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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 5 Documents
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Search results for , issue "Vol 14, No 2 (2025): June" : 5 Documents clear
Interprofessional Communication from the Perspective of Physiotherapy and Midwifery Lecturer Savirani, Rifda; Widyandana, Doni; Claramita, Mora
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.96851

Abstract

Background: Effective Interprofessional communication, is one of the essential aspect for optimizing collaboration among healthcare professionals, which in turn enhances patient outcomes and service quality. The World Health Organization advocates for early implementation of Interprofessional Education (IPE) at the university level to prepare students as competent collaborators in healthcare settings.Aims: This study aims to explore physiotherapy and midwifery lecturer’s perceptions regarding learning methods, enabling factors, and inhibiting factors in interprofessional communication as preliminary step before conducting IPE training for lecturers. Methods: This exploratory qualitative study employed focus group discussions with 5 physiotherapy and 6 midwifery lecturers. Data were analyzed using deductive content analysis guided by the 2016 IPEC (Interprofessional Education Collaborative) framework.Results: All participants had experience in interprofessional communication, and realized that as health workers, collaboration is inseparable, with one important aspect is communication. Ten enabling factors were identified, the use of media and communication methods, language, good listeners, feedback, respect differences, communicate the importance of teamwork, sufficient knowledge, leaders and policies, commitment and self-awarness and continuing communication. And eight inhibiting factors were obtained including the use of communication media, language and cultural differences in perception and no feedback, lack of understanding regarding the importance of teamwork, lack of interaction, internal factors and differences in education level.Conclusion: The study revealed both enabling and inhibiting factors in interprofessional communication, along with recommendations for learning methods. These findings provide a basis for developing and evaluating effective IPE training for lecturers.
Implementasi Interprofessional Education (IPE) dalam Kurikulum Pendidikan Kebidanan: Literature Review Ashifa, Ade Nurul; Susanti, Ari Indra; Susiarno, Hadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.99012

Abstract

Background: The increasing complexity of maternal and child health services in the era of globalization demands effective collaboration among healthcare professionals. Interprofessional Education (IPE) is recognized as a strategic approach to enhance teamwork and communication skills among midwifery students. However, the effective forms and methods of IPE implementation in midwifery education remain underexplored, especially in Indonesia.Methods: This literature review aimed to identify various forms and methods of IPE implementation in midwifery education to improve interprofessional collaboration. Articles were selected from databases such as Google Scholar, Scopus, and Sage Journals, focusing on studies published between 2017 and 2024. The review included qualitative, quantitative, and mixed-method studies that discussed IPE implementation and its impact on collaborative skills. The PRISMA flow diagram was used to document the selection process.Results: Twelve articles from diverse countries were reviewed, revealing four main forms of IPE implementation: interprofessional simulation and workshops, portfolio/reflection-based learning and assessment, structured programs and certification, and collaborative clinical experiences. These approaches were shown to improve students’ communication, teamwork, and understanding of professional roles. Institutional support and resource investment were identified as key factors for successful IPE integration.Conclusion: IPE implementation in midwifery education enhances students’ interprofessional collaboration skills and has the potential to improve the quality of maternal and child health services. Comprehensive curriculum design and institutional commitment are essential to maximize the benefits of IPE in preparing future midwives for collaborative practice.
GPA AS A STRONGER DETERMINANT OF MEDICAL DOCTOR COMPUTER-BASED NATIONAL COMPETENCE TEST Tih, Fen; Waty, Wenny; Rizamena, Melya Ikbar; Sanjaya, Ardo; Gunadi, Julia Windi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.99188

