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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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EFFECT OF TRUWINIST INTERDIGITAL METHOD IN KNOWLEDGE AND SKILL OF SELECTING DRUG AND WRITING PRESCRIPTION OF ASTHMA DRUG Truly Deti Rose Sitorus; Eggy Raynaldi Rachman Nurhadi; Novi Vicahyani Utami; Muhammad Hasan Bashari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.52738

Abstract

Background: Medical error is any kind of unplanned or out of procedure medical action. Some of them are error in selecting and prescribing drug  which might cause the disease to remain, worse, or death. Prescribing error can be prevented by giving better education about pharmacology. One popular learning methods is blended learning. Truwinist Interdigital Method  is a learning media innovation with bleanded learning concept designed subjects in audiovisual form. Truwinist Interdigital Method was accessible at university’s learning management system. This study aimed to evaluate the improvement of student’s pharmacological learning outcome upon Truwinist Interdigital  Method. The learning outcome was students knowledge and skill on prescribing asthmatic drug. Methods: A experimental research was conducted with pretest and posttest  design. Subjects were 148 medical students of Universitas Padjadjaran who were given Truwinist Interdigital Method. The learning outcome was observed using pre-test and post-test score  and tested using Wilcolson test. Results: Students’ knowledge score increased from average of 34.70±15.43 to 86.01±10.80. Students’ skill score increased from average of 25.31±12.76 to 76.93±10.66. The result showed students’ learning outcome increased  significantly (p<0,001). Conclusion: Knowledge and prescribing skill Students’ asthmatic drug increase  after using bleanded learning with Truwinist Interdigital Method.  
THE POTENTIAL OF SITUATIONAL JUDGEMENT TEST AS AN INSTRUMENT OF ETHICAL COMPETENCE ASSESSMENT: A LITERATURE REVIEW Hikmah Muktamiroh; Herqutanto Herqutanto; Diantha Soemantri; Agus Purwadianto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.53735

Abstract

Background: Agreement on the importance of teaching and assessing ethical competence as part of professionalism in medical education continues to grow. The assessments of ethical competence at the “does” level in preclinical students or a large group of resident candidates are considered less efficient and expensive. It is necessary to find an alternative form of ethical competence assessment instrument as a complementary test at the level “knows how” before being tested at the level “does.” This research proposed investigating the Situational Judgement Test (SJT) potential and obtaining evidence of the SJT as an instrument of ethical competence assessment.Methods: This study was a literature review of 39 journal articles relating to SJT, obtained through PubMed data-based and google scholar search engine.Results: There was evidence of the use of SJT to assess ethical competence. Ethical competence can be evaluated by ethical decisions making ability. SJT containing procedural skills in ethical decisions making. SJT having good values as deliberation in ethical dilemmas and idealistic ethical ideology (conative test) also exists. These findings support the evidence of potential SJT to assess ethical competence.Conclusion: SJT can be used to assess ethical competence at the level “knows how” before being tested at the level “does” based on the following reasons: SJT can contain content questions that are conative, SJT can assess the ability of ethical decision making based on an assessment of procedural knowledge related to ethical deliberation of ethical decision making in ethical dilemmas.
OPTIMIZING MEDICAL EDUCATION FOR CLINICAL STUDENTS DURING COVID-19 PANDEMIC: A LITERATURE REVIEW Patricia Budimulia; Andree Kurniawan
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.56124

