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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383 Documents
<![CDATA[FACILITATING CLINICAL SKILL TRAINING DURING AND FOLLOWING THE COVID-19 PANDEMIC ]]>
<![CDATA[Ide Pustaka Setiawan]]>;
<![CDATA[Lukas Daniel Leatemia]]>;
<![CDATA[Fundhy Sinar Ikrar Prihatanto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.73683
<![CDATA[Background: Student skill learning requires a lecturer as a learning facilitator. Lecturers play an important role in facilitating student learning as good observers and listeners, motivators, providing constructive feedback and facilitating reflection.Gaps: The COVID-19 pandemic is a new challenge in medical education. Learning that was previously delivered face-to-face was forced to turn into a full online. What are the facilitation techniques for learning clinical skills and providing feedback during and following the COVID-19 pandemic?Recommendation: During the COVID-19 Pandemic, clinical skill learning can use video conferencing software, augmented reality and virtual reality. Modification of Peyton's facilitation technique can be used in the context of the COVID-19 pandemic. A hybrid method (online and offline) is recommended by considering the government policies. It is necessary to pay attention to the principle of providing constructive feedback to help the student learning process. These new adaptations of the teaching and learning process may be continued following the pandemic.]]>
<![CDATA[PROGRAMMATIC ASSESSMENT: BAGAIMANA PENERAPANNYA? ]]>
<![CDATA[Nadia Greviana]]>;
<![CDATA[Dina Qurratu Ainin]]>;
<![CDATA[Sylvia Mustika Sari]]>;
<![CDATA[Mora Claramita]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.73691
<![CDATA[Background: Assessment is essential in medical education as it provides an overview of the quality of students and the educational process. An urgent problem that arises regarding competence-based education is in ensuring the use of appropriate assessment approaches that provide information regarding the overall performance of students as well as feedback on students learning and provide justification for decision making according to student learning progress. Programmatic assessment is an approach that facilitates various obstacles in conventional assessment.Gaps: Programmatic assessment is a new approach that is rapidly emerging in the world of medical education globally. However, in practice, a more appropriate way is needed to introduce and implement programmatic assessment in Indonesia.Recommendation: Implementation of programmatic assessment requires the role and support from and for all stakeholders. The implementation of the five components of programmatic assessment required flexibility to adapt it to the local context, and accompanied by efforts of mentorship, promoting reflective inquiry, and providing constructive feedback in order to improve the quality of the assessment. This recommendation is expected to help medical and health professions education institutions that will implement programmatic assessment in Indonesia.]]>
<![CDATA[THE EFFECTIVENESS OF PROBLEM-BASED LEARNING WITH THE SIMULATION LEARNING METHODS ONLINE PHYSIOTHERAPY: SYSTEMATIC REVIEW ]]>
<![CDATA[Fadli, Arif]]>;
<![CDATA[Susilowati, Scholastica Theresia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.60525
<![CDATA[Background: Problem-based learning (PBL) experiences face-to-face learning barriers for students due to natural disasters and the spread of disease. PBL requires innovation in the learning methods. This study purposed to summarize the existed literature data on the effectiveness of PBL with the simulation learning methods of online physiotherapy on students' knowledge aspects and skill competencies.Methods: Systematic review of research studies of randomized control trials, case-control studies, non-randomized control trials, and cohort studies of article search results on the Pubmed database, Google Scholar, Willey Online Library, Ovid, Science Direct. Researchers used qualitative descriptive data analysis.Results: 9 articles were included in the qualitative descriptive data analysis stage. 9 (100%) articles describe online physiotherapy simulation learning that is effective for increasing students' knowledge. 6 (66.7%) articles describe online physiotherapy simulation learning that is effective for increasing the competence of students' skills. 5 (55.6%) articles that describe operational guidelines for online physiotherapy simulation learning. Online physiotherapy simulation learning has the strength of learning methods for students in the aspect of flexibility in access to learning, low risk of patient-free learning, and audiovisual learning materials that are relevant to the needs of students. Meanwhile, online physiotherapy simulation learning has a disadvantageous learning method for students in terms of achieving depth of learning and limited learning support facilities.Conclusion: Problem-based learning with the simulation learning method of online physiotherapy is effective in increasing the knowledge and skill competence of students. ]]>
<![CDATA[SURVEY OF DENTAL STUDENTS’ SELF-PERCEIVED PRACTICE, ATTITUDE, AND KNOWLEDGE TOWARD EVIDENCE-BASED DENTISTRY IN INDONESIA ]]>
<![CDATA[Baqir, Ahmad Haidar]]>;
<![CDATA[Firman, Dani Rizali]]>;
<![CDATA[Putri, Fidya Meditia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.68089
