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
383 Documents
<![CDATA[Pengembangan Model Pembelajaran Reflektif Untuk Program Studi Profesi Dokter: Enam Langkah Pembelajaran Reflektif Klinik ]]>
<![CDATA[Eti Poncorini Pamungkasari]]>;
<![CDATA[Amitya Kumara]]>;
<![CDATA[Armis Armis]]>;
<![CDATA[Ova Emilia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32219
<![CDATA[Background: Reflection is one of important skills to be possessed by medical professional, which should be developed while studying at medical faculty. In clinical stage of medical education in many medical schools in Indonesia, a reflection-learning model has not developed yet. This often make clinical teacher confuse, how to facilitate the reflection learning correctly.Methods: We developed the reflection-learning model for clinical stage of medical education. The model development was started with a blueprint and a model’s draft development, which referred by reflection learning theory. The next step was a clinical teacher panel discussion and in-depth interviews of medical education experts. After these process, a reflective clinical learning model were developed and six clinical teachers were involved in the models’ trial. They adopted the model in their learning sessions. In-depth interviews were used to explore clinical teachers’ experience when they implemented the model.Result: a six-step clinical reflection learning model developed, consists of (1) case selection, (2) case presentation, (3) self-evaluation, (4) peers’ feedback, (5) teachers’ feedback and (6) reflection writing. The implementation problem is that students and lectureres have not been accustomed to reflective learning and lecturers’ limitation of time. Conclusion: This study shows that the six steps clinical reflection learning model could be used as an alternative learning method of reflection learning. However, in practice, both clinical teachers and students should have sufficient understanding about the model, and clinical teacher should provide sufficient time in the learning process. ]]>
<![CDATA[Intergrating Problem-Based Learning and Team-Based Learning (PITBL) in Nursing Students: A Pilot study ]]>
<![CDATA[Yossi Indra Kusuma]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Savitri Shitarukmi]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32222
<![CDATA[Background: Change seems to be a constant in education. The shifting paradigm from teacher-centered to student-centered impact on demands of medical and health professions education institution to undertake curricullum reform. The development of PBL requires the provision of resources needed for its implementation. The emergence of newly developed method, TBL, garnered interest because of its potential to promote active learning without requiring large numbers of resources. The integration of these two methods can complement each deficiencies with their advantages, so it can optimize student learning. This study is aimed to determine the impact of the integration of PBL and TBL (PiTBL) on student engagement and to evaluate the perceptions of students in terms of accountability, preferences and their satisfaction with this method.Method: This study was a pre-experimental with one group pre and post test design. Subjects consisted of 103 nursing students who enrolled Fluid, Electrolyte an Elimination course. The collection of data before and after the intervention were held to determine the difference in student engagement, using “Classroom Engagement Survey” instrument from Baylor University. Students perceptions in terms of accountability, preference and satisfaction were measured with PiTBL-Student Assessment Instrument (PiTBL-SAI).Results: PiTBL had a positive impact on student engagement, but its results were lower then PBL. The difference was not significant for participation sub-scale, and significant in several weeks of course for enjoyment sub-scale and total value of student engagement. Students perceptions in terms of accountability, preference and their satisfaction with PiTBL all showed positive results.Conclusions: PiTBL had a positive impact on student engagement, although lower than PBL. Students perceptions in terms of their accountability, preference and satisfatction with this method is also positive. We concluded that this method can be used as an alternative in implementing an effective and eficient active learning method.]]>
<![CDATA[Persepsi Mahasiswa Mengenal Lingkungan Belajar Klinik dan Motivasi Belajar Pada Suatu Program Studi Ners ]]>
<![CDATA[Suryani Suryani]]>;
<![CDATA[Rossi Sanusi]]>;
<![CDATA[Tridjoko Hadianto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32223
<![CDATA[Background: Effective learning should be based on an understanding of how students learn. Students who are well adjusted will be actively involved in learning. The role of motivation will encourage individuals to have appropriate strategies to guide their learning, to depthly process the information which in turn produces better learning achievement. Environment creates a learning atmosphere that influences students learning motivation. This study was aimed to find out the correlation between students’ perception of clinical learning environment and learning motivation. Method: The study used quantitative method with cross sectional approach. 