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.
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<![CDATA[Korelasi Kepemimpinan dengan Komitemen dan Lingkungan Kerja Dosen D3 Kebidanan ]]>
<![CDATA[Hesty Widyasih]]>;
<![CDATA[Ma’mun Sutisna]]>;
<![CDATA[Firman F. Wirakusumah]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25101
<![CDATA[Background: Leadership in midwifery education may bring into positive change such as increase of organization quality. Leadership facilitates to build high working commitment and good working environment. Malcolm Baldrige criteria is a working management system that can measure leadership, working commitment and environment. This study aimed to analyze the correlation between leadership and working commitment or environment based on Malcolm Baldrige Criteria.Method: This was quantitative research with cross sectional design. Subjects of this study were 60 lecturers of diploma 3 midwifery in the DIY Province. The research was conducted in March-April 2011 using questionnaire based on Malcolm Baldrige Criteria. Data were analyzed by Rank Spearman and Chi Square with level of significant p<0,05.Results: There was positive correlation between leadership and working commitment (rs=0,740, p<0,001). Leadership has a positive correlation with working environment (rs=0,719 and p<0,001). The chi square result of leadership and working commitment and environment corellation shows p value<0,001. The more effective the leadership the higher the working commitment and environment would be. Age and work experience had no correlation with variables in this study. there were no difference between respondent who are married and unmarried regarding all variables.Conclusion: Based on Malcolm Baldrige Criteria, leadership has positive correlation with lecturer’s working commitment and environment. ]]>
<![CDATA[Hubungan Kurikulum Pendidikan Tahap Sarjana terhadap Kompetensi Mahasiswa pada Tahap Profesi di Rumah Sakit Pendidikan ]]>
<![CDATA[Nurfitri Bustamam]]>;
<![CDATA[Runinda Pradnyamita]]>;
<![CDATA[Citra Ayu Aprilia]]>;
<![CDATA[Wahyukarno Wahyukarno]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25103
<![CDATA[Background: In 2010, students of Faculty of Medicine, Universitas Pembangunan Nasional Veteran Jakarta who were graduated from the competency-based curriculum (CBC) in pre-clinical phase have entered the teaching hospital for their clinical rotation phases, while students who were graduated from the conventional curriculum still learned in the same teaching hospital. This study aimed to evaluate the students competencies during the clinical rotation phase, between students who were graduated from CBC compare to students who were graduated from conventional curriculum.Method: This was a cross sectional study using 4-point Likert scale questionnaire. The population of this study were all students in clinical stage at Gatot Soebroto Hospital. The sample were 40 students from each group. Data was collected from December 2010 to January 2011. Chi-square test was used to analyze the data.Results: This study showed that the students competencies in CBC curriculum were higher in CBC significant correlation between pre-clinical curriculum with student’s competencies in communication and behavior (p= 0.006), science session and scientific report (p=0.000), and physical examination (p=0.000).However, it is found that there were no correlation between pre-clinical curriculum with student’s competencies in history taking, laboratory examination, making a diagnosis, and patient management (p > 0.05).Conclusion: Student competencies higher in CBC curriculum compare to conventional curriculum, and particularly significant in physical examination, communication & behavior and scientific report & science session competencies.]]>
<![CDATA[Standarisasi Observer OSCE dengan Rubrik dan Multivideo ]]>
<![CDATA[Ide Pustaka Setiawan]]>;
<![CDATA[Noviarina Kurniawati]]>;
<![CDATA[Rr. Siti Rokhmah Projosasmito]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25104
<![CDATA[Background: One of the factors influencing the validity and reliability of the assessment is the standardization of the observers in assessing students’ performance. A recent study by Setiawan (2011) found that there is differences in the standard of assessment used by general practitioners and specialized doctors in assessing students in OSCE.7 These differences are considered to be harmful for the students, therefore needs to be improved. Several training methods are developed to overcome the problem. This study aims to assess whether rubric and multi video can be used as a means of standardization of OSCE observers.Method: This was an experimental action research. The instruments used in this study were checklist, rubric, and video recording of students doing OSCE (n=5), which further be called multi-video. The subjects of the study were the OSCE observers in station Integrated Patient Management (IPM) who were divided into control and treatment group. The subjects assessed students’ performance from