cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
Department of Medical-Health Professions Education and Bioethics Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada Radioputro Bld, 6th floor, West Wing Farmaco St., Sekip Utara, Yogyakarta, 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
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.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 14, No 3 (2025): September" : 5 Documents clear
CLINICAL SKILLS INSTRUCTOR’S PERCEPTION OF FEEDBACK EXPERIENCE USING THE PENDLETON METHOD Ronanarasafa, Ronanarasafa; Claramita, Mora; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.76608

Abstract

Background: Feedback at the    Faculty of Medicine, Universitas Islam Al-Azhar is one of the formative assessments given to the students. The feedback given so far is unstructured and tends to emphasize only the negative side. The process of providing feedback needs to be deeply evaluated by using a framework from the Pendleton method. This study aims to evaluate the training in giving feedback using the Pendleton method for clinical skills instructors.Methods:  A mixed-method design was used. The study assessed changes in instructors’ knowledge and application of the Pendleton feedback method, as well as their experience in delivering structured feedback. Knowledge was measured with a pre–posttest questionnaire, while the ability to deliver feedback was assessed using a Likert-scale rating completed by trained observers during feedback sessions. In addition, a focus group discussion (FGD) with four guiding questions was conducted among instructors who had completed the training and implemented the Pendleton feedback method. Qualitative data were analyzed using content analysis.Results: There was a significant improvement in instructors’ knowledge of how to give structured feedback in clinical teaching settings after the Pendleton training. This improvement was also supported by insights from the FGD, which indicated enhanced confidence and clarity in delivering feedback.Conclusion: The Pendleton technique of feedback is effective in improving instructors’ ability to provide structured and constructive feedback in clinical education. This structured approach was perceived by participants as useful for facilitating student learning and enhancing the overall feedback process.   
EXPLORING THE RESEARCH OF INTERPROFESSIONAL EDUCATION AND COLLABORATION FOR PATIENT SAFETY: A BIBLIOMETRIC ANALYSIS Hastami, Yunia; Pamungkasari, Eti Poncorini; Munawaroh, Siti; Hermasari, Bulan Kakanita; Randhita, Amandha Boy Timor; Maftuhah, Atik; Nugroho, Dian; Budiastuti, Veronika Ika
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.99859

Abstract

Background: Patient safety is a critical priority in healthcare, aiming to prevent harm and ensure optimal care delivery. Despite the inherent risks in health services, the 'to err is human' paradigm suggests that errors often stem from systemic issues rather than individual failings. Effective patient safety relies heavily on improved system design and the education of healthcare professionals with a focus on safety readiness. Integrating patient safety education into interprofessional education (IPE) frameworks is essential for fostering effective communication and teamwork, which are crucial for reducing structural system errors and enhancing care quality.Aims: To map the research landscape on patient safety and IPE, examining trends, countries, and thematic relationships within the field specifically focusing on how IPE addresses structural system errors in patient safetyMethods: This study conducts a bibliometric analysis using VOS viewer software, the analysis covers publications from January 2000 to July 2024, focusing on data from SCOPUS.Results: Results reveal a growing body of research on patient safety with IPE, highlighting notable simulation-based training and interprofessional collaboration trends. The analysis demonstrates an evolution from individual-focused approaches to system-based interventions. However, there is a clear need for more systematic and culturally nuanced studies, particularly in Southeast Asia, where research is limited.Conclusion: The findings underscore the importance of incorporating patient safety principles within IPE curricula and highlight research gaps, especially in contexts such as Indonesia and other Southeast Asian countries. Future research should address these gaps, explore the impact of IPE on structural system errors across diverse settings, and foster international collaboration to standardize and enhance educational practices in healthcare.
DESCRIPTION OF CULTURAL INTELLIGENCE OF MEDICAL STUDENTS Putri, Shylva Budiani; Meidianawaty, Raden Vivi; Permatasari, Tissa Octavira
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.100194

Abstract

Background: Cultural intelligence is the ability of individuals to adapt to different cultural situations based on various aspects, namely metacognitive, cognitive, motivational, and behavioral. Awareness of understanding about cultural intelligence makes medical students more able to adjust to interacting with or being in a different cultural environment. Aims: To identify the cultural intelligence of medical students at Swadaya Gunung Jati University based on metacognitive, cognitive, motivational, and behavioral aspects. Methods: This study used an observational descriptive method with a cross-sectional design and consecutive sampling methods. Data were obtained using the Cultural Intelligence Scale questionnaire based on four aspects: metacognitive, cognitive, motivation, and behavior. Result: Based on 167 medical students, from 4 aspects of cultural intelligence, most respondents have high metacognitive intelligence, moderate cognitive, high motivation, and moderate behavior. In clinical rotation students, the majority have high metacognitive intelligence, high cognitive, moderate motivation, and moderate behavior. The majority of academic students have high metacognitive intelligence, moderate cognitive abilities, high motivation, and moderate behavior. Conclusion: The majority of respondents have moderate cultural intelligence, with the best intelligence aspect being metacognitive intelligence. Cultural intelligence can be influenced by the learning process, environment, learning style, or information absorption process, and social skills and cultural intelligence can be improved by training, experience, and education.
MEDICAL STUDENTS' PERCEPTION OF CULTURAL COMPETENCE Amin, Siti Azzahra Aulia; Octavira P, Tissa; Meidianawaty, Vivi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.100220

