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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 5, No 2 (2016): JULI" : 7 Documents clear

Among Students' Internal Factors, Should Motivation be Used as One of Recruitmen for Admission of Medical Students in Indonesia? Hikmawati Nurrokhmanti; Mora Claramita; Prattama Santoso Utomo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Indonesia medical education recruitment system recruits students directly from high school who had been influenced by mostly teacher centered learning. As part of pedagogical approach in higher education, those students will be obligatory to learn independently and effectively. Self-directed learning (SDL) is an important aspect in latest medical educational evidence which would determine students’ successfulness in learning. Self-directed learning readiness (SDLRS) is influenced by several factors including motivation, age, culture, and previous education experience. Today, the admission process in Indonesia is based on knowledge-test based only. This study aims to reveal correlation between several factors which influence students’ Self Directed Learning Readiness (SDLRS).Methods: This study used SDLRS questionnaire as a valid and reliable toll to measure the students’ self directed learning readiness and correlate with those several factors.Result: From 540 distributed questionnaires, 412 questionnaires returned back. The Spearman correlation showed significant ratio between students SDLRS score and students’ motivation. While, the analysis on age showed that age of 20 has significant ratio with students’ SDLRS score.Conclusion: among age, previous education experience, and culture; students’ internal motivation should be considered as important factor for students’ SDLRS which will determine their successfulness in learning in medical education. These factors should be regarded as one requirement of students’ admission in medical education.

Faktor-Faktor yang Mempengaruhi Self Directed Learning Readiness pada Mahasiswa Tahun Pertama, Kedua, dan Ketiga di Fakultas Kedokteran Universitas Hasanuddin dalam PBL Hasan Nyambe; Harsono Mardiwiyoto; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: The study explores the factors that affecting the readiness to (self-directed learning readiness) in the context of PBL is still rare, especially when in fact unprepared students in the initiative and the desire for self-learning, a lack of understanding of students on independent learning and interpretation mischaracterized the self-learning (self directed learning) is still frequently encountered. This study aimed to measure simultaneously identify factors that influence student SDLR in the first, second and third at the Medical Faculty of Hasanuddin University.Method: through two stages (sequencing), which combines two research approaches, namely qualitative as the main approach (dominant) and quantitative approaches as facilitators (less dominant). data collection with questionnaires and focus group discussions. The number of subjects quantitative 399 people (143 people from the first year, 152 the second year and 104 people from the third year), while for FGD about 18 people who set out with purposive sampling. Distributing questionnaires carried out in advance to obtain SDLR categories of high, medium and low, followed by FGD each batch by category SDLRnya. The analysis starts with the transcription process then the coding process.Results: This study shows that the average score lowest SDLR owned by First-year students FK UNHAS while the highest SDLR owned by Second year students. Not found SDLR category lower because students have had plenty of experience of active and independent learning that develops steadily. There are several factors that affect SDLR construct the desire to learn, self-control and self-management.Conclusion: Factors that affect SDLR the first year students, second and third in the FK Unhas divided into two, namely: (1) internal factors which consist of physical health, the availability of leisure time, hobby or avocation, self maturity, and intelligence; (2) external factors which consists of the support of family and friends, faculty facilities, problems, relationships between peers, and the influence of parents and friends

Pendapat Mahasiswa terhadap Implementasi PBL pada Kurikulum Berbasis Kompetensi Program Studi S1 Keperawatan Richa Noprianty
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: New paradigm in health profession education caused exchange of medical education curriculum from conventional to Competency Based Curriculum (CBC). One teaching methode of competence-based curriculum implementation is Problem Based Learning (PBL). PBL was impemented in Bachelor of Nursing Programme STIKes Dharma Husada Bandung since 2010. This research aim was to analyse students opinion about the implementation of Problem Based Learning (PBL) for Bachelor phase of Nursing Programme in STIKes Dharma Husada Bandung.Method: This research was cross sectional study using questionnaires to students of level 2 and 3 Bachelor of Nursing. Total 114 students out of a population of 160 students (with stratified random sampling) involved in this study. Results: This study showed that most students (85.1%) gave positive opinion on PBL if socialized in the beginning of learning process. Scenario has stimulated the students as much as 71.1%, and the role of moderator and secretary duties as much as 77.2%, while skills lab instructors imprecise 50% weighting in accordance with the duties of assessment, there are 41.2% who disagree and knowledge becomes widely agreed as much as 77.2% of studentsConclusion: Most of the students gave positive opinion on PBL socialization in the beginning of the learning process. About 50% students felt skills lab instructor usually hard to be on-time and the literatures provided were not sufficient.

