjaran University during the 2018/2019 academic year. Samples were 43 secondary data collected from ischemic and hemorrhagic stroke Students Objective Oral Case Analysis (SOOCA) exam scores and 168 primary data collected using a 30-item questionnaire regarding stroke knowledge. The data obtained was then analyzed descriptively and the result was categorized into 3 levels of knowledge: Good, moderate, and poor. Results: Each variable demonstrates a varying degree of knowledge. However, based on the total scores and averages collected from both the questionnaire and the SOOCA exam, most of the students had a moderate level of knowledge regarding ischemic and hemorrhagic stroke. Conclusion: Most of the students had a moderate level of knowledge about stroke, so educational interventions and student’s capabilities improvement are required to increase knowledge of stroke.
CLINICAL SKILLS TEACHING USING PATIENT EXAMINATION VIDEO DURING THE COVID-19 PANDEMIC Rizaldy Taslim Pinzon; Vanessa Veronica
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.69643

Abstract

Background: The current situation of the COVID-19 pandemic has changed the clinical learning system, which was originally fully face-to-face or blended, to be fully online. Skills lab, as one of the most routine medical skills education methods in the undergraduate medical education phase, must also adapt its implementation by optimizing the full-online approach. The purpose of this review was to investigate how patient examination videos can be used as clinical skills educational tool during the COVID-19 pandemic.Learning Media Review: The selected patient video is an unedited, soundless recording of a neurologist doing a pathological reflex test at Bethesda Hospital Yogyakarta. During clinical skills laboratory sessions, videos are displayed concurrently with introductory lectures to examine abnormal reflexes.Conclusion: This study demonstrates that using actual patient videos in clinical skills sessions is acceptable and well-implemented. This is an excellent alternative method of acquiring clinical competencies during the COVID-19 pandemic era. 

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