the multi-video in two data collection sessions. In the first session, both control and treatment group used checklist for assessing the multi-video. Furthermore in the second session, the control group did as the first data collection session, while the treatment group used checklist and rubric for assessing the multivideo. The result of which compared and tested using independent sample t-test.Results: As many as 33 observers, which consists of 23 general practitioners (GP) and 10 specialized doctors (SP), participated in the first data collection session. In the second data collection session, 28 observers consist of 20 GPs and 8 SPs participated. The result of the first data collection session, which used only checklist as an instrument, showed a significant difference in the standard of assessment used by the GPS and SPs (p<0.05), whereas the second data collection session, which used rubric as an additional instrument for the treatment group, showed no significant difference between GPs and SPs in the standard of assessment (p>0.05).Conclusion: Rubrics and multi video can be used as a means of standardization of OSCE observer in assessing students’ performance. ]]>
<![CDATA[Pengaruh Kinerja Tutor terhadap Kemandirian Belajar Mahasiswa dalam Problem Based Learning di Fakultas Kedokteran UISU ]]>
<![CDATA[Martinus Martinus]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Ova Emilia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25105
<![CDATA[Background: For two years implementation of PBL in Faculty of Medicine Islamic University of Sumatera Utara several phenomenon should be evaluated such as various performance of tutor in facilitating PBL and student’s self study not much. This research aimed to evaluate the relationship between tutor performance and student’s self study and reporting process in PBL.Method: This was observational analytical research, cross sectional study with population of all students of Faculty of Medicine Islamic University of Sumatera Utara. Primary data was collected from June to August 2009. Instrument used were tutor performance evaluation questionnaire, self learning activity evaluation questionnaire and student’s self study and reporting process in PBL questionnaire with Likert scale. Kruskall Wallis test was used to assess the relationship between tutor and student performance.Results: Average score of tutor performance on first year was higher compared to the second year students (p=00,32). There is significant difference in student’s self study and report process in PBL between high and moderate tutor performance’s group (p=0,000; p=0,000), high and low tutor performance’s group (p=0.007, p=0,008), but not significant difference between moderate and low tutor performance’s group (p=0,111, 0,280).Conclusion: Tutor performance is related to higher level of student’s self study and report process in PBL.]]>
<![CDATA[Persepsi dan Perilaku Mahasiswa Keperawatan tentang Integritas Akademik ]]>
<![CDATA[Lisa Musharyanti]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25106
<![CDATA[Background: Besides knowledge and clinical skills, nursing students should have professional behavior as an essential component of competences as a side of knowledge and clinical skills. One aspect of professionalism is academic integrity. Lecturer should know about students’ perception of academic integrity and behavior, to make a good way to detect and prevent the deviant behavior. The objective of this study is to describe nursing students’ perception and behavior on academic integrity.Method: Survey was conducted in a nursing school in Yogyakarta. The subject were 230 nursing students who were taken by proportionate stratified random sampling. The data were analyzed with descriptive analysis.Results: There were many deviant or unacceptable behaviors which were not considered as an academic misconduct (by 5.2%-61.3% students). Peer students’ percentage who had done an academic misconduct with 10 of the highest percentage was 50%-82.2% and the behavior ever done by students was 28.7%-68.7%. The intention to do the behavior in the future was 3-38.7%.Conclusion: Perceptions of nursing students on academic integrity varied widely. Many of the actual behaviors were not considered as academic misconduct. Nursing students had different opinions about the behavior that violated academic integrity. Students’ perceptions about the behavior and the behavior of a peer friend were in accordance with the students’ own behavior. Therefore, there is a need for a shared perception between institutions and students about behaviors that violate academic integrity.]]>
<![CDATA[Hubungan antara Persepsi Situasi Pembelajaran dengan Pendekatan Belajar Mahasiswa Blok Muskuloskeletal di Fakultas Kedokteran Universitas Pelita Harapan ]]>
<![CDATA[Rhendy Wijayanto]]>;
<![CDATA[Harsono Mardiwiyoto]]>;
<![CDATA[Amitya Kumara]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25107