Abstract

Background: Nowadays, medical education has begun to incorporate cultural competence into the curriculum to better prepare students for the challenges of health care, particulalrly in this era of globalization. Yet, students' perceptions of the importance of cultural competence still need to be evaluated.Methods: The study was a cross-sectional design with descriptive analysis. The data were collected using the Clinical Cultural Competency Questionnaire (CCCQ), which has been adapted and translated to assess knowledge, skills, comfort level, and attitude. The sample size was determined using consecutive sampling methods at various academic stages and clinical rotations. Results: Out of a total of 146 respondents, the mean results of cultural competence were found to differ among medical students by year of study, age, and number of co-assistant stations completed. Clinical rotation students achieved higher scores in the knowledge, skills, and comfort level domains compared to academic stage students. The mean scores in the knowledge, skills, and comfort level areas increased with age.Conclusion: Medical experiences in healthcare facilities and interactions with patients from diverse cultural backgrounds can influence cultural competence.
THE CORRELATION BETWEEN INTRINSIC MOTIVATION AND ENGAGEMENT IN PEER-ASSISTED LEARNING AMONG FIRST-YEAR MEDICAL STUDENTS Yoana, Eggi Hevryka; Puspadewi, Natalia; Juliawati, V. Dwi Jani; Anastasia, Gisella
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.102823

Abstract

Background: Student-centered approaches are essential in medical education. Peer-Assisted Learning (PAL) is an example of an active participative learning process that enhances engagement, while intrinsic motivation is a key factor influencing student participation. This study investigates the correlation between intrinsic motivation and engagement among preclinical medical students in PAL sessions. Aims: This study investigates the correlation between intrinsic motivation and engagement among preclinical medical students in PAL sessions.Methods: A cross-sectional observational design was employed with 136 first-year FKIK UAJ students who met the inclusion criteria. Intrinsic motivation was assessed using the intrinsic motivation subscale of the Situational Motivation Scale (SIMS), and students’ engagement was evaluated using a 7-point Likert scale questionnaire by Kassab et al., which covered emotional, behavioral, and cognitive dimensions of students’ engagement. Data were collected online and analyzed with Spearman and Pearson correlation tests.Results: Students exhibited high intrinsic motivation (6.13 ± 0.82) and engagement levels: emotional (6.07 ± 0.90), behavioral (6.33 ± 0.68), and cognitive (5.53 ± 0.93). Positive correlations were found between intrinsic motivation and emotional (rs = 0.797; p < 0.001), behavioral (rs = 0.539; p < 0.001), and cognitive engagement (r = 0.607; p < 0.001).  Conclusion: Students with high intrinsic motivation tend to engage in PAL, especially on the emotional dimension. This suggests that fostering intrinsic motivation may enhance student engagement in PAL sessions, particularly at the emotional level, which subsequently improves their learning experiences.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 14, No 4 (2025): December Vol 14, No 3 (2025): September Vol 14, No 2 (2025): June Vol 14, No 1 (2025): March Vol 13, No 4 (2024): December Vol 13, No 3 (2024): September Vol 13, No 2 (2024): June Vol 13, No 1 (2024): March Vol 12, No 4 (2023): Desember Vol 12, No 3 (2023): September Vol 12, No 2 (2023): Juni Vol 12, No 1 (2023): Maret Vol 11, No 4 (2022): Desember Vol 11, No 3 (2022): September Vol 11, No 2 (2022): JUNI Vol 11, No 1 (2022): Maret Vol 10, No 3 (2021): November Vol 10, No 2 (2021): July Vol 10, No 1 (2021): Maret Vol 9, No 3 (2020): November Vol 9, No 2 (2020): July Vol 9, No 1 (2020): MARET Vol 8, No 3 (2019): November Vol 8, No 2 (2019): Juli Vol 8, No 1 (2019): Maret Vol 7, No 3 (2018): November 2018 Vol 7, No 2 (2018): JULI Vol 7, No 1 (2018): MARET Vol 6, No 3 (2017): NOVEMBER Vol 6, No 2 (2017): JULI Vol 6, No 1 (2017): MARET Vol 5, No 3 (2016): NOVEMBER Vol 5, No 2 (2016): JULI Vol 5, No 1 (2016): MARET Vol 4, No 3 (2015): NOVEMBER Vol 4, No 3 (2015): NOVEMBER Vol 4, No 2 (2015): JULI Vol 4, No 1 (2015): MARET Vol 3, No 3 (2014): NOVEMBER Vol 3, No 2 (2014): JULI Vol 3, No 1 (2014): Maret Vol 2, No 3 (2013): November Vol 2, No 2 (2013): JULI Vol 2, No 1 (2013): Maret Vol 1, No 3 (2012): NOVEMBER Vol 1, No 2 (2012): JULI More Issue