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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 9 Documents
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Search results for , issue "Vol 13, No 2 (2024): June" : 9 Documents clear
Inquiry Learning Methods to Increase Student Motivation and Learning Outcomes Sundari, Sri; Utami, Seftiani
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.80754

Abstract

Background: The current learning process has changed from teacher-centred learning (TCL) to student-centred learning (SCL). Therefore, innovative learning models are needed to improve student learning outcomes and motivation. This study aimed to measure the effect of inquiry learning methods on student motivation and learning outcomes.Methods: This was a quasi-experimental approach with a pre-test and post-test control group approach. The samples were divided into 29 students as the intervention group and 29 students as the control group. The researcher used the MSLQ (Motivated Strategies for Learning Questionnaire) to measure learning motivation. Meanwhile, to assess student learning outcomes, researchers used an assessment using the MCQ (multiple-choice question) learning outcomes evaluation method. The study's results were analysed using the paired sample t-test with a value of 0.05.Results: The study results in the intervention group showed the average value of the pretest learning motivation was 135.33, and the posttest-3 was 158.03, while the pretest-3 was68.43 and the posttest-3 was 83.03. The results of the different tests for learning motivation were obtained by pre-posttest-1 p-value of 0.012, pre-posttest-2 p-value of 0.000, pre-posttest-3 p-value of 0.001, while the study results from pre-posttest-1 to pre-posttest-3 obtained p-value = 0.000.Conclusion: There is an influence of inquiry learning method on the motivation and learning outcomes of Nursing Students.
E-Learning in Anatomy: Medical Students' Perspectives on Synchronous and Asynchronous Lab Sessions Farsal, Ryzufar Altarif; Oktavia, Nandina; Nasution, Gita Tiara Dewi; Rahman, Putri Halleyana Adrikni
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.82355

Abstract

Background: The Covid-19 pandemic has become a global health disaster, various sectors have been affected including the education sector. Online learning is then carried out as an alternative solution to carry out learning. This online learning is carried out in all elements of education including Universities. The intended online learning is divided into two methods, asynchronous and synchronous methods. The difference in these methods will certainly lead to different perceptions for each student, especially in anatomy laboratory learning.This stud aimed to find out the perception of Unpad Medical Faculty students towards the asynchronous and synchronous method of online anatomy laboratory learning..Methods:This research is a quantitative cross-sectional descriptive studies and involved 129 respondents from student of Unpad Faculty of Medicine students class of 2019. This was done using Google Forms which contained a questionnaire and informed consent sheet.Results: FK Unpad online anatomy laboratory learning falls under good category, with each index value: perception of learning experience: 76.2%, perception of lecturer capabilities: 77.1%, perception of facilities and infrastructure: 83.7 %.Conclusion: Online anatomy laboratory learning can still be continued by combining both asynchronous and synchronous methods, so that learning can take place more effectively.
Learning Clinical Ethics for Medical Students in Clinical Phase Ismail, Taufik Suryadi; Assyifa, Shofiya; Rusnaidi, Rusnaidi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.82526

Abstract

Background: Clinical ethics is a method of clinical decision making ethically. The implementation of clinical ethics learning to clinical rotation students is one way to help students learn to make decisions about ethical dilemmas according to the learning outcomes in clinical rotations. There is no evaluation of the implementation of clinical ethics in clinical rotation learning in our institution, so a study is needed.Methods: This research is a descriptive study with a cross-sectional design using primary data through filling out online questionnaires (g-form) adopted from four box quadrant of clinical ethics by Johnsen, Siegler and Winslade. The respondent was clinical rotation students who underwent inpatient treatment from 10 clinical rotation stages at Zainoel Abidin Hospital. This research has been done from November until December 2022 by using consecutive sampling techniques with 75 respondent as minimum sampling. Results: A total of 87 respondents were involved in this study. This study shows that clinical ethics has been implemented in clinical rotation at Zainoel Abidin Hospital Banda Aceh. The most frequent implementation of clinical ethics is Obstetrics and Gynecology, and the least common is the Psychiatric. The implementation of clinical ethics learning in clinical rotation is already good, as seen from the majority of respondents who often get learning related to the medical indications quadrant (52.9%-58.6%), patient preference quadrant (44.8%-64.4%), the quality of life quadrant (57.5%-63.2%), and the contextual features quadrant (40.2%-59.8%).Conclusion: The implementation of clinical ethics learning in clinical rotation at Zainoel Abidin Hospital Banda Aceh is already good, although not optimal. Continuous learning of clinical ethics is necessary so that clinical rotation students are accustomed to solving ethical dilemmas in clinical situations.
The Noteworthiness of Constructive Feedback and Student-Reflection to Approach Competence-Based Curriculum: An Explanatory Study of Medical Schools in Indonesia Salamy, Achmad Yarziq Mubarak Salis; Claramita, Mora; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.87750

