Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
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.
Articles
10 Documents
Search results for
, issue
"Vol 9, No 2 (2020): July"
:
10 Documents
clear
<![CDATA[THE EFFECT OF MOTIVATION ON ENGLISH LITERATURE READING TO MEDICAL STUDENTS’ BLOCK EXAMINATION SCORE ]]>
<![CDATA[Dinda Carissa]]>;
<![CDATA[Yunia Hastami]]>;
<![CDATA[Eti Poncorini Pamungkasari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.33690
<![CDATA[Background: The reading interest rate of Indonesian society is relatively low (approximately 0,001). Meanwhile, during their study, medical students have to read numerous English literatures. Previous research showed that reading activity can be improved by reading motivation. However, studies about Indonesian medical students reading motivation on English literature are still limited. This study aims to assess the effect of students’ English literature reading motivation to the block exam average score.Methods: This was a cross-sectional study conducted in January 2018. We used stratified random sampling, and we found 274 samples that fit with inclusion and exclusion criterias selected. The motivation was assessed using the English literature reading motivation scale, block exam test results were obtained through the academic database. Data were analyzed with multiple linier regression test.Result: Students’ English reading motivation increased the block exam average score of Medical Students. Every increase of one score of motivation significantly increase 0,10 score block exam average (p<0,001). Furthermore, every increase of one year of study can significantly increase 3,53 of block exam average score (p<0,001); R2=18,3 %. English literature reading motivation of medical students UNS is in middle category.Conclusion: English literature reading motivation increase the block exam average score of Medical Students in UNS.]]>
<![CDATA[STUDENTS’ EXPERIENCES OF INTERACTION WITH THE SUPERVISORS DURING THE TRANSITION TO CLINICAL CLERKSHIPS ]]>
<![CDATA[Dian Puspita Sari]]>;
<![CDATA[Yoga Pamungkas Susani]]>;
<![CDATA[Dewi Suryani]]>;
<![CDATA[Emmy Amalia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.40749
<![CDATA[Background: Transition to clinical clerkships involves significant changes for students in terms of learning environment and approach to learning. As clinical supervisors, doctors are one of the essential learning resources who also provide access for participation in a clinical environment. This study explored undergraduate medical students’ experiences during the transition to clinical clerkships to understand how these experiences affect their learning.This paper aims to report factors affecting students’ interaction with supervisors during the transition period.Method: This was a qualitative phenomenological study. Participants were selected purposely to represent gender and group of student rotations. Eight 4th year medical students (five female, three male) submitted audio diaries during their first 12 weeks of clinical clerkships. Forty-six of the 73 audio diaries collected in the study contained interactions with supervisors, and these interactions were captured in 76 excerpts.Results: Six themes emerged regarding factors affecting the interaction: (1) characters of the supervisors including the willingness to teach, showing concerns, asking questions to test comprehension, inviting explicitly; (2) supervisors’ workload; (3) students’ clinical knowledge and skills; (4) students’ initiatives: actively participating, asking questions; (5) curriculum and organization: the chance to do mutual interaction (i.e.,mini-CEX), clarity of students’ roles and educational goals; (6) senior peers.Conclusions: Interactions between students and supervisors during the transition to clinical clerkships were influenced by factors internal to both parts and external factors like curriculum and organization, workload,and the presence of senior peers. However, during this phase, where students had not developed a situational understanding of the new environment, supervisors’ characters strongly influenced the interactions through the provision of affective support.]]>
<![CDATA[CORRELATION OF CLINICAL INSTRUCTORS’ CHARACTERISTICS TO STUDENTS’ CLINICAL SKILLS SCORE IN A MIDWIFERY SCHOOL ]]>
<![CDATA[Ika Friscila]]>;
<![CDATA[Achadiyani Achadiyani]]>;
<![CDATA[Endang Sutedja]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.47221