Abstract

Background: COVID-19 pandemic has impacted numerous of matters and medical education is one of them. It is crucial to dissect measures that could be taken to optimize medical education for clinical students during COVID-19 pandemic. There is still limited evidence or data on how to approach this situation. The aim of this literature review is to unfold guidance on optimizing medical education for clinical students during COVID-19 pandemic.Methods: The literature was searched by accessing the PubMed, PubMed Central, and Google Scholar databases. Literature search was conducted from December 1, 2019 to April 24, 2020, using the key words of “medical education”, “clinical students OR clerkship students”, “covid-19”.Results: Based on the literature search, 20 literatures related to medical education of clinical students during COVID-19 pandemic were obtained. Institutions have taken a differing approach during COVID-19 pandemic. Implementing teleteaching, creating an integrated learning environment, strategies to improve role models, telemedicine, training programs and psychological support are approaches in order to optimize medical education for clinical students during COVID-19 pandemic.Conclusion: Institutions had to instantly alter medical education during COVID-19 pandemic. The lives of many students have been hugely impacted in terms of financial, psychological, delay in graduation, uncertainty, residency application and clinical placements. There are ways in which technology can ease some of these problems, albeit not fully resolving all these issues. Therefore, it is still crucial to further shine a light on how to optimize medical education during this unprecedented time. 
THE EFFECT OF STRESS DURING ONLINE LEARNING ON MEDICAL STUDENT’S LEARNING ACHIEVEMENT IN COVID-19 PANDEMIC Putu Nandika Tungga Yudanti Mahardani; Sri Darmayani; Dyah Kanya Wati; Maria Elisabeth Sylvinna Wasi Elannor; Ketut Wulan Ari Kartika Ardhaputri; Andreliano Yosua Rompis
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.60615

Abstract

Background: Medical students are a population that is considered vulnerable to experience stress during the COVID-19 pandemic, especially with the heavy learning load and changes in the learning system that were initially carried out face-to-face. Currently, there are limited data regarding the stress of studying online in medical students and their effect on learning achievement. This study aimed to determine the stress effect of studying online in medical students on their academic achievement.Methods: This study was an analytic observational study with a cross-sectional approach. 112 samples were obtained from students of Bachelor of Medicine and Medical Doctor in one of the universities in Bali with the instruments that were distributed via Google Form. Primary data collection was carried out using the Medical Student Stressor Questionnaire (MSSQ) questionnaire, while secondary data collection was obtained from the average score of three-block exams done online during the COVID-19 pandemic.Results: The stress level of medical students in online learning was dominated by high stress (55.4%) with the majority cause due to Academic Related Stressor (ARS). There is a significant relationship (p = 0.021) between the incidence of stress and learning achievement in students (-0.217, 95% CI -0.39 to -0.03). The learning system preference that was chosen by the students is dominated by a 50% online learning system and 50% offline as much as 27.7%.Conclusion: The results indicated that there is a high level of stress among medical students. There is a correlation between stress events and medical student’s achievement during online learning. 
STUDENT SELF-TESTS AND INTERACTIVE QUIZZES FOR IMPROVING PSYCHIATRY SUMMATIVE ASSESSMENT ACHIEVEMENT Firdaus Firdaus; Winarto Winarto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.61409

Abstract

Background: Formative assessment is an important assessment in medical education. Formative assessment strengthens the learning process, consolidates learning materials, strengthens learning behavior and improves student performance in learning. Formative assessment must have a place in the student assessment regulatory system to increase educational outcomes. Formative assessment needs to be continuously developed, especially assessment as learning to encourage student participation in monitoring the process and progress of their learning. This study aims to determine whether the application of self-tests and interactive quizzes created by students can improve summative exam results. In particular, it aims to determine the relationship between the results of the self-test developed by students with the results of summative assessment, and to find out whether there are differences in summative assessment results between the group that took the self-test and received the interactive quiz with the group that did not take the self-test and did not get the interactive quiz.Methods: This study was a cross sectional experimental study. Number of samples was 174 people, consisting of 87 intervention groups and 87 control groups. The sample was selected using disproportionate stratified random sampling.Results: The results of the self-test and the summative assessment results showed a significant relationship with sig (2-tailed) of 0.000, the Pearson correlation coefficient 0.563, indicating a strong relationship. The result of the summative assessment, the intervention group was 70.54 significantly higher than that of the control group 64.13. Analysis of differences using the independent T Test sig 0.000.Conclusion: Student self-tests and interactive quizzes have been proven to improve student summative exam results in learning block psychiatry.  
CORRELATION BETWEEN WEEKLY FORMATIVE AND SUMMATIVE ASSESSMENT OF MEDICAL STUDENTS IN MULTIDISCIPLINARY EXAMINATION AND ORAL EXAMINATION REPRODUCTIVE SYSTEM BLOCK Nur Ramadani Meliani Syukri; Yuni Susanti Pratiwi; Eko Fuji Ariyanto; Muhammad Hasan Bashari; Achadiyani Achadiyani; Mohammad Ghozali; Putri Halleyana Rahman
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.62850