Abstract

Background: Competence-based medical curriculum requires the acquisition of complex abilities that should be assessed longitudinally. The programmatic assessment model can facilitate a complete picture of students' competencies. The five components of learning, assessment, supporting activities; and intermediate to final evaluation provide holistic learning experiences for students and mentors to participate in the learning strategies. We aim to assess the application of longitudinal components of the programmatic assessment model to the current assessment system based on student perceptions.Methods: This study used a cross-sectional mixed-method sequential explanatory design at six medical schools in Surabaya, East Java of Indonesia. The instrument was 43 items of validated questionnaire based on the five components and the focus group discussions. Results: This study obtained 442 respondents. The results reflected high reliability with a Cronbach alpha value of 0.969, and the validity test showed R arithmetic > R table (R table 0.128 for n 442). The current assessment system was perceived as ‘good’, with 3.9 on 5 points Likert scale; but the ‘supporting activities’ where reflection and feedback lied; was at the lowest score although insignificant. Students underlined the lack of formative aspects (reflection, feedback, mentorship, and middle evaluation).Conclusion: The overall assessment system is well-perceived by the students; however, the 'supportive activities' component has been minimally applied. So the 'assessment of previous learning' is still prominent in the current assessment system.
Analysis of E-Learning in Undergraduate Medical Education During Pandemic: Future Perspectives for Post-Covid Era Devinta, Salzha; Wiyono, Nanang; Munawaroh, Siti; Hastami, Yunia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.88670

Abstract

The global Covid-19 pandemic has had a profound effect on medical education. Social distancing leads to the implementation and development of e-learning, especially in the medical education field. E-learning is an innovative learning method using technology that allows students to learn flexibly because learning materials are visualized in various formats that students easily access. This article uses the bibliometric analysis method. It is a quantitative method for analyzing bibliographic data of published articles from reputable sources using the VOSviewer app. We analyzed 949 high-quality research articles from the Scopus database on August 14, 2022. It shows that the publications related to the implementation of e-learning in medical education during the Covid-19 pandemic began to increase from 2020 to 2021 and decrease in 2022. Research that focuses on developing e-learning methods in undergraduate medical students needs to be conducted in the future as part of academic development for the medical education system. This research gives the future perspectives on the implementation of e-learning methods for post-covid era.This research also intended to help teachers and researchers to decide on suitable learning methods for medical education since the e-learning modality is beneficial not only for the pandemic era but also post-covid era. This study also discuss the impact of using e-learning in the learning domain of medical students in terms of knowledge, skills, and attitudes.
Comparison of Histology Practicum Exam Results Based on the Learning Style of Medical Students Sumargo, Kuni Zakiyyah; Hasanuddin, Abdi Dzul Ikram; Yusuf, Muhamad Nur Syukriani; Pateda, Andin Zahrani; Lestari, Putri Ayu Eka
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.90590

Abstract

Background: Histology is one of the essential subjects to be understood in medicine. Identifying the appropriate learning styles can be a solution to improve learning performance and achieve maximum learning outcomes.Aims: This study aims to determine the effectiveness of learning styles on histology practical exam results in medical students.Methods: This study used a cross-sectional design by involving students at the medical faculty of Universitas Negeri Gorontalo who contracted the biomedical course I in the 2022/2023 academic year. Learning styles are assessed using a visual-auditory-kinesthetic (VAK) questionnaire to categorize student learning styles. The results of the practicum exam in the form of numbers are obtained from the accumulated scores of the first practicum exam in histology with the topics of cytology, epithelium, and connective tissue. The one-way ANOVA test was conducted to analyze the data.Results: Out of 42 participants involved, visual, auditory, and kinesthetic learning styles were 18 people (42.9%), 23 people (54.8%), and 1 people (2.4%), respectively. Generally, the student practicum exam results were 63.62 ± 17.24. Based on the learning styles group of visual, auditory, and kinesthetic, the mean (SD) practicum exam results were 66.00 (14.60), 62.43 (19.29), and 48.00 (0.00), respectively (p-value = 0.541).Conclusion: Visual learning style shows marginally better practicum exam results than other learning styles. This result can be considered a learning strategy to improve the results of practicum exams, particularly in the subject of histology practicum courses.
Description of The Professional Identity of First-Level Clinical Medical Students and The Various Factors That Facilitate Its Formation Haryanti, Nathalia; Puspadewi, Natalia; Juliawati, Veronica Dwi Jani; Anastasia, Gisella
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.91024

