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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 DIFFERENCE IN GRADE POINTS BETWEEN MORNING AND EVENING CHRONOTYPES AMONG PRECLINICAL MEDICAL STUDENTS Cindy Leona Wangsa; Nawanto Agung Prastowo; Veronica Dwi Jani Juliawati; Francisca Tjhay
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.65919

Abstract

Background: Every person has a different diurnal preference, sleep-wake cycle, and alertness known as chronotype. There are three chronotypes, that is morning, evening, and intermediate type. Medical students with evening chronotype are still forced to follow the standard academic schedule in the morning, hence their sleep time is reduced. This problem results in lower grade points since sleep quality affects academic achievement. This study aimed to analyze the difference in grade points between morning and evening chronotypes among medical students.Methods: A comparative cross-sectional study was performed among 102 preclinical students class 2018 of School Medicine and Health Sciences of Atma Jaya Catholic University Indonesia. All personal data, grade points, and chronotypes were taken using google form. Chronotypes and sleep characteristics were determined with Munich ChronoType Questionnaire (MCTQ) by calculating weekend mid-sleep time and sleep debt. Unpaired t-test and binary logistic regression were used to analyze the statistical significance.Results: The results of evening chronotype 44.1% respondents, morning chronotype 31.4% respondents, and intermediate chronotype 24.5% respondents were obtained from 102 respondents. There were 65.7% of students with grade points greater than or equal to three and 34.4%  lower than three. There was no significant difference in grade points between morning and evening chronotypes on semester 1, 2, 3, nor grade point average 3 (p>0.05). Conclusion: There is no significant difference in grade points between morning and evening chronotypes among preclinical students class 2018 of School Medicine and Health Sciences Atma Jaya Catholic University of Indonesia.
DO AUTONOMY SUPPORTS IMPROVE MEDICAL STUDENTS’ MOTIVATION IN A DEVELOPING COUNTRY? Elizabeth Sulastri Nugraheni; Doni Widyandana; Rachmadya Nur Hidayah
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.67697

Abstract

Background: Medical students in private schools are mostly high school graduates, ages are around 17 to 18. They were so diverse, the background of the former school, culture, motivation, and study skills. Students from rural might have different motivation and study skills from students of big cities. To give autonomy support to the new medical students, we planned the motivational workshop and study skills mentoring. We assume those will increase their motivation.Aims: To know - What types of motivation do first-year medical students have? Secondly, to evaluate - Whether motivational workshops and mentoring about study strategies can help to increase students’ autonomous motivation based on the Self-Determination Theory.Methods: A mixed-methods research was conducted in this study. The first step was the quantitative study using the Academic Motivation Scale (AMS) to measure the students’ pre and post intervention motivation and the Intrinsic Motivation Inventory (IMI) post intervention, then followed by the qualitative study to capture students’ responses and reflections with convenience sample.Results: The autonomous motivation was high among the male students, home-schooling, does not belong to medical profession family, and students from lower middle income. Quantitative data showed that this approach significantly decreased the amotivation scale of participants (p=0.025). Descriptively, there was an increase in the autonomous motivation of participants after following motivational workshop and study strategies mentoring.Conclusion: Motivational workshops and mentoring on study strategies were found to be valuable, interesting, and facilitate autonomous motivation. Results showed that those activities increased the students’ autonomous motivation.
THIRD-YEAR HEALTH PROFESSIONS STUDENTS’ INTERPROFESSIONAL EDUCATION IN THE COMMUNITY SETTING: WHAT DID THEY EXPERIENCE? Siti Rokhmah Projosasmito; Rilani Riskiyana; Supriyati Supriyati
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.67701

Abstract

Background: Learning by experiencing a real situation is believed to be more powerful than using simulation. This hypothesis is also applied to interprofessional learning for students in health professions education. Learning to collaborate and practice students' knowledge of health care in a community became the purpose of the community and family health care (CFHC) program in the Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada.Aim: To describe the third-year students’ experiences of learning interprofessional collaboration in a community setting based on their activity report.Case Discussion: The CFHC team created a particular design for third-year students, focused on community health problems rather than family health problems. The groups conducted focus group discussions to explore health issues and to decide together with the community the main problem that would be given intervention. The groups documented the entire process through a written report, video, and an article about their intervention outcome.Conclusion: The reports showed that students were able to demonstrate interprofessional practice in solving health problems in the community. They learned to work as an interprofessional team while experiencing it. Thus, conducting community-based IPE for undergraduate students is necessary to develop interprofessional collaboration competencies.
THE LEVEL OF KNOWLEDGE AMONG UNDERGRADUATE MEDICAL STUDENTS ABOUT STROKE Rita Arsika Fauziah; Lisda Amalia; Nandina Oktavia; Lulu Eva Rakhmilla
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.67942