Abstract

Background: The impact of weekly formative assessments on the summative performance of undergraduate medical students is not widely studied. The formative assessment began to be applied in the Undergraduate Medical Study Program, Faculty of Medicine, Padjadjaran University (Program Studi Kedokteran Fakultas Kedokteran Universitas Padjadjaran or PSK FK Unpad) in early 2020. This study aims to determine whether there is a correlation between weekly formative and summative assessment in Multidisciplinary Examination (MDE) and Structured Oral Examination (SOE).Methods: This study was conducted using a numerical correlative bivariate analysis with a cross-sectional design. The data used in this study was weekly formative assessment scores, MDE and SOE scores of Reproductive System (RPS) I and II of 138 medical student batch 2017. Results: Rank-Spearman test shows there was no significant correlation between the formative test scores and the MDE RPS I score (p>0.05) and the SOE score (p>0.05). Meanwhile, the MDE RPS II score with the formative test was found to be a significant correlation (p<0.05) and positively correlated (r=+0.211).Conclusion: This study shows that the use of weekly formative assessments might contribute to the students' achievement of MDE scores. Weekly formative assessments can be integrated into the curriculum of pre-clinical medical programs to improve student summative performance.
DEVELOPMENT OF MOBILE ECG APPLICATION TO IMPROVE ECG INTERPRETATION SKILLS OF GENERAL PRACTITIONERS AND MEDICAL STUDENTS Rizki Amalia Gumilang; Anis Fuad; Vita Arfiana Nurul Fatimah; Shofuro Hasana; Orisativa Kokasih; Putrika Prastuti Ratna Gharini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.62977

Abstract

ABSTRACT Background: Electrocardiogram (ECG) has become a crucial examination in the management of cardiac emergencies. Accordingly, improvement of ECG interpretation skills is mandatory for general practitioners as the front-liners in emergency cases. The Mobile ECG application was developed as mobile learning media to facilitate continuing improvement of ECG interpretation skills.Aims: This study aimed to investigate the impact of the Mobile ECG application toward ECG interpretation skills of general practitioners and medical students and evaluate its usability.Methods: A pilot quasi-experimental study was conducted in a 1-week timeframe using webinar and the Mobile ECG application. Subjects were recruited through consecutive sampling. They met the following criteria: 1) registered as general practitioners or medical students, 2) completed the basic ECG pre and post-tests, and 3) agreed to participate in the study. The Mobile ECG is a web-based application which consists of modules, quizzes, and gallery of ECG interpretations. Pre and post-test analysis and system usability scale (SUS) questionnaire were used to evaluate the impact and usability of the application.Results: A total of 252 subjects were recruited and 80.2% were general practitioners. There was a significant increase in post-test scores compared to pre-test (p=0.000) for all subjects. General practitioners significantly gained more score increment than medical students (1.08 vs 0.16, p=0.001). Based on the SUS score of 67.5, the application was marginally accepted by the users.Conclusion: To conclude, the implementation of the Mobile ECG application did improve basic ECG interpretation skills. According to the SUS score, this application still needs improvement.
THE RELATIONSHIP OF ACADEMIC PROCRASTINATION AND ACADEMIC DISHONESTY IN UNDERGRADUATE MEDICAL STUDENTS Dwita Oktaria; Sharlene Sabrina Azzahra; Dian Isti Angraini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.63137