Abstract

Background: Identity formation is a longitudinal and continuous process. This study aimed to define: 1) the characteristics of professional identity (PI) of five first-year clinical students; 2) the role of clinical teachers and other factors that influenced PI formation during clinical rotations, and 3) how the learning process at the clinical level facilitates students to participate and gain recognition.Method: This was a qualitative phenomenological study. This study was open to any first-year clinical students who were undergoing their major clinical at the time of data collection and met the inclusion criteria. Indepth interview was conducted as soon as an interested student contacted the research team. At the end, five first-year clinical students were included in this study. All interviews were voice recorded and transcribed verbatim. Data was analyzed using thematic analysis.Results: a) Technical skills and internal values are two main components that formed their professional identities; b) Clinical teachers act as students’ role model and provide participants with the necessary recognition and opportunities to participate in a community of practice, which subsequently supported their PI formation during clinical rotation; c) participants’ PI formation was supported by various learning experiences embedded in their medical school’s curriculum. Conclusion: Technical skills and internal values are two professional identity components that defined a professional physician. Curriculum design as well as clinical teachers who closely interact with clinical students during their clinical rotations are two essential factors in creating a conducive learning environment that supports participants’ PI formation.
Instrument Development for Study Programs Excellence Evaluation Based on Kirkpatrick Evaluation Model Akbar, Surya; Darungan, Tezar Samekto; Rahma, Dinda Saufia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.91960

Abstract

Background: The study programs excellence stated in the institution's vision and mission acts as a guide for the institution in carrying out its activities. That excellence must be reflected in all aspects of academic activities. Evaluation of the implementation and achievement of study program’s excellence is important to fulfill the vision, and mission of the institution. This research aims to develop an evaluation instrument that is useful for monitoring the achievement of study program’s excellence. Methods: Two part of instrument development were carried out in this study, namely: instrument development, and instrument validation process. Instrument development part consist of two stage (item and scale development, and expert judgement). Meanwhile, instrument validation process part consist of 5 stages of comprehensive validation process by Sireci. This validation process used argument based validation concept. Results: This instrument uses the Kirkpatrick model which consists of 4 evaluation levels. Each level consists of several dimensions. A total of 55 instrument items were proven valid (r>0.217) and reliable (Cronbach’s Alpha>0.7). The instrument uses 2 types of data in the assessment process, namely primary data (measuring responses from the academic community using a questionnaire), and secondary data (assessment of document evidence). Conclusion: The instrument evaluation is prepared for the purpose of providing an overview of the implementation and achievement of institutional’s excellence. This is useful in providing valuable information to the institution to set strategies and policies to fulfill the institution's excellence.The instrument proved to be valid and reliable by an argument-based validation analysis.
The Relationship Between Anatomy Identification Test Scores and The Suitability in V/A/R/K Modality Usage Between Study Habit and Learning Style Widiartini, Catharina; Ferine, Miko; Pribadi, Fajar Wahyu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.92758

Abstract

Background: Mastery of Anatomy is essential to base learning in Medicine. However, the Anatomy identification test scores are often less than satisfactory. This problem could be caused by different usage of sensory modalities which were visual, aural, read/write, and kinaesthetic (V/A/R/K) between one’s study habit and his/her learning style. This study aimed to determine the relationship between Anatomy identification test scores and the suitability in V/A/R/K modality usage between study habits and learning styles.Method: This was an observational study of 103 first year students of the Faculty of Medicine Unsoed who were selected using total sampling, taking into account the inclusion criteria in the form of complete data availability for the three variables. Univariate statistical analyses were conducted for each variable as well as the suitability between study habits and learning style based on determined criteria. Relationship between Anatomy identification test scores and the suitability between V/A/R/K study habits and learning styles was analyzed using the Mann-Whitney test.Results: Most students had quadmodal learning style (27.2%), but unimodal visual study habit (21.4%). Most (64.1%) students had no suitability between study habits and learning styles, with the test score average was not significantly lower (p = 0.228) than those with suitability. Conclusion: There is no significant relationship between Anatomy identification test scores and the suitability between study habits and learning styles. Students may reflect on the result to modify their learning process further. Institution can provide opportunities for students with various characteristics to develop study habits that suit their learning styles.

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