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[CAREER MOTIVATIONS (CAREER INSIGHT, CAREER IDENTITY, AND CAREER RESILIENCE) BASED ON AREA OF INTERESTS OF NUTRITION STUDENTS ]]>
<![CDATA[Iput Tintin Lathifah]]>;
<![CDATA[Ika Ratna Palupi]]>;
<![CDATA[Siti Helmyati]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.56987
<![CDATA[Background: Nutrition-related career exists in various work sectors, from health care and education to food manufacture and business. No studies have been conducted on career motivations of nutrition students in three main areas of nutrition field. This study aimed to identify career motivations (career insight, career identity, and career resistance) in nutrition students of Universitas Gadjah Mada (UGM) with an interest in either of three nutrition main areas, i.e. clinical nutrition, community nutrition, or foodservice management. Methods: This study used a quantitative method and involved 75 college students of nutrition major in UGM. Variables in this study were nutrition students’ interest toward nutrition main areas and career motivations which consisted of career insight, career identity, and career resilience. Data collection used a validated questionnaire. Data analysis was performed using descriptive and analytical statistics. Results: Subjects with an interest in clinical nutrition, community nutrition, or foodservice management had career insight in medium category with almost equal proportions (i.e. 73.9%, 71.9% and 75%, respectively), career identity in medium category (73.9%, 53.1% and 70%, respectively) and career resilience in high category (60.9%, 56.3% and 50%, respectively).Conclusion: Career insight levels of UGM nutrition students are relatively equal in each area of interest in the nutrition field. Students with a clinical nutrition interest have the highest career resilience while students with a community nutrition interest have the highest career identity. Future studies need to employ a qualitative technique to better understand factors underlying students’ motivation in choosing area of interests in nutrition field. ]]>
<![CDATA[STRESS ANALYTICS OF MEDICAL STUDENTS AT FACULTY OF MEDICINE UNIVERSITY OF SURABAYA ]]>
<![CDATA[Sajuni Widjaja]]>;
<![CDATA[Agus Cahyono]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.64881
<![CDATA[Background: Stress is a mental response of a person's body that arises as a reaction to external demands that are considered dangerous or threatening him / her. Various studies have shown that stress on students especially on medical students is very high. This study specifically aimed to analyze the level of stress in preclinical students level 1, 2 and 3 of the Faculty of Medicine, University of Surabaya. Case discussion : This research is an analytic survey with a cross-sectional study approach. Data were collected through the Medical Student Stressor Questionnaire (MSSQ). A total of 114 medical students were obtained, consisting of 85 female students and 29 male students. Number of class 2017 are 38 medical students, number of class 2018 are 37 medical students, and class 2019 are 39 medical students. A total of 94 medical students live with their parents but the remaining 20 medical students do not live with their parents. Stressors in this study consisted of six groups, namely academic-related stressors (ARS), intrapersonal and interpersonal related stressors (IRS), teaching and learning related stressors(TLRS), social related stressors (SRS), drive and desire related stressors (DRS), group activities related stressors (GARS).Conclusion: It was found that the most stressors were academic-related stressors. Women are generally more stressed than men in drive and desire related stressors. There were no different stress between medical students who live and not live with their parents. ]]>
<![CDATA[MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA? ]]>
<![CDATA[Dwita Oktaria]]>;
<![CDATA[Dian Puspita Sari]]>;
<![CDATA[Diantha Soemantri]]>;
<![CDATA[Nadia Greviana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.65660
<![CDATA[Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation: The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.]]>
<![CDATA[SPATIAL ABILITY IN MEDICAL AND DENTAL EDUCATION: SCOPING REVIEW ]]>
<![CDATA[Nabilla Riadi Nur Ramadhani]]>;
<![CDATA[Dani Rizali Firman]]>;
<![CDATA[Erli Sarilita]]>;
<![CDATA[Yurika Ambar Lita]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.67176
<![CDATA[Background: the ability to mentally manipulate 3D objects and understanding the relationships between structures is essential in many fields of medical and dental specialties. This scoping review of the literature on spatial ability in medical and dental education was conducted to provide a map of the literature and identify where gaps still exist for future research.Methods: the study was conducted using a scoping review method with guidelines from the Arksey and O'Malley framework to identify literatures related to the research topic. Searches was performed from February to May 2021 in PubMed, Cochrane, CINAHL and Google Scholar using keywords related to spatial ability, medical education and dental education. Literatures was also identified using snowballing technique. PRISMA-ScR analysis for study selection was performed.Results: fifteen articles were selected for review. Spatial ability correlates with performance in studying anatomical knowledge of medicine and dentistry, and surgery. 3D anatomical models are more effective when conveying complex spatial relationships than traditional 2D models. The Mental Rotation Test (MRT) is the most widely used test for measuring spatial abilities. The results of the measurement of spatial ability showed the superiority of males over females.Conclusion: spatial ability and learning in medical and dental education provide mutual benefits for both aspects. Additional spatial abilities module may be added to medical and dental education curricula to improve learning success]]>
