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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.
Arjuna Subject : -
Articles 7 Documents
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Search results for , issue "Vol 13, No 4 (2024): December" : 7 Documents clear
Individual Factors Influence the National Competency Examination Failure in Midwifery Students Sari, Ade Zayu Cempaka; Kartasasmita, Arief Sjamsulaksana; Herman, Herry
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.86095

Abstract

Background: Incompetent and inadequate human health resources lead to a declining quality of health services. A quality assurance education system is needed to provide good quality training for healthcare workers. National competence tests are part of the guaranteed measurement of quality education. This study aimed to explore individual student factors that influence the failure to pass the competence test on the nursing competency test.Methods: This research is qualitative research with a phenomenological approach. Data collection using snowball sampling techniques by conducting in-depth interviews in an unstructured manner. The subject of the research was 7 alumni of the DIII Study Program Poltekkes Kemenkes Bengkulu who never passed the competence test. The analysis used is thematic analysis.Results: Individual factors influencing the failure to pass the competence test are low learning interest, low motivation, lack of self-confidence, anxiety, and inability to work on competence tests. This lack of self-confidence involves not understanding how to answer questions, not taking studying seriously, asking challenging questions, and not studying enough. Informants' lack of enthusiasm in studying was caused by them taking things too lightly, believing they would undoubtedly pass, there was a GPA point evaluation, they were lethargic, spent too much time on their cell phones, and were preoccupied with final assignment reports. The majority of respondents stated that they did not feel motivated to study to pass the competency test. Anxiety is frequently felt during tests since students do not comprehend the strategies for answering questions and the time is too short. Aside from that, they are not meticulous in answering the questions because they are in a rush.Conclusion: There are 5 individual factors influencing the failure of students to pass the competence test. Knowing the individual factors that can affect the lack of competence test, the educational institution can optimize the student's self factor following the competency test.
The Relationship Between The Perception of Professional Identity and The Professionalism Level of Medical Students Luthfianasari, Luthfianasari; Pamungkasari, Eti Poncorini; Hermasari, Bulan Kakanita
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.87930

Abstract

Background: Medical education aims to create professional doctors through standardized methods according to the needs of public health services. A doctor must have a professional attitude and ability as a form of professional responsibility. Professionalism is often associated with professional identity, where professionalism is deemed necessary to be supported by professional identity. This study aims to determine the relationship between perceptions of professional identity and medical students’ professionalism level.Methods: A cross-sectional study was conducted in a faculty of medicine in Indonesia.  The respondents were medical students from 3 cohorts: 2019, 2020, and 2021. The data analysis used the Spearman correlation test.Results: A total of 276 respondents consist of 94 (34.1%) male and 182 (65.9%) female respondents. The mean scores for the professionalism level for batches 2019, 2020, and 2021, respectively, were 160.23, 160.83, and 162.07. The mean scores for the perception of professional identity for batches 2019, 2020, and 2021, respectively, were 86.89, 89.26, and 89.18. The Spearman correlation test results showed there was a relationship between the professionalism level and perceptions of professional identity (p <0.001; r = 0,508), but there was no relationship between the professionalism level and study period (p = 0.081; r = -0.105).Conclusion: There is a relationship between perceptions of professional identity and the professionalism level of medical students.
Correlation of Uji Tahap Bersama (National Joint Exam) Results with Multiple Choice Questions (MCQ) Exam Scores in Medical Students Hendra, Gabriel Septian; Yulistini, Yulistini; Suharti, Netti; Firdawati, Firdawati; Usman, Elly; Putri, Biomechy Oktomalio
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.93452

Abstract

Background: Uji Tahap Bersama is a form of formative assessment initiated by the Association of Indonesian Medical Education Institutions (AIPKI) and the Ministry of Education and Culture (Kemendikbud) to maintain the quality of medical student learning in Indonesia. The Faculty of Medicine Universitas Andalas uses the Problem-Based Learning (PBL) method in organizing an educational system with summative assessment in the form of a computer-based Multiple-Choice Questions (MCQ) exam. Formative and summative assessment is a form of assessment that assesses the extent to which students understand the learning material that has been given. This study aims to determine the correlation between summative and formative assessment results in medical students' classes in 2017 and 2018, Faculty of Medicine, Universitas Andalas.Methods: This analytic, cross-sectional research involved 174 medical students from the Faculty of Medicine, Universitas Andalas, representing the 2017 and 2018 classes. The participants completed all pre-clinical phase blocks (except elective blocks) and took Uji Tahap Bersama I and II during their respective periods. Purposive sampling, meeting inclusion and exclusion criteria, determined the sample. The secondary data, which included the results of Uji Tahap Bersama I and II as well as MCQ scores before remedial, were analyzed through regression using the Pearson correlation test. To determine the extent to which MCQ affects the UTB outcomes, the coefficient of determination (r2) is used, which is obtained from the square of the correlation coefficient (r). The findings were interpreted based on Colton's correlation interpretation guidelines. Results: The findings revealed significant correlations in all four analyses conducted. UTB I results correlated significantly with average MCQ scores for the 1st to 4th semesters, while UTB II results correlated substantially with average MCQ block scores for the 1st to 7th semesters across batches. These correlations ranged from moderate to very strong.Conclusion: This study establishes a noteworthy correlation between UTB results and the average MCQ scores among medical students at the Faculty of Medicine, Universitas Andalas. The findings underscore the relevance of UTB as a formative assessment tool in maintaining and gauging the quality of medical education in Indonesia.
Publication in Medical Education Scientific Area: A Challenging Journey in Disseminating Scientific Writing in Health Profession Education Nurrokhmanti, Hikmawati; Arif, Luthfi Saiful; Sari, Silvia Mustika; Widyandana, Widyandana; Claramita, Mora
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.96347