70 Ners students of Aisyiyah University of Yogyakarta academic year 2015/2016 answered the Clinical Learning Environment and Supervision (CLES) and Motivated Strategies for Learning Questionnaire (MSLQ) questionaires. Pearson test was used to analyze the data.Results: Most of the students (77.1%) showed positive perception about the clinical learning environment. They were more likely to be motivated extrinsically than intrinsically.The highest value of task value motivation subscales shows a mean value of 5.79 (SD = + 0.67) while the lowest value in the anxiety test sub-scale shows a mean of 3.52 (SD = + 1.23). The clinical learning environment of the head of the room leadership style sub-scale has a weak positive correlation with the motivation to learn (r = 0.297 and p = 0.012).Conclusion: There is a weak positive correlation between students’ perception of clinical learning environment and learning motivation. Clinical learning environment needs to be well prepared to meet the needs and improve students learning motivation.]]>
<![CDATA[Rubrik Nursing Clinical Exercise: Pengembangan Instrumen Penilaian Kompetensi Klinis Pada Pendidikan Klinik Keperawatan ]]>
<![CDATA[Retno Sumiyarrini]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Yoyo Suhoyo]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32224
<![CDATA[Background: Clinical Skills is a fundamental ability that must be mastered by the newly graduated nurses. Therefore, assessment of clinical competence is essential to be considered by educators and education managers. It needs a valid assessment instrument, which is reliable and impactful on learning the process by giving a structured feedback so that qualified graduates can be produced. Some assessment instruments in the clinical nursing education have less evidence of validity and reliability and less feasible, so it requires a development of clinical assessment instruments. This study aims to develop a clinical assessment instrument in the nursing clinic and to test the content validity. Method: This study used a qualitative research design that includes drafting through literature review and expert review by the expert panel.Results: The process of drafting and reviewing produces a rubric named Nursing Clinical Exercise (NCEx) made of six domains consisting the assessment of subjective data, physical examination, diagnosis formulation, treatment planning formulation, communication and interpersonal relationships, and professionalism. The value of content validity is good (CVR of the entire domain = 1)Conclusion: The NCEx Rubric consists of six domains and has good content validity.]]>
<![CDATA[Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur ]]>
<![CDATA[Nur Meity]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Efrayim Suryadi]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32227
<![CDATA[Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality. Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted. The importance of SDL can be discerned when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment and commitment of all party.]]>
<![CDATA[Hubungan Antara Preferensi Belajar Terhadap Gangguan Depresi dan Gangguan Cemas Pada Mahasiswa Preklinik Suatu Fakultas Kedokteran ]]>
<![CDATA[Carissa Faustina]]>;
<![CDATA[Dharmady Agus]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32233
<![CDATA[Background: Students have different learning preferences in terms of assimilation and processing information. VARK learning preferences, which were introduced by Fleming, can identify learning preferences based on sensory modality. The model categorizes students into four different learning preferences, namely visual, aural, read/write, and kinesthetic. In his book, Westwood stated that the wrong application of learning preferences may lead to depressive disorder and anxiety disorder. Method: This study is a cross sectional study. The study was conducted by interviewing respondents to determine whether they have depressive disorder and anxiety disorder. Respondents will fill up a VARK questionnaire to determine their learning preferences. Samples will be collected from as many as 260 pre-clinical student of faculty of medicine of Atma Jaya Catholic University of Indonesia. Data will be collected and analyzed by using Chi Square test. Results: The result showed that there is no significant relationship between learning preferences and depressive disorder (p = 1,000), as well as anxiety disorder (p=0,477). Conclusion: There is no relationship between learning preferences and depressive disorder, as well as anxiety disorder.]]>
<![CDATA[Perbedaan Proporsi Gangguan Depresi dan Gangguan Cemas Antara Mahasiswa Preklinik dan Klinik ]]>
<![CDATA[Yoan Chou]]>;
<![CDATA[Dharmady Agus]]>;
<![CDATA[Dwi Jani Juliawati]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32234
<![CDATA[Background: Medical education is full of burden and pressure, so that medical students are prone to get depressive disorder and anxiety disorder. These have been proven by several researches conducted in the faculties of medicine from abroad as well as in Indonesia. Medical students, either preclinical or clinical, need to face many obstacles, but clinical students have more demands than preclinical students and they are directly responsible for patient safety. The more demands of the clinical students made them prone to have more depressive and anxiety disorder.Method: This research was conducted as a cross-sectional study on 200 students on Atma Jaya Medicine Faculty by choosing 100 pre-clinical and clinical students with simple random sampling. Data were collected with structured interviews by using MINI ICD-10 instrument to determine the depressive and anxiety disorder.Results: There were significant differences between the proportion of depressive disorder and anxiety disorder among preclinical and clinical students in FKUAJ 2015 (p = 0.044 and p = 0.048). The proportion of depressive disorder and anxiety disorder in clinical students are higher than preclinical students (29% vs. 17% and 38% vs. 25%).Conclusions: Clinical students are more prone to get depressive disorder 1,99 times and anxiety disorder 1,84 times than preclinical students FKUAJ year 2015 ]]>