<![CDATA[Background: Comprehension on student’s learning approach is an essential issue because it deals with the learning quality. Student’s perception on learning environment is a factor that influences student’s learning approach. The aims of this study were to describe student’s perception on learning environment, student’s learning approach, relationship between student’s perception on learning environment with learning approach applied in musculoskeletal block at Faculty of Medicine Pelita Harapan University.Method: This research was conducted using mixed method which combines two approaches type. A quantitative approach was the main approach, while qualitative approach acted as facilitatory approach. As many as 106 students of musculoskeletal block participated as sample.Results: Descriptive analysis showed that students perception was good on teaching quality (77.36%), clear goals (59.43%), and learning ability acquired (88.68%). Meanwhile 68.87% of sample had unsatisfied perception on assessment and on workload (73.58%). The correlation of learning environment perception to learning approach revealed p value>0.05 which was not statistically significant. Qualitative findings showed the role of internal motivation in determining learning approach adopted by student. Internal motivation comprised interest in subject, previous knowledge, and self-esteem.Conclusion: Student’s perception of learning environment is not a predictor of learning approach applied by student in musculoskeletal block. Internal motivation take part in determining students’ learning approach. ]]>
<![CDATA[Metode Penilaian untuk Perilaku Profesional: The Professionalism Mini-Evaluation Exercise (P-MEX) Sebuah Alternatif? ]]>
<![CDATA[Yoga Pamungkas Susani]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25110
<![CDATA[Background: Due to higher attention on professionalism of doctor, greater concern in medical education should be placed on the development of the qualities of professional behavior. Assessment of professional behavior for medical students becomes very essential. However, there is still confusion in selecting and implementing assessment methods. This study aimed to provide an overview of professional behavior assessment and considerations in implementing assessment method especially P-MEX.Method: Relevant literatures are selected as basis of recommendations in P-MEX and professional behavior assessment.Results: P-MEX was discussed using the framework of 7 criteria for good assessment, related to the validity, consistency, equivalence, feasibility, educational effect, catalytic effect and acceptability. Professionalism is multidimensional and one method of assessment cannot give reliable representation of students’ behavior, for that reasons combination of assessment tools is required. The assessment must valid and reliable also. Many methods for assessing professional behavior have been developed, one of them is the Professionalism Mini-Evaluation Exercise (P-MEX), which format is based on Mini-Clinical Encounter Exercise (mini-CEX). This article will describe the outline about professional behavior definition, methods of assessment especially P-MEX, whether P-MEX is a good alternative for assessing professional behavior.Conclusion: P-MEX can be considered as one of assessment method to be applied in assessing student’s professional behavior. However, adapting the instrument to be ready to use here requires a process that can maintain the validity and reliability would be better if the instrument is tailored to Indonesian context. ]]>
<![CDATA[Faktor-faktor Yang Dianggap Sebagai Prediktor Terhadap Keefektifan Kelompok Tutorial Problem Based Learning (PBL) ]]>
<![CDATA[Yani Istadi]]>;
<![CDATA[Harsono Mardiwiyoto]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 2 (2012): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25130
<![CDATA[Background: The tutorial plays a central role in problem-based learning (PBL). The effectiveness of small group tutorials is one of the key aspects to the students’ success in exam. This study aimed to identify factors perceived as the predictors for effectiveness of PBL tutorial group.Method: The subjects of the study were all of the students (year of 2008) of the Medical College of Sultan Agung Islamic University who were taking tropical disease module. The adapted version of the scales adopted in this study included the scale developed by Van den Bossche et al. for assessing team effectiveness, beliefs about the interpersonal context and group’s learning behavior dimension, scale developed by Dolmans & Ginns for assessing tutor’s performance, scale developed by Munshi et al. for assessing quality of case problem, scale developed by Lepper et al. for assessing learning motivation. Quantitative approach with correlation and double regression analysis was applied.Results: The 223 subject included in the study consisting of 84 (37.3%) male and 139 (62.3%) female students. There was a significant correlation between effectiveness of tutorial group and a tutor’s performance (r = 0.456, p < 0.01), quality of case problem (r = 0.366, p < 0.01), beliefs about the interpersonal context