Abstract

Background: The act of academic dishonesty is a dishonest act taken by students in completing assignments and examinations which include several attempts such as cheating and plagiarism. Studies show that 20% of students begin cheating behavior from the first year of college. One of the patterns of behavior related to academic dishonesty is procrastination. Academic procrastination is a form of behavior when someone delays starting a job or completing it.Aims: This study aims to illustrate academic procrastination, academic dishonesty, and the relationship between procrastination habits and academic dishonesty among undergraduate medical students at Faculty of Medicine, Universitas Lampung.Methods: This study is an observational analytic study using a cross-sectional design. The research respondents were 120 undergraduate medical students from Faculty of Medicine Universitas Lampung. The sampling method used proportionate stratified random sampling. Data were collected using the Procrastination Assessment Scale-Students questionnaire and the Academic Practices Survey.Results: The results of this study are processed using computer software and Gamma testing method. Obtained r = 0.464 and p = 0.428 (p>0.05).Conclusion: There is no relationship between the academic procrastination habits and academic dishonesty in undergraduate medical students at Faculty of Medicine, Universitas Lampung. 
FACTORS CORRELATED WITH MEDICAL STUDENTS ANXIETY IN CLINICAL SKILLS EXAMINATION Anak Agung Gede Pradnya Andika; Yoga Pamungkas Susani; Dian Puspita Sari
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.63251

Abstract

Background: Test anxiety is one of the medical student’s problems that need attention in medical education. Test anxiety can have negative effect on students such as negative self-evaluation beliefs, low motivation, poor performance, and decreased concentration which can result in increased dropout rates and trigger general anxiety. Test anxiety can affect performance on clinical skill examination and outcomes.Aim: To identify factors correlated with medical students’ anxiety in clinical skills examination.Methods: This was a cross-sectional study involving the second and fourth year medical students in Universitas Mataram. Possible Anxiety Determinant Instrument (PADI) was used to measure factors associated with test anxiety and Performance Test Anxiety (PTA) inventory to measure students’ anxiety in clinical skills examination. Data collection took place after the clinical skill exam. Pearson and Spearman correlation test were used in analyzing the data.Results: Total of 185 students participated in this study (response rate 96,9%). Factors found to be correlated with test anxiety score were internal belief factors (r = -0,686), health and lifestyle factors (r = -0,424), curriculum factors (r= -0,414), social support factors (r = -0,395), learning atmosphere factors (r = -0,312), and examination factors (r = -0,270). Preparedness and experience of examination were not correlated with the test anxiety.Conclusion: Students’ internal belief was found to have the strongest correlation with the test anxiety, while examination factor showed the weakest correlation. These findings can guide medical education institution in developing strategies to reduce students’ anxiety toward the clinical skills examination.
SELF-REGULATED LEARNING DURING COVID-19 PANDEMIC Marindra Firmansyah; Dina Rahmi Daroini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.63618

Abstract

Background: The government implemented the regulation for higher education during the pandemic Covid-19 about the method of learning with an online system. This online learning model will affect self-regulated learning and academic achievement. Self-regulated learning for online learning has not been widely studied. Previous research has written that self-regulated learning in offline learning was formed by several factors. This research was conducted to find out that self-regulated learning and the factors that shape them are still relevant in online learning. The objectives of the study were to analyze the factors and relationships that influence self-regulated learning in online learning during the pandemic Covid-19.Methods: This research was conducted with confirmatory factor analysis (CFA) on the survey results of 175 respondents. The questionnaire consisted of 54 validated questions on the Likert scale. Calculations were done using PLS-SEM data analysis (Smart PLS version 3.0).Results: This study produces a good and strong model with a GoF value> 0.34. Path analysis shows that all O-sample values are positive with t statistic > 1.97 and p-value < 0.025. Thus, each factor has a significant positive effect on forming self-regulated learning.Conclusion: The factors that have been researched on offline learning that forming self-regulated learning are still relevant to use in online learning. These factors are mastery goal orientation, task value perception, academic self-efficacy, metacognitive knowledge awareness, prior learning experiences, good grades, employment prospects, successful future, support from teaching staff, peers, and family.

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