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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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“WAS IT GOOD ENOUGH?”: THE ACTUAL AND EXPECTED PERSPECTIVE ON FEEDBACK IN UNDERGRADUATE FORMATIVE ASSESSMENT Sylvia Mustika Sari; Iis Inayati; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.61828

Abstract

Background: In the undergraduate setting, formative assessment is mainly done during learning activities. Feedback is the essential part of formative assessment to facilitate self-regulation learning. This concept needs to consider by both sides, teacher and students. This study explores the undergraduate students’ and teachers’ perspectives on actual and expected feedback in formative assessment.Methods: We conducted a qualitative with a phenomenology approach. Data collection was saturated in seven FGDs (N=56) from undergraduate students and twelve in-depth interviews with teachers. The transcribed data from teachers and students were coded and categorized separately. Finally, we combined the categories from teachers and students to interpret the subthemes and themes.Results: We found students’ perceived the actual feedback as the ‘daily score’, teachers’ explanation, and influenced by teachers’ characters. The expected feedback from students represents the need for 'room' to speak, be more objective, and use "kind" language. Meanwhile, teachers perceived feedback as the obligation to fill the score, give direction about learning goals and describe students’ attitudes. Teachers expect students to be more active in feedback seeking and standardization of feedback content. Therefore, we identified the themes representing 'from the actual to expected' feedback experience in formative assessment, such as (1) From 'daily score' to the objective description of performance; (2) From teachers' explanation to the student's room to speak; (3) From teachers’ authority to teachers’ beneficence.Conclusion: Our study showed the teachers' and students' perceptions of actual and expected feedback experiences. The results describe the awareness of a better feedback form in formative assessment. Further studies can explore more participatory research to lead to a collaborative and bidirectional feedback approach
THE ACCEPTABILITY OF THE WE PASS WITH A AS COMPREHENSIVE APPROACH IN IMPLEMENTING COMPETENCY-BASED ASSESSMENT: A PRELIMINARY STUDY ON TEACHERS’ PERCEPTION Yoyo Suhoyo; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.66595

Abstract

Background: A practical approach to assist teachers of medical and health profession education in designing and implementing competency-based assessment (CBA) is needed. This study aimed to investigate the acceptability of the method we developed, namely WE PASS with A as a comprehensive approach in designing and implementing CBA system.Methods: We invited medical and health profession teachers from various institutions in Indonesia who voluntarily join 4 times national workshops of the WE PASS with A. Workshop was conducted in two days (14 hours).  Eighty-three teachers have participated in this study. Six closed questions using 5 Likert scales and 2 open questions was given at the end of each workshop.Results: Most teachers agreed that WE PASS with A approach covers all necessary principles for designing comprehensive assessment, helps them to understand better step by step, provides clear guideline, and can be learnt easily. However, most of them were doubt that their institutions have applied all steps in the WE PASS with A approach and can apply this approach. Teachers like the WE PASS with A approach because the approach is comprehensive, systematic, applicable, structured, simple, understood and remembered, measurable, ideal and accountable. Giving more examples, longer time to explain, more practice, socialization, and investigating the implementation were believed can improve the approach.Conclusion: The WE PASS with A can be accepted by the teachers of medical and health profession education in Indonesia. Future study needed to investigate the feasibility, acceptability, and impact of this approach.
SYNCHRONOUS AND BLENDED LEARNING METHODS IN ANATOMY PRACTICUM DURING THE PANDEMIC Saharnauli Janna Verawaty Simorangkir; Novita Hasiani Simanjuntak
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.68459

Abstract

Background: Since the beginning of the pandemic Covid 19, all educational institutions have switched offline learning methods to e-learning, including the Faculty of Medicine, University of HKBP Nommensen. One learning method that has switched to an online method is anatomy practicum. The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums. The purpose of this study was to test the effectiveness of synchronous and blended learning in the implementation of anatomy practicum.Methods: This research was a quasi experimental research. The research sample was all UHN medical students batch 2020. The number of samples were 81 people. The data collection instruments were the AMS questionnaire and the pretest and posttest questions.Results: The results of the bivariate analysis showed an increase in posttest results in both groups. The difference in delta values in the blended method group was higher than the synchronous group and the difference was significant. The results of the analysis for the questionnaire scores showed that there was no significant difference in the level of internal and external motivation between the two groups.Conclusion: The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums.
KNOWLEDGE AND ATTITUDE AMONG RESIDENT DOCTORS RELATED TO ETHICAL AND MEDICOLEGAL ISSUES IN A TEACHING HOSPITAL Taufik Suryadi Ismail; Kulsum Kulsum
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.68915

