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Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
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 383 Documents
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THE EFFECT OF MOTIVATION ON ENGLISH LITERATURE READING TO MEDICAL STUDENTS’ BLOCK EXAMINATION SCORE Dinda Carissa; Yunia Hastami; Eti Poncorini Pamungkasari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.33690

Abstract

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.
REFLECTIVE LEARNING IN CHILDBIRTH CARE TO IMPROVE SELF-CONFIDENCE OF MIDWIFERY STUDENTS Lola Noviani Fadilah; Farid Husin; Juntika Nurihsan; Tria Giri Ramdani
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 3 (2020): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.37925

Abstract

Background: Childbirth care is the core competency of a midwife which is found in midwifery education. Midwifery students must be equipped with the competencies. Self-confidence is an internal factor affecting the professional knowledge and competence of midwives. Low self-confidence shows in the practice of childbirth care thus the condition can be an indicator of the performance of a less-competent midwife in the future. Practice learning methods that support increased confidence should direct students to self-study based on experience so that it can solve the problem. Knowing the advantage of this method, it is valuable if reflective learning is implemented to improve self-confidence. The study aimed to analyse the influence of reflective learning on childbirth care practice for the improvement of student confidence.Methods: This research employed a quasi-experimental control group design, involving all midwifery students of semester IV at midwifery department that divided into treatment and control groups. The treatment is the implementation of reflective learning in laboratory and clinical practice. The confidence score was obtained by using questionnaires before and after treatment. Analysis of the characteristic data and pre-test with normal distribution using an unpaired T test. While the post-test  and percent increased score were not distributed normally, therefore Mann-Whitney U was tested.Results: It was revealed that there was no difference in the characteristics of respondents and pre-tests (p > 0.05). There were significant differences in post-test and percent increase (P < 0.05). Conclusion: Reflective learning can improve students’ confidence in childbirth care. Keywords: reflective learning, confidence, childbirth care. 
STUDENTS’ EXPERIENCES OF INTERACTION WITH THE SUPERVISORS DURING THE TRANSITION TO CLINICAL CLERKSHIPS Dian Puspita Sari; Yoga Pamungkas Susani; Dewi Suryani; Emmy Amalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.40749

Abstract

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.
THE ROLE OF MOBILE INSTANT MESSENGER AS SUPPORTIVE PLATFORM FOR MEDICAL CAREER INTERVENTION Rizma Adlia Syakurah; Yayi Suryo Prabandari; Doni Widyandana; Amitya Kumara
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.41007

Abstract

Background: Career intervention in medical students is an activity meant to increase awareness and early exposure on various medical careers. Utilization of technology as a support to career intervention model offers a novel approach that might optimize the exposure and quality of the intervention and can be developed as a safe and non-judgemental environment for the students to talk about career-related topics. Aims: This study aimed to determine the use of mobile instant messenger as a supportive tool for medical career intervention. Learning Media Review: LineTM is a mobile instant messenger platform that is used to communicate and send messages using the internet. This platform provides voice and video calls, text messages, polls, and other features such as: stickers, photos, videos, voice messages, and location. These features can be accessed free of charge by users. This article uses discussion and participatory observation methods for three weeks. Thirty six (n=36) first-year medical students that were joining a career introduction course were placed into on online group, a LineTM group, led by two facilitators to guide their daily discussion. The responses are voluntary and they were encouraged to express themselves freely without any topic restriction whatsoever throughout the sessions. Online transcripts were then coded according to recurring topics and themes that came up during their discussions. Eight themes were identified from the discussion and categorised into three: 3 major categories, 2 intermediate and 3 minor. Major themes identified were role model, non-academic career information, and clinical clerkship. This study show maximum engagement of 26 participants on first day with maximum discussion length in one topic of three hours during career-related topics. Conclusion: Mobile instant messaging is considered useful in supporting a medical career intervention, especially in providing career information and carrying a momentum for career-related discussion. It is further stated that the role of online facilitator as a peer mentor is major in providing quality discussion, a safe environment, and accurate source of information to the students.
ENHANCING STUDENTS’ MOTIVATION: THE EFFECT OF A STRUCTURED ORAL EXAMINATION IN BASIC CLINICAL SKILLS TRAINING Ratih Yulistika Utami; Oppi Mirzatillah; Desi Isnayanti; M. Jalaluddin Assuyuthi Chalil
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.45131

Abstract

Background: Basic Clinical Skills (BCS) is one of the learning methods in medical education that acts as an intermediary bridge to apply procedural knowledge and clinical competency for medical students. Medical educators have successfully used many ways to assess students’ abilities, both oral and written. Oral examinations have vast advantages compared to other assessment methods. However, no standardization of questions to be tested becomes an essential issue in the assessment process. A structured oral examination may increase students’ motivation to prepare themselves better to study the material before following BCS training. This study aimed to determine the effect of a structured oral examination on students’ motivation and identify students’ motivation. Methods: This quasi-experimental research used a pretest-posttest design to assess the effect of applying the structured oral examination on students’ motivation. The subject of this study was the third-year medical students that amounted to 109 students. Sample selection was made by total sampling. In this study, the authors used SMQ-II questionnaires to measure the students’ motivation. Results: This research showed significant differences between student motivation on pretest and posttest (p-value of 0,000) after the students were given the structured oral examination at the beginning of basic clinical skills training. It means the structured oral examination affected students’ motivation. Conclusion: The structured oral examination administered for students before entering BCS learning processes had a significant impact on the students’ motivation. The preparation and the regulation of the structured oral examination on the BCS learning processes should be reinforced to motivate the students and make them more skillful
PRECLINICAL STUDENTS’ PERCEPTION TOWARDS FACTORS OF ACHIEVING MEDICAL COMPETENCE Christine Tjahjadinata; Natalia Puspadewi; Elisabeth Rukmini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 3 (2020): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.45370