Abstract

Background: Stroke is a neurological emergency that requires prompt and precise diagnosis and treatment. However, errors in diagnosis and treatment are still frequently seen. One of the main causes of this problem is the lack of doctors’ knowledge. This study aims to determine the level of knowledge among undergraduate medical students about stroke. The results of this study can be used as basic information to provide educational interventions to medical students to prevent and minimize the occurrence of medical errors. Methods: This study used a quantitative-descriptive method with a cross-sectional approach. The study subjects were third-semester medical undergraduate students at the Medical Faculty of Padjadjaran University during the 2018/2019 academic year. Samples were 43 secondary data collected from ischemic and hemorrhagic stroke Students Objective Oral Case Analysis (SOOCA) exam scores and 168 primary data collected using a 30-item questionnaire regarding stroke knowledge. The data obtained was then analyzed descriptively and the result was categorized into 3 levels of knowledge: Good, moderate, and poor. Results: Each variable demonstrates a varying degree of knowledge. However, based on the total scores and averages collected from both the questionnaire and the SOOCA exam, most of the students had a moderate level of knowledge regarding ischemic and hemorrhagic stroke. Conclusion: Most of the students had a moderate level of knowledge about stroke, so educational interventions and student’s capabilities improvement are required to increase knowledge of stroke.
CLINICAL SKILLS TEACHING USING PATIENT EXAMINATION VIDEO DURING THE COVID-19 PANDEMIC Rizaldy Taslim Pinzon; Vanessa Veronica
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.69643

Abstract

Background: The current situation of the COVID-19 pandemic has changed the clinical learning system, which was originally fully face-to-face or blended, to be fully online. Skills lab, as one of the most routine medical skills education methods in the undergraduate medical education phase, must also adapt its implementation by optimizing the full-online approach. The purpose of this review was to investigate how patient examination videos can be used as clinical skills educational tool during the COVID-19 pandemic.Learning Media Review: The selected patient video is an unedited, soundless recording of a neurologist doing a pathological reflex test at Bethesda Hospital Yogyakarta. During clinical skills laboratory sessions, videos are displayed concurrently with introductory lectures to examine abnormal reflexes.Conclusion: This study demonstrates that using actual patient videos in clinical skills sessions is acceptable and well-implemented. This is an excellent alternative method of acquiring clinical competencies during the COVID-19 pandemic era. 
DEVELOPING PBL SCENARIO FOR ONLINE TUTORIALS Yoga Pamungkas Susani; Prattama Santoso Utomo; Nancy Margarita Rehatta
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.70249

Abstract

Background: Scenario is one of the three main components of Problem-based Learning (PBL) besides students and tutors. Besides being an essential component in triggering interest in learning, scenarios also affect group dynamics and academic achievement. During the COVID-19 pandemic, most of the learning process was conducted online, including PBL tutorial discussions. Distraction during online PBL learning is a challenge that must be faced so that the discussion process can achieve the learning objectives. This condition requires the commitment of tutors and students and engaging scenarios that will also help students and tutors stay focused on the discussion. This article is a recommendation based on the IAMHPE Webinar #5 on the scenario development process to support the online PBL process. This article may provide a guide in developing PBL scenarios.Recommendation: The development of PBL scenarios in pandemic conditions still needs to consider various aspects of preparing a good and immersive scenario. The steps needed are ensuring the scenario development team, determining learning objectives and tutorial issues, designing innovative scenarios, conducting reviews and improving the quality of scenarios regularly, and preparing informative tutor guides.Conclusion: Scenarios for online PBL tutorials must support the application of the four PBL principles, namely constructive, contextual, self-directed learning, and collaborative learning. Each institution needs to create scenarios that are appropriate to its learning context.
COMMUNICATION SKILLS: FACILITATING STUDENTS’ INVISIBLE BUT SIGNIFICANT SKILLS TO IMPROVE HEALTH OUTCOMES Hikmawati Nurrokhmanti,; Astrid Pratidina Susilo; Rosaria Indah; Mora Claramita
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 2 (2022): JUNI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.72137