<![CDATA[Background: Currently, evidence-based dentistry (EBD) is considered as the “gold standard” in providing oral healthcare. EBD integrates the best scientific evidence with the dentist’s clinical expertise and patient’s value. The aim of this study was to assess dental students’ practice, attitude, and level of knowledge toward EBD in Indonesia.Methods: In this descriptive cross-sectional study, dental students in Indonesia who were at least in their third semester of the clinical program were asked to fill out an online questionnaire. Samples were obtained using the convenience sampling technique. The instruments used were the Indonesian version of Student Evidence-based Practice Questionnaire (S-EBPQ) and a set of sociodemographic questions. Descriptive analysis was conducted in this study.Results: Three hundred eighty-one dental students from 22 dental schools in Indonesia completed the questionnaire and met the criteria needed. The means score of practice, attitude, knowledge in retrieving & reviewing evidence, and knowledge in sharing & applying evidence were 5.02 ± 0.96, 5.75 ± 0.99, 4.86 ± 0.88, and 5.22 ± 0.87.Conclusion: Dental students in Indonesia believe that their level of knowledge and frequency in practicing steps in EBD were tolerable. They also showed a positive attitude toward the implementation of EBD in clinical practice. ]]>
<![CDATA[FACILITATING CLINICAL EDUCATION IN MEDICAL AND HEALTH PROFESSION EDUCATION ]]>
<![CDATA[Sari, Sylvia Mustika]]>;
<![CDATA[Ramani, Subha]]>;
<![CDATA[Emilia, Ova]]>;
<![CDATA[Suhoyo, Yoyo]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.71819
<![CDATA[Background: The clinical supervisor's roles influence the quality of clinical education as a teacher and their interaction with students. Underlined the importance of refreshment on clinical teaching skills for clinical supervisors, the 3rd Webinar series of IAMHPE has inspired the recommendations on essential elements in the clinical education of medical and health profession education.Gaps: Recent studies have highlighted the complexity of facilitating clinical education and the socio-cultural influence on clinical supervisor-student relations. As a gap, Indonesia has a hierarchical and collectivist culture and thus the potential to hinder improving students' learning development during clinical education.Recommendation: An understanding of the Gaps between literature and Indonesia's socio-cultural influence on clinical education, we develop several recommendations, including 1) Building Clinical Supervisor-Student Relations that support students' development; 2) Making role modeling explicit and integrating into teaching and learning;3) Facilitating the gradual development of students' clinical abilities, and 4) Re-conceptualization of feedback in clinical education as a “dialogue”. ]]>
<![CDATA[STUDENT EXPERIENCE IN CREATING SIMULATION VIDEOS OF EXPERT WITNESS TESTIMONY IN COURT: FROM THE THEORY TO PRACTICE ]]>
<![CDATA[Suryadi, Taufik]]>;
<![CDATA[Mulya, Intan Chaharunia]]>;
<![CDATA[Kulsum, Kulsum]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.72816
<![CDATA[Background: This study aims to explore the experience of clinical students studying at the Department of Forensic medicine in creating simulation videos of expert witness testimony in court.Methods: This one-center study used a qualitative story telling design. Twenty clinical students volunteered to simulate expert witness testimony in court by taking 59 recorded scenes as teaching materials for preclinical medical students. The room was set resembling to a courtroom following the instruction of scriptwriter and director by lecturer. Students were distributed into several playing characters such as judges, prosecutors, lawyers, defendant and doctors, while others served as assistant directors, cameramen, narrator, scene takers, artistic directors, equipment stylists, and editors. The scenario is outlined in detailed scenes to guide the students in performing the characters. After completing the simulation, each student reflected on their experience during the creation of simulation video. The results of these reflections are then compiled into a learning concept adjusting to narrative medicine.Result: Students claimed that they obtained new experiences during the learning process. The experience allowed students to learn in more interesting way by transforming theory into practice. Students also agreed on proposing this learning channel as a breakthrough in learning process. Creating simulation video plays a significant role in the audiovisual learning process which supported students comprehending the process of giving an expert witness testimony.Conclusion: Transforming education into video simulation is recommended as a game changer in a learning process. Most medical students are likely to absorb the knowledge better when it is applied into video simulation.]]>
<![CDATA[THE VIRTUAL NEUROLOGY EXAMINATION AS A LEARNING TOOL FOR MEDICAL STUDENTS UNDERGOING CLINICAL CLERKSHIPS DURING THE PANDEMIC ERA OF COVID-19 ]]>
<![CDATA[Pinzon, Rizaldy Taslim]]>;
<![CDATA[Veronica, Vanessa]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.72932
<![CDATA[Background: Due to the critical importance of the COVID-19 pandemic in the educational system, medical academics must consider safe and appropriate clinical clerkship learning methodologies and models implemented during the pandemic.Aims: This study aimed to construct and evaluate virtual neurology examination as a tool for medical students undergoing clinical clerkships.Learning Media Review: This learning media review was action research conducted at Bethesda Hospital Yogyakarta, Indonesia. This study was conducted in two stages: developing a virtual neurology examination and evaluating student feedback. This study enrolled 12 medical students, the majority of whom were female (58%). The majority of medical students agreed that the virtual neurology assessment was a good overall experience (83%), with the majority stating that the image and sound quality were good (75%) and the virtual neurology examination cases were quite varied (66.5%). Nine medical students (75%) strongly supported the continuation of the virtual neurology examination program, while three medical students (25%) supported its continuation.Conclusion: This study indicates that virtual neurology examination is feasible and can serve as a helpful learning tool for medical students undergoing clinical clerkships during the COVID-19 pandemic.]]>