<![CDATA[Background: The role of the clinical instructor is very important in clinical learning process that preparing students to become health workers who are competent in the practical environment. Effective clinical instructor is instructor who has profesional competence, interpersonal relationships, personality characteristics, and teaching skills in the process of providing guidance. The aim of the study was to analyze the relationship between clinical instructor characteristics and the score of pregnancy care clinical skills and analyze the most influenced characteristics of clinical instructor in the score of pregnancy care clinical skills in students of the Akademi Kebidanan Sari Mulia in Banjarmasin City.Methods: This study used a cross-sectional design with 11 clinical instructors and 25 Sari Mulia Midwifery Academy students using total sampling. This study used a Nursing Effectiveness Clinical Teacher Inventory questionnaire (NCTEI) questionnaire as instrument.Results: There is a relationship between clinical instructor characteristics and the score of pregnancy care clinical skills in students, namely interpersonal relationships (p = 0.043) and personality characteristics (p = 0.024). The dominant factor associated was personality characteristics (POR = 4.4; IK 95%: 1.02-19.08) with a value of p = 0.048.Conclusion: From this study, it can be concluded that the interpersonal relationships and personality characteristics can enhance the role of clinical instructor in the clinical learning process and personality characteristics represent the clinical instructor characteristics that are most in line with the score of pregnancy care clinical skills.]]>
<![CDATA[THE EFFECTIVENESS OF BEDSIDE TEACHING LEARNING METHODS TOWARDS THE SELF-EFFIFACY OF THERAPEUTIC COMMUNICATION IN MIDWIFERY STUDENTS IN CLINICAL PRACTICE ]]>
<![CDATA[Dwi Rahma Wati]]>;
<![CDATA[Ova Emilia]]>;
<![CDATA[Yekti Satriandari]]>;
<![CDATA[Yoyo Suhoyo]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.47364
<![CDATA[Background: One of the competencies that must be mastered by health workers is therapeutic communication. Effective communication can increase patient satisfaction but on the contrary communication failure can cause poor information exchange, misdiagnosis, decreased participation and stressors in patients, and even death. Poor communication can be caused by low self efficacy. Bedside teaching learning through preseptor modeling can affect self efficacy in communication. The study aimed to determine the effectiveness of bedside teaching learning method towards the self-efficacy of therapeutic communication in midwifery students in clinical practice.Method: This research is a quantitative descriptive study. The research sample was all midwifery students in the fifth semester who had clinical practice at PKU Muhammadiyah Hospital of Gamping, and Queen Latifa Hospital as many as 20 students. The sampling technique used saturated features. The research instrument used SE-12 and the preceptor’sassessment in bedside teaching. The bivariate analysis used paired t-test and independent t-test.Results: The results showed that the self-efficacy analysis of prior and after bedside teaching therapeutic communication in the certified group obtained mean different of 19.50 and those in the non-certified group obtained mean different of 5.13. There were differences, but not statistically significant with p-value of 0.153.Conclusion: Bedside teaching effectively increased the self-efficacy of midwifery student communication taught by certified preceptors compared to non-certified preceptors. The stages of bedside teaching in the certified group had a betterlevel of preceptor competence than the group that had not been certified. Clinical advisors are suggested to follow preceptorscertification to increase knowledge.]]>
<![CDATA[ANATOMY PRACTICAL SESSION USING JIGSAW METHOD ]]>
<![CDATA[Saharnauli Janna Verawaty Simorangkir]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.48950
<![CDATA[Background: The challenge faced by anatomy educator today is the number of medical education students added with medical competencies about the anatomy of human body that must be achieved and the limited teaching staff. Other problems are the reduced time allocation for anatomy lectures and decreasing student knowledge about the anatomy of the human body. To answer these problems, one solution that can be done is to test the most effective method to help students understand each topic given in lectures and practicum anatomy. The aim of this research was to find out the difference in learning achievement and learning motivation between Jigsaw group and control group during anatomy practicum.Method: This research was a quasi-experimental research. The samples of this research were all medical students of UHKBPN batch 2017 who were actively undergoing lectures. The number of samples of this study were 39 people, where the control group was 20 people and the Jigsaw group were 19 people. Data collection instruments were the SMTSL questionnaire and the pretest and posttest questions.Results: Bivariate analysis results showed an increase in posttest results in both groups (p <0.05). Univariate analysis results for the questionnaire scores showed that most students in the two groups had moderate motivation, while the results of the bivariate analysis showed no difference between the two groups (p> 0.05).Conclusion: The Jigsaw cooperative learning method is effective to be implemented in anatomy practicum.]]>
