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Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education

jpki
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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 8 Documents

Search results for , issue "Vol 2, No 3 (2013): November" : 8 Documents clear

Persepsi Mahasiswa dan Tutor tentang Kejadian Kritis Selama Diskusi Tutorial dan Jenis-jenis Interview Terhadap Kejadian Tersebut Amelia Dwi Fitri; Harsono Mardiwiyoto; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Tutorial group discussion is one of the key features of problem based learning. The tutor-facilitated group discussion is not always work as planned. Critical incident during tutorial is one of the factors that may hinder group dynamics. Six factors hindering group dynamics (unequal participation, lack of cohesion, lack of motivation, lack of elaboration, lack of interaction, and personality problem), play role in critical incidents during tutorial. Tutor’s and students’ perception on critical incidents are affected by each individual point of view on the incidents. The point of view will influence intervention expected by students and actual intervention done by tutor. Tutor’s capability to do proper intervention is one of the factors needed to ensure group discussion to progress well. The aim of this research is to identify students and tutors perception on critical incidents during tutorial and types of intervention done by tutor to overcome these incidents.Method: This is a mixed-method research which combines quantitative and qualitative approaches. 352 students of 4 batches and 21 tutors involved in this research. Students and tutors’ perception on critical incidents were collected using questionnaire consist of 36 Likert-scale items, and 2 open-ended questions. Intervention done by tutors was further explored using focus group discussion with tutor and students, based on quantitative result.Results: Similar perception were found in both students and tutors regarding the factors influenced critical incidents during tutorial the most, which was unequal participation. Nevertheless, different perception was found between students and tutors on factor that hindered discussion which require tutor intervention; students with difficult personality, whereas tutors stated participation imbalance. The other five factors: tutor’s factors, feedback, assessment, quality of scenario, logistics, and scheduling issue were found to have role in critical incidents in tutorial. Tutor’s intervention to critical incidents had been done, even so, further development is needed.Conclusion: Students’ and tutors’ perception on critical incidents were in line in term of the most frequent incidents, but differ in factor that hinder discussion the most and require tutor’s intervention. There were many other factors that influenced critical incidents besides students’ factors. Interventions which had been done by tutors were not adequate in order to overcome arising critical incidents.

Efektifitas Berbagai Metode Pembelajaran untuk Partisipasi Aktif Mahasiswa dan Stimulasi Proses Clinical Reasoning Widyandana Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Skills lab program can be conducted by several methods, such as training by mannequin, role play with peers, simulated patients, and training in community. Medical students are expected to play an active role in training and always practice their clinical reasoning skills. However, there are still many students not ready for implementing some medical procedure in their clerkship. Therefore, this study aimed to compare the level of active participation and the clinical reasoning process of students obtained in four learning methods in skills lab.Method: This study used a cross-sectional design with random survey questioner to 150 medical students in Medical Faculty of GMU (n=150). This survey were expected to explore the impression of students to each learning method, particularly in the active participation in practice and the clinical reasoning process. The results were analyzed using descriptive quantitative method by comparing total score of each learning method.Results: The results showed that the learning method of medical skills in community is superior to 3 other methods, namely practice with mannequins, role play with peers, as well as simulated patients, both in promoting the active participation of students and stimulating the clinical reasoning skills (p<0.05).Conclusion: Medical skills training in community is more effective in promoting the active participation of students in practice and stimulating the clinical reasoning skills. However, it should considerate with compatibility of topic, students’ readiness, and combined methods if needed.

Pandangan Mahasiswa terhadap Hambatan pada Pelaksanaan Skill Lab di Fakultas Kedokteran Universitas Andalas Hardisman Hardisman; Yulistini Yulistini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Skills lab is a clinical skill training using model and simulation, which is very important in the learning process to develop clinical skill competencies of medical students. Through the process, the next step of learning on real patients will be safer and more effective. The study was conducted to explore learning barriers of medical students in the skill lab training to obtain experiences and competencies.Method: A qualitative study was conducted to explore the problems using in-depth interview as method of data collection. Thematic analysis was used to analyze the data. The respondents of the study were 46 medical students in semester V and VII in the Faculty of Medicine, Andalas University.Results: The main barriers that the students faced were clinical instructor factors, such as late attendance and replacement time with shorter allocation. Due to these factors, the students could not obtain optimal learning process, supervision and required competencies. Other factors such as lack of simulation model and limited time had also significant impact.Conclusion: Learning barriers of skill lab training were caused by multi factors. Therefore, systematic arrangement, facility and assessment, and the quality of instructors’ performance need to be improved.