Abstract

Background: Ethics and medicolegal as a mandatory competence that must be applied by resident doctors, because it is very helpful of deciding on medical practice. This study aims to assess the current status of the knowledge and attitude of dealing with ethical and medicolegal issues among resident doctors in a teaching hospital in Aceh.Methods: This was a cross-sectional study conducted among resident doctors (n=156) with a self-administered online questionnaire. The Spearman test was used to identify the correlation between knowledge and attitudes. Meanwhile, the Chi-square test was used to identify the significance of influence selected factors with knowledge and attitude.Results: A total of 156 respondents were involved in this study. Most resident doctors (94.2%) had limited knowledge and as many as 66% have a positive attitude in dealing with ethical and medicolegal issues. Based on the Spearman's and Chi-square test showed not a significant correlation between the knowledge and attitudes under the Sig. (2-tailed) 0.086 (Sig. (2-tailed) >0.05) and p-value 0.296 (p-value >0.05). Only length of education was significantly associated with a positive level of attitude (p=0.003). Selected factors did not significantly affect the lack of knowledge, for gender with a p-value of 1.000, age (p=0.306), study program (p=0.192), and length of education (p=1.000).Conclusion: Positive attitudes are a very valuable asset to increase knowledge in dealing with ethical and medicolegal issues. The lack of knowledge of resident doctors is influenced by various factors. It is necessary to increase knowledge through continuing education, regular training, and short courses.
AUGMENTED REALITY OF HEART IN TEACHING GROSS ANATOMY OF THE HEART: A LESSON LEARNED Hikmawati Nurrokhmanti,; Dyah Samti Mayasari; Nisrina Nabila; Annisa Maulidina; Putrika Gharini
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.69741

Abstract

Background: Anatomy is a crucial science for medical students, the deep understanding on material would help students dealing with clinical context such give a better explanation to patients until having better performance in doing clinical procedure and dissecting ability as a surgeon. Nevertheless, having a deep understanding and memorizing anatomy would need abundant effort. Several strategies combined with fit learning media will give great advantages for the students. This study is aimed to explore innovation in teaching anatomy by using augmented reality (AR) within a case-based discussion.Methods:  A qualitative approach was used, in depth interview with teachers who facilitate the discussion and focus group discussion with the students. A thematic analysis was done in analyzing the data.Results: Overall, the teachers and student were satisfied with the innovation. Several themes were identified from students’ point of view such visualization, content, technical problem, and the need of teachers. The most important success factor of AR usage was its visualization i.e., orientation, and visual spatial ability.Conclusion: Combination case-based discussion with AR give promising strategies in understanding anatomy of heart. Using AR should consider several limitations of AR regarding to its visualization. Also considering the perceived advantages from the students, the usage of AR will be limited as supplement, a supporting media for having deep understanding on anatomy.
EFFORTS TO PREVENT VIOLENCE AGAINST CHILDREN THROUGH THE DEVELOPMENT OF MODULE FOR MIDWIFE PROFESSION Lisdha Yantie; Nita Arisanti; Hadi Susiarno
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.69998

Abstract

Background: Violence against children during the COVID-19 pandemic has increased drastically. One of the efforts to prevent violence against children is through dissemination of information to the midwife through the use of the media, namely the CENDANA module for Midwives on the prevention of child violence. This research aimed to find out the results of expert validation of the CENDANA module and analysed the  implementation effect of the module on increasing the knowledge of Midwives.Methods:  Uses quantitative methods with descriptive design and pretest posttest with control group design. The topics were obtained from previous research, then expert validation was carried out consisting of material experts, education experts, and media experts. Next is the module trial, with 60 respondents in the intervention group and control group. The intervention group was given a modules, and the control group was given leaflets. Data were analyzed using the Mann Whitney test. The research instrument was in the form of a questionnaire.Results: The measurement after the intervention, it showed that there was a significant difference in the post data, the increase data, and the increase percentage of knowledge in the two treatment groups (p<0.05). The increase percentage amount of knowledge scores in the intervention group was 54.4%, while in the control group there was no increase (0%). Conclusion: It was found that the CENDANA’s module was said to be feasible, and there was an implementation effect of the module on increasing the knowledge of Midwives about prevention of violence against children.
DOES PROBLEM BASED LEARNING IMPROVE STUDENTS' SELF-DIRECTED LEARNING ABILITIES? Sri Sundari; Fajmei Aisah Rahmawati
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.70410