Abstract

Background: The government implements a high-quality assurance system in the health sector to strengthen the national education system. One of the steps is the Indonesian Medical Doctor National Competency Examination (known as UKMPPD in Indonesia), which follows regulations on higher education and health workers. The entrance exam for medical students at the Faculty of Medicine, Maranatha Christian University, consists of a biology test and an academic potential test.Aims: The purpose of this study was to determine the relationship between the biology entrance exam, academic potential test, and grade point average with the final score of UKMPPD CBT at the Faculty of Medicine, Maranatha Christian University. Methods: The samples collected consisted of students from the Faculty of Medicine at Maranatha Christian University, from the 2010 to 2016 classes, who took the UKMPPD from 2016 to 2022. Data were analyzed using the Spearman test and examined for both bivariate and multivariate relationships.Results: This study showed that the biology entrance examination, medical undergraduate GPA, and medical professional GPA influenced the UKMPPD CBT final score of Maranatha Christian University Faculty of Medicine students. Nevertheless, there is no relationship between students’ TPA score and UKMPPD CBT.Conclusion: Medical undergraduate GPA had the strongest relationship with CBT scores, compared to medical professional GPA. This study also highlighted the importance of non-cognitive aspects of input selection tests besides the improvement of the quality of the clinical education evaluation process.
PERCEPTIONS OF FIRST-YEAR PRECLINICAL MEDICAL STUDENTS ON THE RELATIONSHIP BETWEEN INTERACTIVE LECTURE TEACHING METHODS AND THE DEVELOPMENT OF GENERIC SKILLS AS WELL AS INFLUENCING FACTORS Kane, Nathan; Anastasia, Gisella; Soesilo, Daniel Ardian; Puspadewi, Natalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.103320

Abstract

Background: Generic skills, such as critical thinking, communication, teamwork, and social judgment, are essential elements in modern medical education. Interactive lectures in large classes, which combine material delivery with discussion and feedback, have become one of the effective approaches. However, the implementation of these methods in large classes faces various challenges, such as uneven student participation and a lack of confidence among students. Aims: This study aims to explore first-year pre-clinical medical students' perceptions of the relationship between interactive lectures in large classes and the development of generic skills, as well as the factors that influence this process. Methods: This study employs a qualitative phenomenological design with in-depth interviews involving eight first-year pre-clinical students at the Faculty of Medicine, Atma Jaya Catholic University of Indonesia. Data were analysed using a thematic approach to explore key themes related to the development of generic skills. Results: The results show that interactive lecture in large classes, teacher quality plays a significant role in facilitating discussions and providing feedback. Class activities, such as group discussions and feedback sessions, significantly contribute to the development of generic skills. Students' motivation and self-confidence, along with supportive group members, further enhance these skills. Additionally, the large number of students in the class is seen as a valuable platform for practicing communication skills and building confidence. However, a notable obstacle is the initial session where lecturers rely on slides with excessive text, which reduces students' interest and engagement. Conclusions: Interactive lectures in large classes are effective in supporting the development of students' generic skills through discussion, presentation, and feedback. Its success is influenced by teacher quality, the learning environment, and student motivation. Improving the quality of lecturer presentations is necessary to enhance the effectiveness of this method.
Clinico-moleculo-pathological Conference (CMPC): A Clinical Teaching Method to optimise knowledge integration and collaboration in the workplace-based specialist education Bekti, Rachmad Sarwo; Seputra, Kurnia Penta
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.105471

Abstract

Integrating current molecular knowledge and research with real-world clinical and pathological conditions is a critical step in finding the most appropriate approach for modern and personalized patient care. A modified clinicopathological conference, called the Clinico-molecular-pathological conference (CMPC), was introduced in one out of five introductory specialist training courses at our teaching hospital. It is intended to enhance the application of basic biomedical sciences, particularly biomolecular aspects, in integrated clinical care and personalised medicine. We attempted to analyse the CMPC’s implementation and its educational impact from the perspectives of trainees through a program evaluation activity adopting the first two levels of the Kirkpatrick Pyramid. From 4 batches (2022-2024), 433 out of 447 residents (96.87% response rate) responded to our online program evaluation questionnaire. From the reaction and learning level, the CMPC has convincingly been favoured by residents as an engaged learning method for elaborating basic medical sciences, especially biomolecular topics, into a real clinical and patient care context. Despite the poor correlation of the course’s overall satisfaction to the CMPC mark and final course marks (p>0.05), there is a positive and significant correlation between CMPC mark and Course Final mark (r=0.39; p=0.00). Qualitative response to the survey triangulated the acceptance of CMPC as a promising learning method to promote integrated learning as well as multidisciplinary collaboration. The case study provides insight into how CMPC is favoured by the residents to learn difficult subjects, and is related to academic achievement. CMPC is also perceived to be a promising method to promote integration in patient care in medical specialist education. Further research is needed to optimise both the educational and quality service impact of the CMPC in the workplace-based medical specialist education.

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