Self-Reflection and Insight pada Mahasiswa Kedokteran dan Hubungannya dengan Persepsi terhadap Perilaku Profesional Shulhana Mokhtar; Ova Emilia; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: In term of health service duty, physicians unprofessional behavior, than their lack of knowledge or skills, are more likely to cause some problem. The issues of professionalism can be identified when student are still in the process of education. There are several things associated with the development of professionalism, such as self-reflection and the ability to understand (insight) the incidents around them in this study professional behavior was mainly connected with responsibility. This study aimed to examined the relationships between UMI medical students (SRI) and perception of professionalism (responsibility)Method: It is a quantitative study using cross sectional approach. The participants were UMI students of batch 2009-2011 who are still studying at the university data were obtained from the questionnaires SRI scale and perceptions scale. Descriptive statistics, t-test and ANOVA-test and Pearson correlation test were used to analyze the data.Results: In general, students SRI score were LOW (M=2,46), as well as students’ perceptions of responsible behavior (M= 2,25). Based on students characteristics, significant difference in SRI was only found in the high school of origin (p = 0,043) and in the perception was found in father’s occupation (p = 0,018). Correlation analysis found a significant relationship between SRI and perceptions of professionalism (p = 0,0001).Conclusion: Self-reflection and insight of UMI medical students were still low and they were aligned with students’ perceptions of professional conduct (responsibility) which were also low. These values varied by students characteristics but for all intents and purposes, the differences were not significant.

Feedback Menggunakan Telepon Genggam terhadap Latihan Mandiri Mahasiswa: Penelitian Kualitatif Ide Pustaka Setiawan
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Feedback is usually delivered face to face, in appropriate manner and appropriate time (Dent & Harden, 2005), from instructor to the students during skills training session. But how the instructor gives feedback when the students conduct independent study? Could recording facility of students’ mobile phone (hand-phone) solve this problem? The aims of this study are to understand whether or not mobile phone could be used to provide feedback toward students’ independent study as well as to develop a process of giving feedback using mobile phone toward students’ independent study.Method: This was qualitative study. All first year students academic year 2010/2011 (n=400) were assigned to do independent study to practice communication skill, basic physical examination, vital sign examination toward 10 differently healthy person in community. During independent study, students asked to record their skill using video recording facility within their own mobile phone. The recording file from mobile phone was then burnt to the CD. Both peers and instructors asked to watch the students’ performance in VCD as well as to give written feedback which is equipped by structured questions. Survey as to feedback given to students toward both peers (n=49) and skills lab instructor (n=50) which are selected randomly was conducted. After receiving written feedback from both peers and instructors, students who perform in VCD were asked to make written reflection about feedback that is given to them.Results: All data obtained from survey were compiled. Three coders were assigned to analyze the data. They worked separately to look for the finding categories (open coding) assisted by atlas-ti 6.0 software. Coders meet frequently to discuss the finding and achieve agreement. The study yielded the following results: 1) feedback on skills feedback on quality of recording includes feedback on: video, recording tools, actor and setting, 3) Students’ reflection said that the feedback is useful; 4) There are suggestions to improve the recording result.Conclusion: 1) Mobile phone could be used to provide feedback toward students’ independent study, 2) Technical things should be noticed in order to get better quality of recording.

