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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 10 Documents

Search results for , issue "Vol 7, No 1 (2018): MARET" : 10 Documents clear

MEDICAL STUDENTS’ REFLECTION ON CHEATING, ALTRUISM AND PLAGIARISM: A QUALITATIVE STUDY Wiwik Kusumawati; Titi Savitri Prihatiningsih; Gandes Retno Rahayu; Soenarto Sastrowijoto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Derogation of professional behavior (PB) increased in education, even in medical education revealed cheating during in educational process as best predictor when the students at work placed in the future. The aim of this study is to know the students’ perspective on cheating, altruism and plagiarism.Method: This study was conducted using a qualitative approach. Sampling technique was purposeful sampling with criterion reference. Fifty-two year-one students of medical school of faculty of medicine and health sciences (FMHS) divided into 5 groups, each group consists of 10 to 11 students. The students received teaching learning of PB (three times tutorial with trigger film, reflection and expert panel). Qualitative data from students’ reflection analized using constant comparative method. Results: The results of this study indicated the presence of 6 final themes (i.e., learning value, learning approach, student preparedness, examination strategy, learning spiritual, study plan. Students who had the ability to understand various learning events would have a good study plan, and then could choose appropriate examination strategy to reach success and could avoid blamable event such as cheating. The students who had good learning spiritual and learning value to dilemmatic event, they would be motivated and their heart would be touched, so in their future plan they would try to be altruistic and professional doctor in all situation. There would be influence on positive study plan, make more effort and pried to God, also respect others work, so plagiarism could be avoided.Conclusion: There were 6 final themes of students’ reflection on cheating, altruism and plagiarism after they exposure by teaching learning of PB. They were learning value, learning approach, student preparedness, examination strategy, learning spiritual and study plan.

THE CORRELATION OF PARENTING STYLE WITH UNDERGRADUATE MEDICAL STUDENTS’ ACADEMIC INTEGRITY IN A MEDICAL SCHOOL Puspa Maharani; Hikmah Muktamiroh; Lasma Nurhayati
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Academic integrity is one of the main principle in academic culture. Academic integrity, defined as obedience to the principle in academic sphere. However, violation to the academic principle is a common phenomenon occurred in the high education. Integrated academic is closely related to morality, while morality is highly influenced by the parenting method. This study aimed to find relationship between parenting method and academic integrity behavior of student in academic stage of Medical Faculty.Method: This study conducted using proportional stratified random sampling with total sample of 225 medical students, the data from this study was collected from the questionnaire. The design was cross sectional method. Data was analyzed using Chi-Square test. Results: From Chi-Square test, the result for P Value was P=0.011, which means it was below P < 0,05. Conclusion: We can conclude that there is meaningful correlation between parenting method with academic integrity behavior of student in academic stage of Medical Faculty.

TEACHERS’ PERCEPTION OF PROFESSIONALISM IN COMPETENCY-BASED MEDICAL EDUCATION: ARE THERE ANY DIFFERENCES? Rachmad Sarwo Bekti; Carissa Putri Irnanda; Setyawati Soeharto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Medical professionalism learning for medical students in Faculty of Medicine of Universitas Brawijaya (FMUB) requires some clear indicators or values because of the Competency-based Curriculum (KBK). Those values can be arranged by looking for the local wisdom which is a group of visions or values from the lecturers’ perceptions toward professionalism. This research was aimed to reveal the specific components of professionalism in FKUB perceived by faculty. Method: This research was designed as a qualitative research by using semi-structured interviews of targeted subjects to gather the data constructs. The questions in interviews were designated to dig out the informer’s perception in interpreting medical professionalism, based on their experiences, current visions, and hopes. Standardized qualitative analysis were applied to reveal the main themes of the responses. Results: Themes which came up as the components of professionalism from 15 lecturers’s perceptions were categorized as follow: attitude, clinical competence, and knowledge. Those main components were mentioned in National and International Standards related to professionalism, but not all the sub-components were mentioned. Spirituality and medical attire which became the sub-component of attitude were considered as specific construct of professionalism perceived by FKUB lecturers. Conclusion: The concept of professionalism rooted on spirituality and expressed into proper attire in this research was expected to become a local wisdom of medical professionalism in Indonesia. It is advised that the results of this study can help the medical program administrator to develop instruments that nurture the professionalism development of students. Further research might be conducted by using different university context or by taking samples from larger faculty perspective with different specialization.