<![CDATA[THE READINESS FOR INTERPROFESSIONAL EDUCATION IMPLEMENTATION DURING COVID-19 PANDEMIC IN INDONESIA: A DESCRIPTIVE STUDY ]]>
<![CDATA[Sarah Firdausa]]>;
<![CDATA[Rachmah Rachmah]]>;
<![CDATA[Azizah Vonna]]>;
<![CDATA[Teuku Renaldi]]>;
<![CDATA[Noraliyatun Jannah]]>;
<![CDATA[Masra Lena Siregar]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Dedy Syahrizal]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.69550
<![CDATA[Background: The importance of the interprofessional education (IPE) program has been depicted through various forms of the IPE curriculum. The COVID-19 pandemic has forced a change in the implementation of IPE; this has caused the method of implementing IPE to change online. This study aims to assess the readiness of three different healthcare professions for implementing IPE using the Readiness for Interprofessional Learning Scale (RIPLS).Methods: The RIPLS survey was completed by 108 medical students, 40 pharmacy students, and 30 nursing students at Universitas Syiah Kuala, Indonesia. The survey was done after the students carried out the online IPE intervention, which was held during the COVID-19 pandemic. They also completed open-ended questions reflecting their attitude towards and experience from the online IPE implementation.Results: There was no significant difference regarding student readiness for interprofessional learning among the three academic disciplines. Generally, as many as 57.9% of students showed a positive perception of IPE. Separate analysis for each study program showed that all of them were in the high range of scores for positive perception. Pharmacy students have the highest positive perception of IPE (60%), while medical and nursing students’ scores were 54.6% and 53.3%, respectively. Qualitative interviews revealed that: 1) the scheduling of IPE implementation was not suitable for the students, 2) the online communication between professions was not as effective as expected challenging, and 3) there was a growing awareness to respect other professions.Conclusion: It can be concluded that conducting the IPE program during the COVID-19 pandemic experienced many obstacles, especially communication. However, it still maintains the main objective of IPE, which is to respect other professions.]]>
<![CDATA[USING THE INDONESIAN MANCHESTER CLINICAL PLACEMENT INDEX (I-MCPI) TO ASSESS THE QUALITY OF HOSPITAL-BASED AND COMMUNITY-BASED CLINICAL LEARNING ENVIRONMENT ]]>
<![CDATA[Audelia Kathleen Sulaiman]]>;
<![CDATA[Carolyn Carolyn]]>;
<![CDATA[Natalia Puspadewi]]>;
<![CDATA[Elisabeth Rukmini]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.69652
<![CDATA[Background: Clinical placement is crucial to develop the fundamental competencies in providing patient care. Therefore, clinical learning environment (CLE) assessment is necessary to ensure its quality. The Indonesian Manchester Clinical Placement Index (I-MCPI) is an instrument for assessing the quality of the learning environment and the quality of training in both hospital and community placements. This study aimed to (1) measure the CLE quality of a school of medicine in Jakarta using I-MCPI and (2) explore the qualitative data resulted from the I-MCPI to draw a comprehensive conclusion about CLE.Methods: 155 respondents filled the online I-MCPI, and ten respondents participated in the in-depth interviews. The quantitative data were analyzed using the guideline provided by the original MCPI. The qualitative data analysis was performed using content analysis method.Results: Quantitative data resulted in ranks of the 18 clinical placements, including primary teaching hospital and its network clinical placements. Trends in Primary Health Care (PHC) placement showed lower rank on the CLE and the training quality. The primary teaching hospital was in the sixth position. The qualitative results identified issues of the supervisor’s role, students’ involvement, and learning facilities were identified as significant factors that influenced CLE.Conclusion: Most respondents were satisfied with the quality of learning in clinical rotation at the school. However, respondents suggested more support for students to be actively involved in clinical services, perform clinical skills, and encourage learning facilities to optimize the CLE.]]>
<![CDATA[HOW DOES CLINICAL LEARNING ENVIRONMENT CHANGES DURING PANDEMIC AFFECT ON PROFESSIONAL IDENTITY? ]]>
<![CDATA[Yoga Pamungkas Susani]]>;
<![CDATA[Dian Puspita Sari]]>;
<![CDATA[Emmy Amalia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.71483
<![CDATA[Background: The COVID-19 pandemic has disrupted clinical medical education, and clinical learning was forced to swiftly adapt by blending offline clinical services with online learning. Changes in the clinical learning environment will have an impact on professional identity. This study aimed to determine the impact of changes in the learning environment on medical students' professional identity. Methods: This was a two-phase mixed-method study with an explanatory sequential design. The PHEEM instrument measured students' perceptions of the learning environment before and during the pandemic, and PIM was used to measure professional identity. Fifty-one clinical students participated in this phase. In the second qualitative phase, fifteen students were selected to join three focus group discussions based on the proportion of sex and completion of the clinical rotation.Results: there was a significant decrease in student perceptions of teaching during the pandemic (p 0.003). This result is in line with qualitative findings, namely a decrease in opportunities for participation and interaction in the social aspects of learning. This lowered self-confidence in clinical competence was supported by a higher correlation between perceptions of the learning environment and professional identity before the pandemic than during the pandemic (respectively r 0.561; 0.554 p < 0.01).Conclusion: During the pandemic, there was a decrease in clinical students' participation opportunities, which resulted in decreased confidence in specific clinical competencies, but decreased participation had no effect on comfort and willingness to be engaged in the medical profession. This situation brings awareness to further improve competence through various training and practices. ]]>
