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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 7 Documents

Search results for , issue "Vol 3, No 3 (2014): NOVEMBER" : 7 Documents clear

Pengembangan Kuesioner Penilaian Proses Belajar Problem-Based Learning dengan Model SPICES Surya Akbar; Mora Claramita; Tri Nur Kristina
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Every medical education institution in Indonesia must used SPICES model as a strategy/approach on their curriculum. This accord with what is state in Standar Pendidikan Profesi Dokter Indonesia (SPPDI). Assessment of implementation of SPICES model in educational curriculum is highly important in determining the direction of learning process underway. The aim of this study is to develop a questionnaire that helps medical educational institution to assess degree of implement of SPICES model on their curriculum.Method: Questionnaire of Problem-based learning (PBL) learning process with SPICES model development made the two stages. First stage purpose was to develop questionnaire, while second stage was to validate of the questionnaire construct. First stage consists of three steps, i.e literature study, arrangements the items, and content validity. Construct validity of the questionnaire is done by used reliability test, and factor analysis test.Results: Result from questionnaire development in the first stage was 29 items. Construct validity process in the stage two produced 17 items.Conclusion: Assessment of PBL learning process with SPICES model questionnaire proven to be valid and reliable. Further investigation needs to assess stability of the questionnaire in other region.

Gambaran Distress pada Mahasiswa Preklinik Tahun Ketiga Fakultas Kedokteran Hardisman Hardisman; Dian Pertiwi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Learning process in medical school is a big stressor for the students. Many researchers have reported higher distress and related psychological health problems in medical students than in general population and non-medical students. This study explored how distress affects Indonesian medical students in FMAU, and its association with academic performance and demographic factors.Method: Cross sectional study was conducted on 185 subjects in the third year medical student of FMAU between April-May 2013. Level of stress was measured using Indonesian version of General Health Questionnaire-12 (GHQ-12), with Liker scale indicator (distress is when the score is >15). Demographic variables such as gender, source of finance, and economic status were assessed in the study. Academic performance was measured by cumulative Grade Point Average (GPA) and last semester GPA. Analyses were done using SPSS.Results: This study identified 35.7% of students were in distress, with average GHQ-12 score 13.42+SD4.97. No association was found between admission pathway, academic performance and distress. However, the study revealed that female students had higher risk of distress (p<0.05).Conclusion: Risk of distress is relatively high in medical students. However, there is no association between demographic factors, academic performance and distress. Further research needs to be conducted to explore risk factors that cause distress of medical students in Indonesian context.

Persepsi Dampak Ujian dengan MCQ terhadap Proses Belajar Mahasiswa Fakultas Kedokteran Irwin Aras; Gandes Retno Rahayu; Yayi Suryo Prabandari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Multiple choice question (MCQ) has been used widely as a method to assess the achievement of learning outcomes. MCQ as an assessment instrument may give both expected and unexpected impact. The research’s objective is to identify the impacts of MCQs in term of the structure, content, information and regulation on the learning process of student at Medical Faculty Hasanuddin University Method: The study was a descriptive survey involving 505 medical students from Hasanuddin University who were still in the academic phase, class of 2010, 2011 and 2012. Preliminary study was carried out to explore learning impacts caused by MCQs. Based on the result of preliminary study a questionnaire using rating scale was developed, consisting 92 items of possible learning impacts. Open ended questions were added to get free response from the students. The answers were classified into expected and unexpected learning impacts.Results: The structure, content, information and regulation of the MCQ method gave expected impacts such as learning from many sources (74.4%), group studying (96.2%), mind mapping (37.9%) and re-discussing the exam materials (96.2%). It also gave unexpected impacts such as guessing the answer (44.8%), only studying previous exams (93.5%), cheating (33.7%) and taking pictures of the exam papers (38.2%). Conclusion: Unexpected impacts may occur from the MCQ method, which structurally consists of item flaws, such as only assessing memorizing skills rather than the application of knowledge and incomplete information in the stem. The regulation, in the form of summative exam, will encourage students to prepare themselves more seriously if compared to the formative exam.