dimension (r = 0.631, p < 0.01), group’s learning behavior (r = 0.559, p<0.01) and motivation (r = 0.137, p<0.05). There was a correlation between the variables of tutor’s performance, beliefs about the interpersonal context dimension, and learning behavior and group effectiveness indicated by the regression coefficient of 0.739 (p < 0.05). These three variables contributed to the group effectiveness as much as 54% with F value 87.857. The quality of case problem and motivations were not the predictive factors for group effectiveness.Conclusion: Improving tutorial group effectiveness requires improving factors beliefs about the interpersonal context dimension, group’s learning behaviors dimension and tutor’s performance. A favorable learning atmosphere is needed to improved motivation and better quality of case problem.]]>
<![CDATA[Persepsi Mahasiswa Terhadap Pelaksanaan Mini Clinical Examination Excercise (Mini-CEX) Pada Program Pendidikan Kepaniteraan Klinik ]]>
<![CDATA[Gusti Raditya K]]>;
<![CDATA[Yoyo Suhoyo]]>;
<![CDATA[Tridjoko Hadianto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 2 (2012): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25131
<![CDATA[Background: Mini-CEX was developed to assess the clinical skills of students through direct observation and constructive feedback on student achievement. To test Mini-CEX well as assessment methods, it is necessary to evaluate the implementation of Mini-CEX as Mini-CEX assessment methods and benefits of the learning process, as well as the professional development of students as future doctors, in the form of assessment of students’ perceptions of the Mini- CEX implementation. The objective of this study are to validate an instrumen for measuring the level of student perceptions in the implementation of Mini-CEX in Faculty of Medicine, Universitas Gadjah Mada’s clerkship program, to know the student’s opinions about the implementation of Mini-CEX as a method of assessment in clerkship program and benefits to student learning and professional development, to know the relationship students’ Mini-CEX point to student’s perception in the implementation of Mini-CEX in clerkship program medical faculty of GMU, and to compare the perceptions of students in Mini-CEX implementation in clerkship program Medical Faculty of GMU based on the characteristics of the department.Method: Research was conducted with a cross sectional study design. The research utilized closed questionnaires, each contained 5 likert scales. The questionnaires were given to the students who conducted clerkship in Faculty of Medicine, Universitas Gadjah Mada during the period of September 2010–March 2011. A total number of 103 students who become subjects in this study, which are consisted of 72 students in Internal Medicine Department and 32 students in Neurology Department. The correlation between student perception and Mini-CEX score was analyzed by using spearman correlation test. Mann-Whitney test was used to analyze the differences student perception between both Departments.Results: Students who are conducting clerkship program in Internal Medicine Department and Neurology Department Faculty of Medicine Universitas Gadjah Mada agree that Mini-CEX can be as assessment and learning tools, and promote the development of student professionalism. Perceptions of students towards the implementation of Mini-CEX in clerkship are not associated with Mini-CEX score. There was no significant difference in students’ perceptions towards the implementation of Mini-CEX between Internal Medicine Department students and Neurology Department students.Conclusion: Students perceived the Mini-CEX to be a practical assessment tool with a positive impact on their learning and professionalism development during clerkship.]]>
<![CDATA[Pengembangan Area Etika, Moral, Mediko-Legal dan Profesionalisme Serta Keselamatan Pasien dalam Kurikulum Berbasis Kompetensi ]]>
<![CDATA[Yani Istadi]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25134
<![CDATA[Background: The existence of the application of competency-based curriculum (CBC) with the strategy of problem based learning (PBL) has influenced the learning process of ethics and professionalism. It poses a challenge for every medical school to develop the new curriculum. There has been a controversy on the model of the curriculum development. This article describes several educational studies on ethics and professionalism and proposes one curriculum model.Method: Relevant literatures are selected as basis of ethics and professionalism development in certain curriculum.Results: The method used in the study of ethics is directed in accordance with the level of education and the complexity of the expertise field. Determination of the material depends on the competence and the expected outcomes. Challenges in the assessment and ethics and professionalism must be faced.Conclusion: The development of a curriculum that will better ensure the achievement of competence 7th SKDI area. Therefore, the curriculum makers must continue to innovate.]]>