<![CDATA[ITEM ANALYSIS AND PEER-REVIEW EVALUATION OF SPECIFIC HEALTH PROBLEMS AND APPLIED RESEARCH BLOCK EXAMINATION ]]>
<![CDATA[Novi Maulina]]>;
<![CDATA[Rima Novirianthy]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.49006
<![CDATA[Background: Assessment and evaluation for students is an essential component of teaching and learning process. Item analysis is the technique of collecting, summarizing, and using students’ response data to assess the quality of the Multiple Choice Question (MCQ) test by measuring indices of difficulty and discrimination, also distracter efficiency. Peer review practices improve quality of assessment validity in evaluating student performance.Method: We analyzed 150 student’s responses for 100 MCQs in Block Examination for its difficulty index (p), discrimination index (D) and distractor efficiency (DE) using Microsoft excel formula. The Correlation of p and D was analyzed using Spearman correlation test by SPSS 23.0. The result was analyzed to evaluate the peer-review strategy.Results: The median of difficulty index (p) was 54% or within the range of excellent level (p 40-60%) and the mean of discrimination index (D) was 0.24 which is reasonably good. There were 7 items with excellent p (40–60%) and excellent D (≥0.4). Nineteen of items had excellent discrimination index (D≥0.4). However,there were 9 items with negative discrimination index and 30 items with poor discrimination index, which should be fully revised. Forty-two of items had 4 functioning distracters (DE 0%) which suggested the teacher to be more precise and carefully creating the distracters.Conclusion: Based on item analysis, there were items to be fully revised. For better test quality, feedback and suggestions for the item writer should also be performed as a part of peer-review process on the basis of item analysis.]]>
<![CDATA[CLINICAL NURSING STUDENTS’ SELF CONFIDENCE DURING E-LEARNING IMPLEMENTATION ]]>
<![CDATA[Made Satya Nugraha Gautama]]>;
<![CDATA[Sugiarsih Sugiarsih]]>;
<![CDATA[Totok Harjanto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.49840
<![CDATA[Background: E-learning as a learning method with a flexible and interactive pedagogical approach has a positive impact on the value of self-confidence of nursing students. School of Nursing, Faculty of Medicine Public Health and Nursing Universitas Gadjah Mada (FMPHN UGM) develop e-learning for nursing students in clinical practice learning which requires an evaluation to e-learning implementation by describing the self-confidence of the nursing student after use e-learning. The purpose of this study was to describe self-confidence (SC) of the clinical nursing students based on 3 selfconfidence’s components that consist of cognitive, affective, and psychomotor.Methods: A Descriptive study with a cross-sectional design toward 95 clinical nursing students in the stage of nursing management and basic nursing practice in September 2018 period at the School of Nursing FMPHN UGM. Data analysis used the univariate analysis with descriptive statistic test to describe respondent characteristic and variable. Student Satisfaction and Self-Confidence in Learning Instrument by National League for Nursing (NLN) in 2005 was used in this study. The instrument was through cultural adaptation and modification first.Results: The self-confidence of nursing students as e-learning evaluation found that the majority of respondents (90,5%) had high levels of self-confidence. Components of self confidence, consist of cognitive, affective and psychomotor also showed that the majority of respondents were in the high category (84,2%; 88,4%; 66,3%).Conclusion: Clinical nursing students have high self-confidence after going through e-learning.]]>
<![CDATA[STUDENT SUPPORT PROGRAM TO REDUCE STRESS, ANXIETY, AND DEPRESSION ON MEDICAL STUDENTS ]]>
<![CDATA[Nurfitri Bustamam]]>;
<![CDATA[Ria Maria Theresa]]>;
<![CDATA[Sri Wahyuningsih]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.51245