<![CDATA[ENHANCING STUDENTS’ ENGAGEMENT USING INTERACTIVE APPLICATIONS IN ONLINE LECTURES ]]>
<![CDATA[Prattama Santoso Utomo]]>;
<![CDATA[Muhamad Reza Utama]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.71840
<![CDATA[Background: Online lectures are now increasing in popularity for medical education worldwide. Online lectures were reported effective and efficient and might facilitate a safe learning environment with physical distancing during the COVID-19 pandemic. To date, there is a range of online meeting applications available, namely, Zoom®, GoogleMeet®, Webex®, and many others. The main challenge of online lectures is ensuring students’ engagement throughout the learning activity. Lecturers possess lower control of the class environment online than face-to-face activities. Passive students are also another barrier and concern. This article reviews the use of quizzes and online surveys as interactive applications to increase students’ engagement during online lectures, for instance, Zoom® Polls and Mentimeter ®.Learning Media Review: Zoom® Polls is easy for quizzes and surveys to complement Zoom® meetings. The polls can be used synchronously for large and small-class activities. Meanwhile, Mentimeter® also has a quiz, survey and word cloud as interactive activities during online lectures. Mentimeter® is a web-based application in which the free version allows access to most of its features. The utilization of interactive applications should be carefully prepared to ensure good student engagement but not overly used to prevent possible distractions. Instructions and question items should be made clear and thorough.Conclusion: Survey and interactive presentation applications are offered to present better class and online lecture engagement]]>
<![CDATA[WHY WE HAVE TO REFORM MIDWIFERY EDUCATION? ]]>
<![CDATA[Esti Nugraheny]]>;
<![CDATA[Yanti Yanti]]>;
<![CDATA[Hermanto Tri Joewono]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.72654
<![CDATA[Background: Learner, methods and contents are three important parts of the learning variables beside lecturer, academic environment and patients. Facts and new findings show that we need to reform these learning variables accordingly especially in Obstetrics and Midwifery domainGaps:maternal deaths is still high despite higher number of obstetricians, doctors and midwives; as well asthe government has encouraged an increase in the number of institutions providing midwifery study programs. On the other hand, new paradigm in education has been ordered by the Ministry of Education such as student-centred learning, Outcome-based education, and also other approaches suggested by expert in medical education such as holistic education, bedside teaching, feedback & reflection, and problem based learning. Thus modify educational content and method in obstetrics and midwivery inline with new facts and findings and appropriate methods is necessary.Recommendation: One alternative to modify educational content and methods in midwifery education that can be implemented in clinical learning is the continuity of care approach accompanied by continuous feedback. This approach is proven to be able to reduce maternal mortality and as an effort to synergize education in an effort to achieve government program targets. However, in reality, midwifery education institutions have not fully adopted this approach. So there is a need for leadership commitment to carry out learning reforms with a sustainable curriculum approach, continuous feedback, continuous assessment, continuous midwifery care and continuous supervision so that learning outcomes as outputs and reducing maternal mortality as an outcome can be as expected.]]>
<![CDATA[READINESS FOR INTERPROFESSIONAL EDUCATION: PERSPECTIVE FROM MEDICAL AND NURSING STUDENTS ]]>
<![CDATA[Vivien Puspitasari]]>;
<![CDATA[Ni Gusti Ayu Eka]]>;
<![CDATA[Marisa Junianti Manik]]>;
<![CDATA[Mona Marlina]]>;
<![CDATA[Neneng Suryadinata]]>;
<![CDATA[Grace Solely Houghty]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.72842
<![CDATA[Background: Interprofessional education (IPE) is argued as an educational strategy for promoting communication and collaboration amongst prospective healthcare professionals. The benefits of IPE have culminated in improved patient care leading to enhanced satisfaction for patients and healthcare practitioners. Therefore, further exploration is needed to assess the readiness for IPE through healthcare students’ perspectives, specifically medical and nursing students.This study aimed to assess medical and nursing students’ readiness for IPE and the effect of gender on their readiness.Methods: A quantitative study design using the Readiness for Interprofessional Learning Scale (RIPLS) was employed on 150 medical students and 150 nursing students. Data was analyzed using descriptive and Mann-Whitney statistical analyses.Results: The readiness of IPE score was statistically significantly different between medical and nursing students (p-value <0.0001), with nursing students (Median 4.34) found to have higher readiness or indicate more positive attitudes toward IPE compared to medical students (Median 3.73). Students are found to have a positive attitude or readiness towards IPE. This study also revealed that there was no significant difference in IPE readiness based on genders (p-value 0.087).Conclusion: It is essential to engage students in preparing the implementation of IPE for health sciences courses. Further workshops for IPE can be a strategic step to enhance readiness of the students.]]>