<![CDATA[STUDENT READINESS TOWARDS INTERPROFESSIONAL EDUCATION BASED ON THE HAJJ HEALTH ]]>
<![CDATA[Wijaya, Dhani]]>;
<![CDATA[Indradmojo, Christyaji]]>;
<![CDATA[Novianto, Muhammad Rizal]]>;
<![CDATA[Octavia, Rista]]>;
<![CDATA[Wahid, Cep Reza Alam]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.74326
<![CDATA[Background: Interprofessional education (IPE) Faculty of Medicine and Health Science Maulana Malik Ibrahim State Islamic University (FKIK UIN MMI) were designed based on hajj health and involved prospective pilgrims (CJH) as the target. The program’s goal was to achieve collaboration among health students and support CJH to achieve the istitha’ah condition. Thus student readiness becomes one of the success parameters. This study aims to evaluate the readiness of FKIK UIN MMI students for the hajj health-based IPE program.Methods: Cross-sectional descriptive method was used with the FKIK UIN MMI students class 2018 as the population. Students who undertook the hajj health-based IPE program in 2021 were classified in the inclusion criteria. Meanwhile, the IPE participants that did not fill out the questionnaire were excluded. The questionnaire was adopted from the Readiness for Interprofessional Learning Scale and processed with Microsoft excel.Results: The readiness of 113 students was categorized as "very ready" on the aspect of collaboration and cooperation, also on the positive professional identity subject, with readiness levels of 83.36% and 81.23%, respectively. The percentage of readiness for the negative professional identity aspect was 48.20% and categorized as "quite ready". Professional roles and responsibilities had a score of 708, and were categorized as "ready".Conclusion: FKIK UIN MMI students had a good readiness level for the hajj health-based IPE program. Further studies are needed to examine the factors that emerge as barriers to joint learning between professions. The lecturer's readiness is needed to be evaluated as well.]]>
<![CDATA[CHALLENGES IN PUBLIC HEALTH PROGRAM PLANNING EXERCISE WITH A TEAM-BASED LEARNING APPROACH DURING COVID-19 CONFINEMENT ]]>
<![CDATA[Putri, Nuzulul Kusuma]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.75684
<![CDATA[Background: Bachelor's Public Health program in Universitas Airlangga conducts the public health program planning course using a case-based that involves an interdisciplinary health workforce and community. Teams of students exercise the program planning cycle to design a health program.Aims: This paper describes the course structure based on the lesson study framework and analyzes any challenges to applying this approach during COVID-19 confinement in Indonesia.Case Discussion: Public Health Program Planning and Evaluation Course are compulsory for public health bachelor students in Indonesia. The learning outcome is the same for all public health institutions, but the course design depends on the school. In Universitas Airlangga, this course is conducted through three phases of team-based learning for fourteen weeks a semester. Due to the shifting from offline to fully online learning during the Pandemic, significant changes have been made in the team forming and type for student assignments. This adaptation covered not only the learning media but also the subject matter.Conclusion: The lecturers realized the significant limitation is sharing an authentic experience in conducting primary data collection during situational analysis. Otherwise, a more COVID-19 contextual setting also urges to be delivered since it greatly disrupts how a public health program is conducted in Indonesia.]]>
<![CDATA[INTEGRATION OF LEADERSHIP TRAINING IN THE MEDICAL AND HEALTH PROFESSION EDUCATION CURRICULA ]]>
<![CDATA[Ekayani, Ni Wayan Diana]]>;
<![CDATA[Findyartini, Ardi]]>;
<![CDATA[Anugrapaksi, Eghar]]>;
<![CDATA[Nadarajah, Vishna Devi V.]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Gadjah Mada ]]>
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DOI: 10.22146/jpki.75890
<![CDATA[Background: Leadership is a crucial competency for health professions to collaborate and improve health services. Health profession schools should facilitate students in developing leadership competency to prepare them for their duties in the future.Gaps: Indonesia has complex health problems, high-power distance, and collectivist culture. Leadership training in Indonesia has not been widely reported. The tight curriculum, lack of students' awareness about the importance of leadership competency, and students who focus on improving knowledge and skills about their profession are challenges in integrating leadership into formal education.Recommendation: Health profession schools should identify the needs and domain of leadership competency in the respective profession. We should also identify opportunities to integrate leadership into the curricula. Integration of the leadership program should be conducted longitudinally, all along with the curricula. Preparation of learning methods, systematic assessment, and faculty development should be considered. Last, students must be involved and supported in every activity to make them engage with the program and learn best.]]>