Evaluasi Penerapan Metode Pembelajaran Berpusat pada Mahasiswa (Student Centred Learning) pada Program Studi Ilmu Gizi Fakultas Kedokteran Masyarakat Universitas Hasanudin Aminuddin Aminuddin; Gandes Retno Rahayu; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Shifting method from teaching to learning approaches require students to take the initiative to learn more, while academic staff only acts as a facilitator and requires them to be able to manage learning activities well. Thus it is necessary for them to know several methods of essential student centered learning so they can select the most suitable type of learning method to achieve the learning competencies from a single subject. The objective of this study is to evaluate academic staff knowledge, students of Nutrition Department, Faculty of Public Health class of 2008 and 2009 and supporting staff’s knowledge about student learning centered method.Method: This research was conducted with the mixed method (embedded design, qualitative research as part of the quantitative research) with a primary emphasis on quantitative research involving all students of class 2008 and 2009, who are still in the academic phase, academic staff of nutritional department and supporting staff of Faculty of Public Health, Hasanuddin University.Results: There are 3 methods most answer correctly by 54,5% of respondents that the advantages of using small group discussion, advantages of cooperative learning and problem based learning weaknesses. While the least correct answer is the advantage of problem-based learning method that is 4,5% respondents. For open questions, the most preferred methods are small group of, 18,2%; case studies of 18,2% and PBL of 13,6%. While the least preferred methods are cooperative learning and discovery learning 13,6%, respectively. This question is actually an open question so there were 27,3% of the respondents that did not answer; the preferred method or not.Conclusion: Respondents generally knew and heard the term SCL through correspondence, newspaper and faculty meetings. Respondents define SCL as learning with computers, in small rooms or some sort of FGD. In terms of the benefits of SCL respondents define it variously; to develop the potential and motivation of students, students more actively seek and accept; provide opportunities for students to obtain more sources, students find it easier to find lecture material”; student is more serious in his courses”; students more active in the lecture”; students are more self-sufficient“. Efforts made for the implementation of the SCL, according to in formant sare facilitating room equipments, props and LCD; expedite the administrative process; monitoring, inserting topics, and being ontime in the implementation of lecturers and improvementals of academic staff.

Kualitas Karya Tulis Ilmiah Mahasiswa: Hubungan Persepsi dan Karakteristik Dosen Pembimbing Regina Satya Wiraharja; Felicia Kurniawan
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Since 2006 evaluation of scientific writing process, as graduation requirement in Faculty of Medicine Atma Jaya Catholic University, has not been done. The objective of this study is to find out supervisors perceptions on quality of under graduate theses and its relationship to supervisors’ characteristics.Method: This descriptive study was done to 29 supervisors. Interviews were done using questionnaire. Dependent variable was perceptions on quality of under graduate theses (idea, proposal, writing process, presentation and publication). Independent variables were characteristic, knowledge, attitude and behavior of supervisors related to process of scientific writing. Data was analyzed using chi-square test.Results: There was equal proportion (50% vs 50%) between good perception and bad perception on quality of undergraduate theses. Significant relationship was found between perception on quality with supervisors attitude (p=0.04) and master degree (p=0.02). Supervisors aged 45 years old and less (53% vs 47%), have taught for 10 years and less (64% vs 39%), have academic position as assistant and lectur (5% vs 47%), have published articles within the last 3 years (40% vs 60%), have more than one research within the last 3 years (56% vs 4 %), have non positive attitude (78% vs 27%), supervise students twice or more (57% vs 43%), meet student for less than 45 minutes per meeting (67% vs 33%), were more like to perceive low quality of under graduate theses.Conclusion: Supervisors generally perceive that qualities of under graduate theses are still low. Positive attitude and non-magister supervisors tend to perceive the quality of theses to be good.

Motivasi dan Strategi Belajar Siswa dalam Pendidikan Pembelajaran Berbasis Masalah dan Collaborative Learning di Fakultas Kedokteran Gigi Universitas Hasanuddin Ayub Irmadani Anwar; Yayi Suryo Prabandari; Ova Emilia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Education providers in many ways short of expectations. Education strategy is essential in teaching and learning activities. Student who has motivation and learning strategies tends to devote all their ability to get the optimal learning results according to the expected goals. Understanding student motivation and learning strategies will help institution to facilitate students for their study success. This study aimed of determine differences in student motivation and learning strategies at Faculty of Dentistry, University of Hasanuddin among students with collaborative learning and problem-based learning educational strategies.Method: This was quantitative research with observational analytic cross-sectional study design. The subjects were all students of class 2007 and 2008 data were collected using Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive analysis and Mann-Whitney test were used to analysis the data.Results: The subjects consisted of 84 students of class 2007 and 79 students of class 2008. The mean score of learning motivation and learning strategy were higher among students with PBL than students with collaborative learning. There we are significant differences in learning strategies with different education strategies except in organization (p=0,369) and anxiety (p=0.058).Conclusion: There are differences in the learning motivation and learning strategies in students with collaborative learning and problem based learning education strategies, except in organization and anxiety component. Learning motivation and learning strategies in problem based learning students are higher than collaborative learning students.

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Contact Name
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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