Abstract

Background: Communication skills are the core skills throughout medical professional life and embedded with cultural factors. Although students have learned communication skills in the undergraduate education, adequate training during clinical rotation and continuing professional development is necessary. Facilitating the students to build partnership relationship in the communicating with patients is challenging, considering its contexts, facilities, and opportunities. The influence of student-teacher relations in this hierarchical context is also influential. Gaps: Facilitating partnership communication skill requires blending two paradigms: medical knowledge and communication. These complex skills can be optimally facilitated by using specific strategies such as role-play, simulated patient (SP), and real-case encounter. Thus, the communication skills curriculum needs a comprehensive program planning, preparation on the students’ ability to be able to receive feedback and reflect upon it, simulated patients’ contribution for students training, and teachers to provide effective feedback.Recommendation: Facilitating students' communication skills needs 'two to tango,' combining between mastery of medical knowledge and partnership communication. A better communication curriculum should consider incorporating cultural competencies and applying the principles in effective training course design such as authenticity, variability, gradually from simple to complex, integrated, and scaffolding by specific evidence. Thus, should be supported by a good faculty development program that will facilitate safe environment and constructive feedback. In addition, the need for simulated patients or even now, a virtual patient, is inevitable.
CAREER MOTIVATIONS (CAREER INSIGHT, CAREER IDENTITY, AND CAREER RESILIENCE) BASED ON AREA OF INTERESTS OF NUTRITION STUDENTS Iput Tintin Lathifah; Ika Ratna Palupi; Siti Helmyati
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.56987

Abstract

Background: Nutrition-related career exists in various work sectors, from health care and education to food manufacture and business. No studies have been conducted on career motivations of nutrition students in three main areas of nutrition field. This study aimed to identify career motivations (career insight, career identity, and career resistance) in nutrition students of Universitas Gadjah Mada (UGM) with an interest in either of three nutrition main areas, i.e. clinical nutrition, community nutrition, or foodservice management. Methods: This study used a quantitative method and involved 75 college students of nutrition major in UGM. Variables in this study were nutrition students’ interest toward nutrition main areas and career motivations which consisted of career insight, career identity, and career resilience. Data collection used a validated questionnaire. Data analysis was performed using descriptive and analytical statistics. Results: Subjects with an interest in clinical nutrition, community nutrition, or foodservice management had career insight in medium category with almost equal proportions (i.e. 73.9%, 71.9% and 75%, respectively), career identity in medium category (73.9%, 53.1% and 70%, respectively) and career resilience in high category (60.9%, 56.3% and 50%, respectively).Conclusion: Career insight levels of UGM nutrition students are relatively equal in each area of interest in the nutrition field. Students with a clinical nutrition interest have the highest career resilience while students with a community nutrition interest have the highest career identity. Future studies need to employ a qualitative technique to better understand factors underlying students’ motivation in choosing area of interests in nutrition field.  
STRESS ANALYTICS OF MEDICAL STUDENTS AT FACULTY OF MEDICINE UNIVERSITY OF SURABAYA Sajuni Widjaja; Agus Cahyono
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.64881

Abstract

Background: Stress is a mental response of a person's body that arises as a reaction to external demands that are considered dangerous or threatening him / her. Various studies have shown that stress on students especially on medical students is very high. This study specifically aimed to analyze the level of stress in preclinical students level 1, 2 and 3 of the Faculty of Medicine, University of Surabaya.  Case discussion :  This research is an analytic survey with a cross-sectional study approach. Data were collected through the Medical Student Stressor Questionnaire (MSSQ). A total of 114 medical students were obtained, consisting of 85 female students and 29 male students. Number of class 2017 are 38 medical students, number of class 2018 are 37 medical students, and class 2019 are 39 medical students. A total of 94 medical students live with their parents but the remaining 20 medical students do not live with their parents. Stressors in this study consisted of six groups, namely academic-related stressors (ARS), intrapersonal and interpersonal related stressors (IRS), teaching and learning related stressors(TLRS), social related stressors (SRS), drive and desire related stressors (DRS), group activities related stressors (GARS).Conclusion: It was found that the most stressors were academic-related stressors. Women are generally more stressed than men in drive and desire related stressors. There were no different stress between medical students who live and not live with their parents.   
MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA? Dwita Oktaria; Dian Puspita Sari; Diantha Soemantri; Nadia Greviana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.65660

Abstract

Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation:  The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.

Page 26 of 39 | Total Record : 383

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