THE EFFECT OF CONTECT, INPUT AND PROCESS IN ACHIEVING INTERPROFESSIONAL COMMUNICATION AND TEAMWORK COMPETENCES Nurul Fauziah; Mora Claramita; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Interprofessional Education (IPE) is a process occurs when students from two or more professions learn about and from each other to enable effective collaboration and improve health outcomes. Faculty initiated the IPE program called Community and Family Health Care - interprofessional Education (CFHC-IPE) that began in 2013 with the aim to build the capacity of community, family medicine and interprofesional. This study aims to evaluate the effect of context, input and process towards the achievement of interprofessional competences.Method: This study was a qualitative research design using a case study evaluation Context-Input-Process-Product (CIPP). Respondents of this study are five-IPE CFHC managers, three heads of study program, 10 lecturers and 35 students from PSPD, PSIK and PSGK. Data collected through FGD, in-depth interviews and document analysis. FGD and in-depth interviews conducted using an interview guide while document analysis carried out on the grand design CFHC-IPE. Results: Context evaluation shows that the needs assessment has not been carried out. Input evaluation shows that the preparation of the grand design CFHC-IPE is not align and debriefing facilitators need to be added. There were gaps in the implementation of learning activities and assessment and program monitoring was inadequate. IPE competencies in the first year on the student of 2014 were not achieved. Conclusion: Inter-professional communication and teamwork competence on student of class 2014 at CFHC-IPE program in the first year was not achieved and influenced by the weaknesses in the content, inputs and processes aspects.

COMMUNITY-BASED HEALTH-PROFESSIONS INTERPROFESSIONAL EDUCATION: A COLLABORATIVE AND SUSTAINABLE MODEL Tri Nur Kristina; Sudaryanto Sudaryanto; Fatikhu Yatuni Asmara; Nuryanto Nuryanto; Firman Wirakusumah; Yoni Syukriani
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Community health problems should be solved comprehensively dan collaboratively by involving several health professionals. Combination of Community-based education (CBE) with Interprofessional education (IPE) might contribute in the management of community health problems and give experiences of health team collaboration for health professions students.Method: This was a preeliminary study to develop and to validate Model CBE-IPE. Research was done in the Faculty of Medicine Diponegoro University, Semarang involving 3 study programs i.e. Medicine, Nursing, and Nutrition. Research method was qualitative study by using document analyses to develop draft model followed by Focus Group Discussion (FGD) to validate the model. Results: Based on comparability of the curriculum and acquired competencies, the model can only be sufficient if implemented for students in 6th semester. The model has been agreed to be implemented with several input and suggestions. Small group of students should work together to assess health problems in 1-2 family, to implement intervention, to monitor and evaluate their intervention, and to report their work. Assessment including activity, peer assessment, family evaluation, ability of presentation and discussion, and report writing. Perceptions of students, instructurs, and community member will be asked after implementation to evaluate the program. Conclusion: Model of CBE-IPE suggested to be implemented for students who have sufficient competencies to be applicated in the community. Review and further validation of this model is still needed after implementation.

EVALUATING THE USE OF MCQ AS AN ASSESSMENT METHOD IN A MEDICAL SCHOOL FOR ASSESSING MEDICAL STUDENTS IN THE COMPETENCE-BASED CURRICULUM Mitayani Purwoko; Trisnawati Mundijo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Student’s cognitive ability could be assessed using MCQ. The aim of this study was to evaluate the quality of MCQ as an assessment method in Medical Faculty of Muhammadiyah University Palembang. Method: This study was designed as a cross sectional descriptive observational study. Sample was MCQ assessment in Genetics and Molecular Biology Module for academic year 2013/2014 until 2015/2016 for total 299 questions. Item analysis was done manually.Results: The item analysis showed that 61.2% questions were recall-type question. This situation showed that the construction of the question was not good and only testing the lower cognitive area. There was 45.2% ideal question with 30-70% difficulty index and 23.1% questions whom distractor efficiency was 100%. Half of the questions (56.2%) should be revised. This revision-needed questions distributed equally into easy, ideal, and hard level of difficulty. Revision-needed questions had lower distractor efficiency mean compared to good questions. Conclusion: MCQ as an assessment method do not reach maximum target yet because there were many questions that should be revised. Faculty should enhance the development of the lecturer in writing the good MCQs.

EVALUATING INTERPROFESSIONAL EDUCATION PRINCIPLE IN A LONGITUDINAL COMMUNITY-BASED PROGRAM FOR 3 SCHOOLS OF HEALTH PROFESSIONS: MEDICINE, NURSING, AND NUTRITION Doni Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Interprofessional education (IPE) is a method offered to support the collaboration of two health professions or more in order to create an ideal teamwork. This study aims to evaluate students’ interprofessional attitudes during the implementation of IPE in a community-based program among 3 health professions students.Method: Second and third year undergraduate students from three health profession schools in Faculty of Medicine, Universitas Gadjah Mada, medicine (n = 50), nursery (n = 50), and nutrition (n = 50), were recruited in 2015. Students were sent to a community setting in a small group of 10 consisting of those three schools’ students. They were assigned to a certain family and followed them longitudinally in a curriculum called the Community and Family Health Care program. Quantitative data were collected with a survey using Interprofessional Attitude Scale instrument containing 5 subscales (27 items): teamwork, roles and responsibilities; patient-centeredness; interprofessional biases; diversity and ethics; and community-centeredness. The items used 5-level Likert scale. Descriptive analysis was performed for the quantitative data and comparison among those three groups used Kruskal-Wallis test.Results: Most of the students strongly agreed they learned a lot about interprofessional attitudes during this program (mean scores of each subscale: 3.85, 4.19, 3.18, 3.83, and 3.99, respectively). There were significant differences among mean scores of each subscale (p< 0.05). Medical and nursery students had higher mean scores compared to nutrition students, except in the subscale of community-centeredness (p = 0.197).Conclusion: IPE can be implemented successfully in a longitudinal community-based education curriculum and benefits undergraduate students in studying interprofessional attitudes. The program should be evaluated and improved to assure all students to get equal benefits.

