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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.

Arjuna Subject : -

Articles 377 Documents

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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.

The Relationships of The types of Entry Selection of Students with their Learning Motivation, Learning Strategies, and Learning Achievement Ashaeryanto Ashaeryanto; Tri Nur Kristina; Tridjoko Hadianto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: The learning achievement of students in higher education is reflected in their grade point average (GPA). Selection types in student admission, learning motivation, and learning strategies are believed to influence the effective and efficient learning achievement, thus facilitating achieving the desired learning objectives. Medical students should have good behavior and learning styles that eventually can help to make lifelong learning. Students that can organize themselves to learning tend to use a good strategy in running the study. Learning motivation and learning strategies used by the learner will affect student results. This study aimed to compare the 3 types of selection in student admission to learning motivation, learning strategies and achievement of students of the Faculty of Medicine.Method: This was a quantitative study using a cross sectional design. The subjects were preclinical students at the Faculty of Medicine of Halu Oleo University, Kendari, consisting of 161 first-year students, 137 second year students, and 148 third year students. This study used a questionnaire ‘Motivated Strategies for Learning Questionnaire (MSLQ)’ to measure learning motivation and learning strategies. The results of MSLQ and GPA were compared based on the type of student selection.Results: Within all categories of learning achievement, the highest scores were achieved by the students from selection of SBMPTN, followed by SNMPTN, then SLMPTN. Mean of extrinsic goal orientation of students with all types of student selection was high, whereas the lowest mean was learning self-confidence. Learning strategy with high score was repetition, and the lowest score was critical thinking in students with all types of student’s selection. There was a positive relationship between admission style, learning motivation, learning strategies and achievement of students.Conclusion: Students that were selected by SBMPTN have highest score of learning achievement, and the lowest score were students from SLMPTN. There was no significant different of motivation and learning strategy between all type of student selection.

Conctruct Validity Assessment of Dundee Ready Educational Environment Measurement (Dreem) in a School of Dentistry Michael Andreas Leman
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Introduction: Learning environment in educational institutions of medicine and health is an important thing to be evaluated, so it takes a valid and reliable instrument. Dundee ready Educational Environment Measurement (DREEM) is one of the most frequently used instruments to evaluate the learning environment in various countries, including Indonesia. However, some psychometric study cannot prove the construct validity of DREEM. This study aims to assess the construct validity of Indonesian version of the DREEM in Study Program of Dentistry, Faculty of Medicine, University of Sam Ratulangi.Method: A total of 352 medical students were divided into three groups asked to complete the DREEM. Evaluation of the construct validity of DREEM was assessed by calculating the score of internal consistency, testing the validity of the items by Pearson Product Moment Correlation test, and confirmatory factor analysis.Results: 50 items of DREEM proven to have good reliability score (Cronbach alpha 0.883), but the two subscales have lower internal consistency score (alpha Cönbach <0.7). Seventeen items are categorized as bad items (r <0.3), the item composition is different compare to the original instrument, and there are only two items (item No. 43 and 44) in the same subscale which has strong correlation (r > 0.6).Conclusion: Indonesian translation of DREEM proved to be reliable, but the construct validity of this instrument cannot be proven in this study. It is hoped that this DREEM psychometric research continues in various countries as a basis for improving these instruments.