Abstract

Background: Self-Directed Learning has recently been given much attention by educational institutions in Indonesia. The Problem Based Learning method requires students to be able to take the initiative to learn, analyse learning needs, formulate learning objectives, identify learning resources, select and implement learning strategies that suit themselves and be able to evaluate their own learning outcomes. Both Problem Based Learning and Non-Problem Based Learning methods are required to produce good Self-Directed Learning for their teaching participants. The purpose of this study is to find out the differences in Self Directed Learning in students who are taught using PBL and Non-PBL methods at the University of Muhammadiyah Yogyakarta.Methods: The research was non-experimental with an analytical observational research design using a cross sectional approach. The sampling technique was stratified random sampling with a total sample of 90 students. Self-Rating Scale for Self-Directedness in Learning (SRSSDL) by Fisher Instruments was used in this study. The data was analysed by using simple linear regression test.Results: The result showed that SRSSDL score (p = 0.035) and GPA score (p = 0.046). The results indicated that there was a difference between the SDL of PBL and Non-PBL students.Conclusion: There is a difference in the ability of SDL (self-directed learning) between the PBL and Non-PBL methods.
ONLINE ASSESSMENT DRIVE LEARNING MODEL FOR COMPUTER-BASED TEST PREPARATION OF MEDICAL STUDENTS Elda Nazriati; Zulharman Zulharman; Firdaus Firdaus
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.70473

Abstract

Background: Computer Based Test (CBT) preparation is important to face the final national exam. During the covid-19 pandemic, it is necessary to modify these preparations online. Assessment can strengthen the learning process, and improve student performance in learning. The purpose of this study was to determine the increase in the ability to do CBT in participants and whether the online drive learning assessment model was well received.Methods: An analytical study was carried out using mixed methods. The research sample were the participants of the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) preparation for May and August 2021 at FK Unri who met the inclusion criteria, totalling 37 people. Data were collected through questionnaires, FGDs, and secondary data. Hypotheses were tested using Friedman rank test, continued with Wilcoxon signed rank testResults: There was a significant difference between the four integration tests carried out ( firedman test p < 0.001 and Wilcoxon test p <0.005 ), where the highest score was on the 4th integration test. The results showed that 68% of participants were in the satisfied category and 25% of participants were in the very satisfied category. Some of the themes obtained were organization, methods, benefits, learning load, and comparison with similar programs outside campus.Conclusion: The online assessment drive learning model has been proven to improve the ability of participants to take the CBT test for the preparation of UKMPPD. Participants' satisfaction was quite good both quantitatively and qualitatively.
FACTORS INFLUENCING PROFESSIONAL IDENTITY DEVELOPMENT ON MEDICAL STUDENTS IN INDONESIA Indah Puspasari Kiay Demak; Ria Sulistiana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.71620

Abstract

Background: Professional identity plays a vital role for medical students, as it grows along with the year students spend time in faculty and the workplace. Professional identity allows a doctor to consider the medical code of ethics and behave professionally. This study aimed to explore factors influencing professional identity development on undergraduate medical students at Tadulako UniversityCase discussion: The case study was a qualitative study, that was conducted on the second, third and fourth year students, consisting of 18 students. The sampling technique used was purposive sampling. Data collection was carried out through focus group discussions using the Zoom meeting platform. The data obtained were analysed qualitatively by conducting a thematic analysis. The results obtained are the formation of professional identity occurs at the individual level, the relational level and the collective level. At the individual level, professional identity is influenced by factors of personal character, self-confidence, motivation, and belonging of the profession. At the relational level there is a peer factor. While at the collective level, there are factors of lecturers, organization, educational environment and systems, and learning methods.Conclusion: Most of the factors that influence professional identity development occur in the educational environment. Therefore, the faculty should be able to design curricula and make regulations to create an academic environment and atmosphere that can optimally support the formation of students' professional identities. 
MEDICAL STUDENTS’ PERCEPTIONS OF VIRTUAL LEARNING DURING THE COVID-19 PANDEMIC Yemima. Pakiding; Jason Sriwijaya
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.72119

Abstract

Background: Coronavirus Disease (COVID-19) Pandemic has affected almost every aspect of our life. The virus spreads rapidly via droplets and airborne particles. Thus, keeping a distance is crucial. The university transforms the conventional methods of teaching and learning into virtual learning, a system that utilizes technology and internet connection to prevent the spread of COVID-19. This sudden change certainly affects students’ comprehensive, psychological, and learning aspects. As a result, not only from financial burden for internet costs and devices used but also causing physical and mental consequences. The study aimed to see the impact of students' perceptions of virtual learning during the COVID- 19 pandemic.Methods: Using a descriptive observational design with qualitative and quantitative data. The sample was obtained from Medical Students of Hasanuddin University (MSHU) who met the inclusion criteria using probability sampling-stratified random sampling.Results: Descriptive analysis shows that 56,5% of students negatively perceive virtual learning. However, 58.9% still agree with implementing online lectures during the pandemic. Moreover, 71.4% of students experienced learning style changes, 62.5% assumed virtual learning would affect their grades, and 78.6% suggested hybrid learning methods for their future preferences.Conclusion: In general, MSHU has a negative perception of virtual learning but agrees with its implementation during the pandemic. The results also recommend a future learning method: a Hybrid method, a combination of in-person and virtual learning. 

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