Pemanfaatan Progress Test sebagai Tolak Ukur Keberhasilan Belajar Mengajar Mirfat Mirfat; Yuhernita Yuhernita
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Faculty of Medicine, YARSI University has experienced a paradigm shift in higher education from a content-based curriculum to a competency-based curriculum that has been applied since the academic year of 2007/2008 using a problem-based learning approach. Progress test is an evaluation that is used to measure the student’s competency in the field of knowledge in its entirety. Faculty of Medicine, YARSI University has yet to apply these progress test. Thus, this research is aimed to execute a progress test trial in attempt to use it as a standard measurement to observe student capabilities in the field of knowledge, either as the individual or as a whole class.Method: This research uses a qualitative method. The research sample consists of 200 students from the faculty of medicine chosen by using a randomized approach for each class, starting from the class of 2013 (first year students) until the class of 2010 (fourth year students).Results: Based on student entrance levels in years, 4th year students had acquired a higher score on the progress test trial in comparison to the 1st, 2nd and 3rd year students. The results had also shown that the students in their first year of study had lower scores when compared to the students in their last year of study (4th year). This indicates that the longer the period of study or the more time spent in the study process, the better the scores achieved on the progress test.Conclusion : Faculty of Medicine, YARSI University has successfully executed the progress test trial in the first week of the third block in the odd semester of the academic year of 2013/2014. The progress test itself consisted of 200 questions and was taken by 200 student samples that were chosen in a randomized manner. The results of the progress test had revealed that there was an increase in the average examination grades of students in the 1st year until the 4th year, which is consistent with the level of understanding of lectures accordingly to each year. Item Analysis on the test showed a good distribution in the level of difficulty, where the majority of questions were held in the moderate level of difficulty.

Perbandingan Sikap Menggunakan Komputer antara Dosen dan Anggota e-Learning Community Fidelis Jacklyn Adella; Elisabeth Rukmini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: E-learning community (eLC) of the School of Medicine Atma Jaya Catholic University of Indonesia consisted of twelve students. eLC trained lecturers about e-learning in personal or small group format. This study aimed to compare the differences between the development of computer-related attitude between lecturers and e-learning community members upon the service from e-learning community for lecturers. Method: This research was an experimental quantitative and qualitative study. Subjects were 12 students of eLC and 32 lecturers who received eLC’s services. The quantitative data was collected through questionnaires of the Computer Anxiety Rating Scale (CARS) and Computer Self-Efficacy (CSE). The qualitative data was collected through focus group discussion and in-depth interviews. CARS and CSE data were collected four times: (1) prior to the eLC trainings, (2) right after the eLC first training, (3) after the second training of eLC, and (4) right after one month of the last training from eLC. Data analysis was conducted using Friedman test, Mann-Whitney test. Qualitative data analysis were performed using content analysis.Results: There was a significant decrease from the score of CARS 1 to the score of CARS 4 for the eLC members (p=0,045). Results of CSE for eLC members showed no significant differences across the data collection. For faculty members, the significant differences were found between CARS 3 and CARS 4 (p=0,014). CSE scores of faculty members showed no significant differences. Comparison of CARS and CSE between faculty members and eLC members showed no significant differences. The qualitative data analysis showed some important aspects found in both of the groups. There are communication, interaction, the importances of eLC trainings, as well as suggestions to both of the groups about e-learning. Subjects’ opinions were divided into two groups: one who experienced positive changes in their computer-related attitude and one who did not experience any changes. Conclusion: Faculty members found that eLC were important in relation to e-learning training for lecturers. Students strongly agreed that being the member of eLC made him/her had a great opportunity to closely communicate to their lecturers. The faculty members’ anxiety level of computer using was low; on the other hand, their awareness of computer technology was good enough. The institution should employ this opportunity to apply e-learning more seriously and extensively.

Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya Abu Bakar; Widyandana Widyandana; Rossi Sanusi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.

Peningkatan Kompetensi Manajemen Asfiksia Bayi Baru Lahir Melalui Metode Cooperative-Learning Reni M. Kusuma; Anita D. Anwar; Dwi Prasetyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: The competence of asphyxia management on newborn baby is essential for midwife. The quality of learning process should be improved by applying interactive learning method. The cooperative learning method is often applied to enhance the effectiveness of clinical learning process. The purpose of this research was to analyze the influence of cooperative learning on competence which consists of student’s knowledge, attitude, and skill in comparison to teacher-centered learning method.Method: This is quasi-experimental research with control group pre-test and post-test design Samples were third semester students at Stikes A. Yani Yogyakarta. The samples were 80 students in cooperative learning group and 90 students in teacher-centered learning group.Result: The result showed that there was an improvement of knowledge in cooperative learning group compared to teacher-centered learning group (p=0.002). The improvement od student’s attitude in cooperative learning group was significantly higher than teacher-centered learning group (p=0.001). In the field of skills, cooperative group, although not significant (p=0.671). The competence was significantly higher in cooperative learning group rather than in teacher-centered learning group (p=0.027). Correlation between competence and method of learning was weak (rpbi = 0.134, p= 0.041).Conclusion: Cooperative learning method is proven to be improve student’s knowledge, attitude and skills. The difference is not significant for skills domain. Cooperative learning method is proven to improve student’s competence in carrying out the management of newborn babies asphyxia, even though the correlation is weak.

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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

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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

Abstract

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Contact Name
-

Contact Email
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Phone
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Journal Mail Official
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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