Mentoring for Senior Preclinical Medical Students in a Faculty of Medicine Elisabeth Rukmini; Natalia Puspadewi; Nurul Hariadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Universities’ core values need to be translated into real learning design. At the end of the preclinical phase, the curriculum turned into a more comprehensive and full of trustworthiness of knowledge and attitudes. Meanwhile, the development of attitudes requires intensive support (mentoring). The team intended to translate the core values of Atma Jaya (Christianity, Excellence, Professional, Caring, KUPP) into an instructional design. Mentoring was the selected approach to build a dialogue and work together with students. In this article we presented the implementation of mentoring on the Elective Block of Medical Education (Block IPK) for the 7th semester medical students at Atma Jaya School of Medicine (August-September 2015, 5 weeks). The Block IPK then was followed by an advanced mentoring until the end of November 2015. We intended to realise KUPP through mentorship throughout Block IPK until the end of the first semester of 2015/2016. In particular, this action research was intended to find answers to research questions: (1) What were perceived by the students throughout the mentoring in the Block IPK ?, (2) What were perceived by the students throughout the mentoring after Block IPK?, (3) What products were the students proud of after the mentoring?Method: Qualitative analysis using Delphi method were utilized to determine the main theme. Analyses were fulfilled using interpretive analysis. Data were taken from: reflective writing, FGD or interviews, email communication, and the mentors’ observation. The Delphi was performed in three rounds. Results: Findings showed positive impression on Block IPK. Students were aware of the meaning or significance of Block IPK. Field trip and working group were learning methods which considered to be important, because the methods had succeeded in generating meaningful learning for students. Approximately 40-50% of the students stated the significance of working group in Block IPK. Approximately 50-75% of students experienced personal cultivation. Approximately 67-75% of the class stated the superiority of Blok IPK and mentoring. Students appreciated the working group, which gave opportunities to have a discussion on campus with mentors. Mentoring had advantages in terms of students’ cultivation of the freedom of thought and to proceed further learning (advance learning).Conclusion: Students perceived positively to mentoring activities during and after the Block IPK. Mentoring benefited to personal cultivation, academic support, role modeling and leadership. The implication to medical education institutions was to implement a mentoring steadily.

The Effectiveness of PBL Problems from Students and Tutors Perspectives Savitri Shitarukmi; Siti Rokhmah Projosasmito; Herma Roebertsen
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: PBL problems are used as a starting point to students in attaining learning objectives. Students are expected to discuss the problems according the principles of collaborative learning, constructive learning, contextual learning, and self-directed learning. A continuous monitoring, evaluating, and improving the PBL problems should be done systematically. Nevertheless, the problems are lacking monitoring and evaluation. The aim of this study is to evaluate the effectiveness of PBL problem by providing an evaluation tool. The evaluation involved students and tutors.Method: A survey by using questionnaire based on six factors of an effective PBL problem was conducted to obtain students and tutors perception towards the effectiveness of 6 PBL problems used in tutorial session. The questionnaire for each scenario distributed to four randomly selected group tutorials (total samples per scenario is 40 students and four tutors). The perceptions were then analysed by using descriptive statistic. Four open ended questions included in the questionnaire were used to get better understanding and explanation of quantitative result.Results: A total of 198 (82.5% response rate) students and 23 (95% response rate) tutors filled the questionnaire. Students and tutors gave their score for the overall quality of each PBL problems. Some differences among students and tutors in rating the overall quality on each problem were found. The strength and the weakness of each problem were also obtained from students’ and tutors’ rate for the six factors in the questionnaire. Each group of participants had their own concern regarding the most important factor for an effective PBL problem.Conclusion: The result of this evaluation could reflect the effectiveness of PBL problems in achieving students’ learning objectives from different viewpoints: students and tutors. This valuable information can be used by problem designers and their institutions to monitor and improve the quality of PBL problems continuously.

Comparison of Small-Class Versus Large-Class Tutorial Discussions Indah Dewi Ridawati; Titi Savitri Prihatiningsih; Widyandana Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 1 (2017): MARET
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Not all small tutorial discussion groups discuss national integrated antenatal care. Tutorial discussion in a large class provide discussion together among small discussion groups of the seventh jump.Method: This study was an explanatory design, mixed-methods study. The research sample amounted to 60 students of 2.6 block in the Gadjah Mada University Bachelor Nursing Program and semi-structured interviews conducted on 10 respondents were included in the quantitative study. The data collection conducted on April 14 until June 16 2016. Antenatal knowledge instrument consists 35 multiple choice questions valid and reliable that created on antenatal module. The effect of tutorial measured after day 3 from the treatment time. Nine-eleven student in 3 small tutorial discussion groups in the different room and 30 students in a large tutorial discussion group divided into 3 small discussion groups in the same room got 4 times tutorial in 2 weeks. Materials provided include antenatal delivery.Results: Based on paired sample t test in get difference the average value of knowledge before and after the tutorial discussion, average increase of knowledge in small tutorial discussion was 0.09 (p=0.93, p<0.05) and 3.62 (p=0.02, p<0.05) in a large tutorial discussion. The qualitative data analysis showed that discussion together among small discussion groups of the seventh jump can increase knowledge acquisition.Conclusion: The results showed discussion tutorial in a large class more effective increase antenatal care knowledge acquisition than small class.

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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

INDONESIA