Abstract

Background: Publications in the medical education field need more attention. It was shown by the MERSQI data score that there is no significant difference between medical education publications in the US (Society of General Internal Medicine, 44,4%) and Turkish (Turkish National Medical Education Congresses and Symposia, 11,3%) in 2014/2015. Therefore, specific strategies should be implemented to raise the quality and quantity of publications in the medical education area. With this recommendation, the number of publications in the medical education area is expected to increase.Gaps: In a study on the quality of publication in Turkish National Medical Education Congresses and Symposia, there is a significant difference in MERSQI score between unpublished (oral/poster presentation) and published papers.1 It is indicated that the quality of scientific papers needs to be increased. While in Indonesia, no further study is related to the quantity and quality of published papers. It is assumed that publication problems in the medical education field stem from the quality of scientific papers and could relate to Indonesian scholars' false publication strategy. Recommendation: The quality of scientific publications in Indonesia needs an improvement strategy that should be implemented in every scientific institution in Indonesia, starting from the master's degree level. The increasing proportion of research and any supporting material is expected to increase publication with high-quality research. The following recommendation is about the strategy of publishing the paper, which begins with selecting the fit or right scientific journal, followed by increasing scholar adherence to the journal's requirements. 
Medical Students Preference in Blended Learning after Covid-19 Pandemic: Online vs Offline Widyandana, Widyandana; Izzah, Nurul; Utomo, Prattama Santoso; Claramita, Mora
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.98044

Abstract

Background: Blended learning has been preferred to be implicated during the transition phase after the pandemic. Nowadays, universities started to shift back into offline learning after being retained for nearly 2 years. The effectiveness of digital learning should be considered. Even though it provided simplicity and ease, the effectiveness was questionable due to a lack of interaction and hands-on practice. Thus, blended learning combines face-to-face and digital learning to maximise the knowledge transfer during classes. However, the efficacy of both offline and online learning was still questioned. Each has benefits and drawbacks, which differ for every student in various conditions. This study assessed medical students’ preferences in the blended learning era.Method: This study used a cross-sectional design. An online survey was conducted among first-year medical students in the Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada (N=201). Data were analysed using a descriptive qualitative approach referring to Doyle et al. Results: Among 201 students who were included in our study, the topmost learning categories chosen to be given in an online setting were lectures (N=97), learning skills (N=18), and discussion (N=16).  For offline settings, they preferred practical skills (N=114), lectures (N=41), and skills laboratory (N=40). Students mentioned network problems as their finest challenge during online classes, and network support was the most needed to improve the learning outcome.  Conclusion: Passive activities that require the least effort were favoured to be given online, and activities requiring active participation were preferred to be given face-to-face. Limitations were challenging for students in participating in online classes; further evaluation and improvement are needed.
Academic Readiness and Its Impact on Medical Students’ Performance: A Critical Analysis in The Context of Covid-19 Pandemic Firmansyah, Marindra; Putri, Amanita Dias Ezha; Anisa, Rizki; Risandiansyah, Rio
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.98602

Abstract

Background: Student academic achievement in the first semester tends to be low and will increase the following semester. Many factors, including academic readiness, can influence this. Students have a diverse academic readiness, whereas a higher level of academic readiness would result in higher academic achievement. Previous research stated several factors shaped academic achievement in offline learning; however, online learning needs further exploration.Aims: Researchers aimed to discover the factors of academic readiness that affect students' academic achievement in online learning models during the COVID-19 pandemic.Methods: This research is a descriptive-analytic observational study with a cross-sectional approach. All dimensions were measured using a validated Academic Readiness Questioner direct translation questionnaire and using secondary data. Partial Least Squares with Structural Equation Model techniques using the Smart-PLS version 3.0 application were employed for data analysis.Result: This study produced an excellent, robust model with a GoF value > 0.36. Path analysis shows that all O-samples are positive with t statistics > 1.97, so these factors significantly positively affect academic readiness, except for the reading behavior dimension. Academic achievement is influenced by academic readiness, with R2=15.4%.Conclusion: Students' academic readiness positively and significantly affects academic achievement. Student academic readiness during online learning is shaped by achievement motivation orientation, goal orientation, integrated support, learning efficacy, M-score, social and economic conditions, number of credits, and reading behavior.
Analysis of Factors Affecting Clinical Learning of Midwifery Students Habibah, Minda; Susanti, Ari Indra
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.98992

Abstract

Background: Clinical learning plays an important role in midwifery education because students can apply theoretical knowledge to real-life practice. Effective clinical learning can enhance students' practical skills, critical thinking, and self-confidence, while also offering direct learning experiences with clients. This is important in building students' clinical competence to support their careers as midwives.Aims: This study aims to analyze the factors that influence the clinical learning of midwifery students and to understand how these factors impact the learning process. Methods: A scoping review was conducted in this study. The articles used were those published in the last five years, from 2019 to 2024, following the inclusion and exclusion criteria, which resulted in13 articles. Results: The scoping review's findings revealed that student characteristics, practice areas, guidance, and supervision, as well as learning and assessment methods, had a significant impact on the effectiveness of midwifery students' clinical learning. Conclusion: Fostering good relationships among educational institutions, preceptors, and midwifery students is very important for achieving clinical learning objectives.Innovation in clinical learning is needed to enhance the competencies of midwifery students.

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