<![CDATA[Background: Medical education is considered as being stressful which may cause stress, anxiety, and depression. The student support program is designed to help students of the Faculty of Medicine Universitas Pembangunan Nasional Veteran Jakarta (FMUPNVJ) build resilience to the stress through education and coping skills training. This study aimed to evaluate this supportive program on stress, anxiety, and depression levels, as well as academic performance.Methods: This study used a one-group pretest-posttest design. Thirty of third-semester students who were randomly chosen and had psychological problems according to the criteria were offered to join the program. The program used problemfocused coping and emotion-focused coping methods in eight sessions for four weeks. Before and after the program, students were evaluated using the Depression Anxiety Stress Scale-42 questionnaire and their academic performance based on block exam results.Results: Wilcoxon test showed a decrease in levels of anxiety (p = 0.003) and depression (p = 0.004) after the program. There was no difference in stress levels before and after the program (p = 0.073), but there were a tendency stress levels of the subject to be lower after the program. Wilcoxon test showed an increase in the practice exam result (p = 0.000). There was no difference in theory exam results before and after the program (p = 0.358), but there was a tendency that the exam result to be higher after the program.Conclusion: The student support program has an indication for overcoming psychological problems and improving the academic performance of FMUPNVJ students.]]>
<![CDATA[DISASTER VICTIM IDENTIFICATION (DVI) TRAINING FOR MEDICAL STUDENT ]]>
<![CDATA[Taufik Suryadi Ismail]]>;
<![CDATA[Kulsum Binti Syarifudin]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.54055
<![CDATA[Background: Disaster victim identification (DVI) is a process of identifying the victim who died due to the disaster. Deaths due to disasters can be classified as victims of open disasters and victims of closed disasters. In the open disasters the process of identification is more difficult. Based on regulation of law in Indonesia, the identification is intended to fulfil human rights to identity, dignity and social status, autonomy rights such as inheritance, marital status, religion, insurance or other legal and social issues. Aims: The purpose of this curriculum study is to provide an overview of the DVI training process for medical students. Curriculum Discussion: Given the importance of the identification process it is necessary to be included in the medical education curriculum. The DVI training to identify victims of mass disasters uses the DVI Interpol standard. Faculty of Medicine Universitas Syiah Kuala has conducted training and simulations of DVI for medical student since 2009 until 2019. A total of 1995 students in this period have participated in the training. The DVI training for medical students is very needed as an addition to the competence of doctors in the field of disaster management. Conclusion: By joining this training, medical students have sufficient medical skills to assist in the process of DVI. ]]>
<![CDATA[COLLABORATIVE GOVERNANCE IN MEDICAL PROFESSION REGULATION: LESSONS LEARNT FROM INDONESIA ]]>
<![CDATA[Titi Savitri Prihatiningsih]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22146/jpki.54290
<![CDATA[Background: Medical profession regulation are carried out through certification and licensure which can be executed by the government, the organizational profession or the collaboration of both. Having a long standing credibility in professional regulation, medical professions have required every medical graduate to undergo certification and licensure process. The UK system adopts the government-led and the USA system has opted for the professional-led medical regulation. In Indonesia currently there are two laws regulating medical profession, namely Medical Practice Law No.29/2004 and Medical Education Law. No.20/2013. These two Laws have given mandates for medical profession regulation to different stakeholders, resulting in conflicting roles and functions, particularly in certification and licensure. Attempts to overcome these situations have been initiated, by inviting all stakeholders involved to discuss the solution during the period of December 2014-January 2015. This study aims at understanding the decision making process to achieve consensus using the concept of collaborative governance.Method: Qualitative method using a case study is applied and documents analysis is used for data collection. Thematic analysis is employed for data analysis.Results: Six themes are identified to reflect the decision making process in collaborative governance. It starts with distrust, followed by mutual understanding and willingness to listen, then common goals are agreed. Each stakeholder conducts an internal reflection and eventually accepts a consensus.Conclusion: The concept of collaborative governance can be applied in medical profession regulation to achieve consensus in collective decision making process.]]>