IMPLEMENTATION OF SUMMATIVE ASSESSMENT IN PBL TUTORIALS: CULTURAL PERSPECTIVES Umatul Khoiriyah; Chris Roberts
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Problem-based learning was developed firstly in western country which is dominated by western culture. The benefits of PBL implementaion in Eastern culture such as Asia have been studied. Many innovations have been developed to optimise the advantages of PBL on students learning in Asian countries. Faculty of Medicine Islamic University of Indonesia (FM IUI) has made an innovation by applying summative assessment in PBL tutorials. This study aims to evaluate the positive and negative effects of summative assessment in PBL tutorials based on a cultural perspective and to know whether this inovation could support students learning in PBL tutorials. Method: The research was conducted qualitatively through semi-structure interview among 10 students and tutors of FM IUI , who have at least one year experience in PBL tutorials. Data was analysed thematically using Hofstede’s cultural dimension. Results: Ten themes that were distributed into 4 cultural dimensions were captured from the data. It consisted of Power distance ( 2 themes), uncertainty avoidance (3 themes), Individualism vs collectivism ( 2 themes), short orientation vs long orientation ( 2 themes). Summative assessment were able to stimulate student to participate actively in tutorial, to have willingness conducting self-improvement and the need of feedback from tutor. On the other hand, this assessment induced the students to be a score oriented. It also reduced group harmonisation.Supporting factors such as case design, tutor capability and students’ understanding about PBL need to be considered. Conclusion: Summative assessment in PBL tutorials has both positive and negative impacts on the quality of tutorial process. It could support students learning in some aspects, however; it also reduce the quality of tutorial process. To minimise the negative effects, supporting factors should be optimised. Faculty should also consider other innovations that are more appropriate with Eastern culture and PBL characteristics.

STUDENTS’ PERCEPTION ABOUT CLINICAL LEARNING ENVIRONMENT IN THE PRIMARY, SECONDARY AND TERTIARY MEDICAL FACILITIES Dian Puspita Dewi; Gandes Retno Rahayu; Tri Nur Kristina
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Learning environment is an important factor in learning process and can affect students' competence and work-readiness. Learning environment is not only about physical facilities but also social and psychological condition. The complexity of clinical learning environments pose challenges and problems that may affect students learning process so it is necessary to monitoring and evaluating students learning environments. This study aims to assess students' perception of their learning environment and the effect of primary, secondary and tertiary health care services utilization as clinical learning environments.Method: This study was conducted with a cross sectional study design. The subjects were 36 students of obstetrics and gynecology department. Data obtained from learning environment questionnaires in tertiary, secondary and primary health care services. A non-parametric test was applied to compared learning environment score in each health care level.Results: Students perception of their learning environment between tertiary and secondary as well as tertiary and primary health care services were significantly different. Students stated advantages and disadvantages of each learning environment that can affect their competence level. Conclusion: Students have a good perception of the their learning environment. There was significant difference between tertiary and two other health care services.

CRITICAL REFLECTION AND FEEDBACK FOR MEDICAL STUDENTS: A COMPARATIVE STUDY Imelda Ritunga; Gandes Retno Rahayu; Yoyo Suhoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 7, No 1 (2018): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: The physician who reflects critically will interpret the experience, aware of its limitations, and will become life long learner. When implementing reflection learning in medical education, it is necessary to assess the ability of learners to help improve the ability of reflection. The objective of the research is to know the students 'reflection ability by giving feedback and different of reflection ability between intervention group and control group.Method: Research using pre and post control group design. The subjects of the study were 62 students medical students of Faculty of Medicine UGM year II who had collected narrative reflection to Gamel (n = 176 students) and willing to participate, divided into 2 groups with simple random sampling. Intervention of treatment group are giving feedback based on the result of narrative reflection from Gamel followed by narrative reflection assignment. The subjects' narrative reflection was assessed using the REFLECT rubric, and analyzed by Wilcoxon and Mann-Whitney tests.Results: The results showed that students' pre and post test reflection ability is in the reflection stage. Giving feedback once does not increase the ability from reflection stage to the critical reflection stage. This result may be due to several things: critical reflection does not occur without significant / dramatic experience that shifts perspective resulting in transformative learning, feedback is given regularly, lack of trustworhty to instructors who are not university lecturers. Another result of a decrease in the ability of reflection in general after 6 months indicates the need to do reflection activity / assignment in each semester to maintain and improve the ability of reflection. Conclusion: Increased reflection ability from reflection stage to critical reflection stage does not occur with single feedback. If reflection is not done regularly, it can cause a decrease in reflection ability.

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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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Kab. sleman,

Daerah istimewa yogyakarta

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