<![CDATA[Efektivitas Modul Komunikasi Interprofesional Pada Mahasiswa Fakultas Kedokteran dan Keperawatan ]]>
<![CDATA[Rensa Rensa]]>;
<![CDATA[Kristina Lisum]]>;
<![CDATA[Jesika Pasaribu]]>;
<![CDATA[Sri Indiyah]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32235
<![CDATA[Background: Interprofessional education (IPE) is one of medical professionals’ need to manage the patients’ problem efficiently and comprehensively.Method: This is a cohort prospective study that implemented mixed methods approach that consists of quantitative and qualitative methods. Quantitative data is collected through the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) on pilot study, while qualitative data is collected through the open-ended questions on Focus Group Discussion (FGD). This study involves students from Medical School, Atma Jaya Catholic University and Sint Carolus Nursing School, all of them were at their fourth-year college.Results: Pilot study obtains quantitave data from the ICCAS questionnaire, before and after Interprofessional Learning (IPL) intervention. There are mean differences on domain collaboration before and after IPL intervention using interprofessional communication module (mean difference 6 [95%CI 2 to 10], P 0,007).Conclusion: There are significant differences in collaboration skills between FKUAJ and STIK’s college students after IPL.]]>
<![CDATA[The Preceptions of students and Teachers about The Level of The Sanctions for academic Integrity Violans: An Explanatory Sequential Design Study in a Nursing Education Program ]]>
<![CDATA[Yogik Setia Anggreini]]>;
<![CDATA[Yayi Suryo Prabandari]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32248
<![CDATA[Background: Professional Behavior is a reflection of the professionalism, which includes academic integrity. Some of student’s behavioral violations related to academic integrity are influenced by perception. However, students and lecturers tend to interpret these violations differently associated with severity of academic integrity, for example, the sanction against violations of academic integrity. Thus, these differences may contribute to the number of occurrences of academic integrity violations. This study aims to identify the perception of nursing students and lecturers about the level of sanctions for violations of academic integrity.Method: This study used a mixed method using a sequential explanatory design. This was also a quantitative research survey using a questioner to 101 nursing students, followed by focus group discussion done by the students and in-depth interviews to four lecturers.Results: The behavior deemed not to be in violation was 1% -5.9%. Most students chose sanction level 2 (21.8% - 66.35%), sanction level 3 (23.8% - 28.7%) and the highest sanction level or level 10 (19.8%)Conclusion: The perception of students to the sanction level out of 22 items, 15 items nursing students chose sanction level 2 “verbal warning” (21.8% - 66.35%), 2 items students chose sanction level 3 “written warning” (23.8% -28.7%). The highest sanction level chosen was level 10 “reported to the professional regulatory body” (19.8%). The lecturers assumed that mild sanction first given was in the form of verbal warning and the toughest was being suspended.]]>
<![CDATA[The Development of Islamic Dentist Competence In Destistry Education ]]>
<![CDATA[Musri Amurwaningsih]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Ika Dewi Ana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 2 (2017): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.32251
<![CDATA[Background: The subject of dental health care has been receiving a lot of attention from Moslems in Indonesia, especially its accordance with Al-Qur’an and Sunnah. It has encouraged numerous researches which corelate dental health care through Islamic perspective, and ignored the perspective of dentistry. Consequently, this research is aimed to develop, formulate and validate the competence of moslem dentists.Method: Experts’ agreement was develop using Delphi method. The result then was developed into an instrument with 2 criteria was used to determine content validity index (CVI) and content validity ratio (CVR). The result was developed into a 5-point Likert scale instrument which would be used to determine internal consistency (Cronbach’s alpha) and corrected item–total correlation with Pearson’s correlation.Results: The qualitative method generated 4 domains. Domain shiddiq comprised 2 components, domain amanah 2 components, domain tabligh 2 components and domain fathonah 4 components with the value of agreement of each domain was approximately between 67% - 100%. The CVR value of the components of competence was between 0,69 – 1, while the CVI value was 0,877. The reliability test scored 0,923.Conclusion: The Competence Standards of Islamic Dentistry can be used as guidance for designing Islamic dental curriculum. Further research should be conducted to design assessment. ]]>