Evaluasi Proses Pemberian Feedback di Tutorial Problem-Based Learning di Fakultas Kedokteran Tezar Samekto Darungan; Gandes Retno Rahayu; Mora Claramita
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Feedback constitutes one of the important components in student Since feedback is not solely limited to student assignments, it can also be given during student learning, including tutorials. Therefore, the institution should pay particular attention to the process of feedback provision one of which is through evaluations on the process of providing feedback in tutorials. This study aimed to evaluate the process of providing feedback on the Problem-Based Learning tutorials in the Faculty of Medicine, Universitas Islam Sumatera Utara.Method: This study used mixed methods with a quantitative method performed first, followed by a qualitative method with a phenomenology approach. The subjects were the undergraduate medical students of the class of 2012 and tutors of the Problem-Based Learning tutorials. The quantitative data analysis was done by the descriptive analysis while the qualitative data analysis was done through verbatim analysis, coding, categorization and conclusion.Results: The students had received feedback but not routinely. Both the students and the tutors had perceived that feedback was important and gave them many benefits. In practice, feedback was given on the basis of tutors’ direct observation results. Action ;plan was often given but rarely involved discussion. Self-assessment/reflection was also not a matter of routine and the tutors did not know that it was part of the feedback. The contents of feedback were more often in the form of general comments. Feedback was often communicated in one direction. The students’ response to feedback varied. In giving and receiving feedback, the students, the tutors, the tutorial activities and the content of the feedback itself could influence one another. The students had preferences so feedback can be more easily accepted and they focused on the structural aspects of feedback (the frequency of giving feedback, the detail and spesific feedback, two way communication in giving feedback and the feedback target). Tutors expected more trainings in giving feedback provided by institution to tutors and students.Conclusion: Despite its valuable benefits, tutorial feedback in the Faculty of Medicine, Universitas Islam Sumatera Utara,is still not in accordance with the principle of providing feedback and many factors have affected this condition.

Rancangan Perbaikan Penilaian Tutorial Berdasarkan Sudut Pandang Tutor dan Mahasiswa serta Literatur Fuad Khadafianto; Gandes Retno Rahayu; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Problem Based Learning (PBL), a form of active learning model that is constructive, independent, collaborative and contextual, implemented in the learning process in the form of tutorial discussions. The quality of tutorial discussion need to be improved. One way to improve the quality of the tutorial is to revise or to select the appropriate assessment methods of tutorial discussion. Aside from tutor perception as a user, student perception about the benefits of the assessment process in PBL as subjects assessed need to be considered as a consideration in determining the appropriate model of assessment. One of tutorial discussion PBL method is using a seven jumps. This tutorial process is assessed and the result becomes a component of summative assessment. Therefore, the quality of these assessments must be guaranteed in terms of validity, reliability, impact of learning and in terms of ease of implementation.Method: This study used a qualitative method through a case study approach that use focus group discussions and in-depth interviews. This research carried out in the faculty of medicine of Islamic University of Indonesia. The study population was representative students of the years 2011-2014, the representative of tutors, and the leadership of the study program and faculty. Results: there were eight categories of perception in the tutorial discussion assessment. The perceptions included the perception of tutor and student knowledge about the assessment tutorials, the conformity tutorial discussion assessment with the concept of PBL, the technical assessment, the deviation judgment, the assessment objectivity, the assessment impact of the tutorial process, the learning/educational impact of tutorials assessment, and the recommendation of tutorial assessmentConclusion: Based on eight categories of perception in the tutorial discussion assessment, this study recommended three things, recommendation to keep doing the assessment of tutorial, to improve the objectivity of ratings tutorial by improving various components related to the assessment of tutorials, and to prevent the occurrence of irregularities in tutorial assessment.

Ujian Praktikum Histologi dengan Tayangan Foto Menghasilkan Skor yang Lebih Tinggi Rina Susilowati; Jajah Fachiroh; Andwi Ari Sumiwi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Since 2003, Histology practical session in Faculty of Medicine Universitas Gadjah Mada as well as its assessment had been subjected into several changes, i.e. methods of practical asessment and the usage of practical session score as block score components. Score of practical session assessments has been used as marker of student’s achievement in mastering the learning objectives. This study compared practical session score of Histology practical assessment between student from batch 2003-2006, 2007-2010 and 2011-2012, in order to determine which method give highest student achievement.Method: Score of histology practical assessment from 3 groups of medical students were obtained from the archive. The data was reported as mean±SD and number distribution of the students with score ≥60. The difference between groups was analyzed using t-test and chi-square. Results: There were 2213 students included in this study, i.e. 735 of year 2003-2006 (microscope-based test, score used as component of block score), 920 of year 2007-2010 (microscope-based test, score not used as component of block score), and 558 of year 2011-2012 (micrograph-based test, score was used as component of block score). Mean score for each group were 76,83±7,40; 74,54±14,40; dan 83,47±9,02, respectively. Percentage of students with score ≥60 were 83,59%, 73%, dan 97,49%. There were significant difference between groups (P<0.0001). Conclusion: Score of histology practical assessment was higher in students tested with micrographs visualized by projector. The percentage of students with score ≥60 was higher when the score was used as component of block score.

Bahan Ajar Audio Visual sebagai Bahan Visualisasi untuk Pendidikan Ilmu Biomedik Dasar Histologi: Resensi Bahan Ajar Kesih Kalua; Elisabeth Rukmini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Don't judge a book by its cover mungkin menjadi slogan yang pas untuk materi pembelajaran AV ini. Dibalik penampilan cover yang sederhana dan terkesan kurang menarik, terkandung materi yang sangat memikat dan tentunya memberikan manfaat besar bagi penonton. Masako Mitsumata bersama tim mampu menciptakan atmosfer ilmiah dengan mengemas seluruh informasi dan pengetahuan dalam bentuk animasi yang menarik dan mudah dimengerti tanpa menomorduakan kualitas dari isi informasi yang ingin disampaikan kepada penonton.

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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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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