Abstract

Background: Based on the existing research, medical competence achievements in DKI Jakarta’s primary health care was lower than other provinces in Indonesia. Some of the competence achievements in preclinical years were also lower than the level of competence achievement in the Standard of Indonesian Doctor Competence, regardless the diseases are at the third and fourth levels. This research aimed at exploring the factors which influenced the competence achievement of the preclinical years based on student’s perceptions.Methods: The research was a descriptive analytic study with a qualitative approach using Focus Group Disscussion (FGD). Nine preclinical students of 2013 batch were chosen purposefully based on the recommendation from faculty members and students. Data were analyzed qualitatively using thematic analysis method.Results: There are several factors that influence the competence achievement of the preclinical students. These included the factors of student, curriculum, faculty, environmental, and facility.  There were four participants in the first meeting and five participants in the second meeting.Conclusion: Based on student’s perception, the factors which affect the competence achievements in preclinical years are student factors, curriculum factors, faculty factors, environmental factors, and facility factors. Keywords: competence, medical education, preclinical, qualitative
CORRELATION OF CLINICAL INSTRUCTORS’ CHARACTERISTICS TO STUDENTS’ CLINICAL SKILLS SCORE IN A MIDWIFERY SCHOOL Ika Friscila; Achadiyani Achadiyani; Endang Sutedja
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.47221

Abstract

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.
THE EFFECTIVENESS OF BEDSIDE TEACHING LEARNING METHODS TOWARDS THE SELF-EFFIFACY OF THERAPEUTIC COMMUNICATION IN MIDWIFERY STUDENTS IN CLINICAL PRACTICE Dwi Rahma Wati; Ova Emilia; Yekti Satriandari; Yoyo Suhoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 2 (2020): July
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.47364

Abstract

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.
DEVELOPMENT OF ASYNCHRONOUS BLENDED LEARNING (ABLE) SKILLS LAB WITH PEER EVALUATION IN MIDWIFERY STUDENTS Dita Eka Mardiani; Dedi Rachmadi; Deni Kurniadi Sunjaya; Ike R Husen
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 9, No 3 (2020): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.47423

Abstract

Background: Innovations in midwifery education is needed to strengthen students' skills. The Asynchronous Blended Learning (ABLE) Skills Lab model can improve student motivation, retention and skills, but the evaluation is still not optimal. One solution to overcome it by developing of the ABLE Skills Lab with Peer Evaluation model. This study aims to analyze the differences in the improvement of newborn resuscitation skills between the application of the ABLE Skills Lab model with  Trainer Evaluation and Peer Evaluation.Methods: This study used a quasy experimental  two group pre-post test design.  The participants involved in this research were 40 students of the fourth semester students of Diploma III Poltekkes Kemenkes Tasikmalaya who met the inclusion criteria. Subjects were divided into 4 learning groups that randomized into 2 research groups. Data were analyzed using inferential statistics and Rasch modelling. Results: There is no difference in the improvement of newborn resuscitation skills between the application of the ABLE Skills Lab with Trainer Evaluation model and ABLE Skills Lab with Peer Evaluation model (p=0,344). Conclusion: ABLE Skills Lab with Peer Evaluation model has the same ability with  Trainer Evaluation model in improving newborn resuscitation skills.ABLE Skills Lab with Peer Evaluation can be an alternative method when there are limited staff / instructors during the learning process without reducing the output produced. Keywords: ABLE skills lab, neonatal resuscitation skills, peer evaluation, trainer evaluation
IDENTIFIKASI MOTIVASI DAN DUKUNGAN YANG DIPERLUKAN MAHASISWA RETAKER UJI KOMPETENSI MAHASISWA PROGRAM PROFESI DOKTER Romadhoni romadhoni; Gandes Retno Rahayu; Umatul Khoiriyah
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 1 (2021): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.48329

Abstract

Background: Medical students who experience failure in the final exam are around 10%. In Indonesia, there are students who failed to pass the competency test for medical profession program students (UKMPPD) until 14 times. The impact of this failure is the occurence of mental health disorder. Students need support more than guidance on clinical knowledge and skills. This study aimed to identify the motivation and support needed by the UKMPPD retaker students in the effort to achieve graduation Methods: This research is a qualitative research with phenomenological approach, the data was obtained by in-depth interview and focus group discussion (FGD). This research was followed by 16 respondents. The data analysis was conducted by thematic analysis method. Results: Identified intrinsic motivation predictor originated from learning independence, relation, and low competence. The extrinsic motivation predictors are originated from external regulation, that is UKMPPD regulation. The motivation predictor is originated from anxiety and study period limit. The support needed by the respondents from medical schools are in the form of psychological approach, absolving the retaker students from selection tests, providing form of selection tests that compatible with the blueprint and rules of UKMPPD multiple choice question, also giving the opportunity to pass with other exam methods. Conditions of motivation can change with the factors that influence it. Changes in motivational conditions that may occur are an increase in motivational conditions, decreased motivational conditions, or persistent motivational conditions. Conclusion: The motivation condition of retaker students is amotivated and motivated (external and internal motivation). Support from medical school that can increase motivation is given to students to keep their motivation level.

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