cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
Department of Medical-Health Professions Education and Bioethics Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada Radioputro Bld, 6th floor, West Wing Farmaco St., Sekip Utara, Yogyakarta, 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
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
 33   34   35   36   37 
Exploring the Utility of Trello – An Alternative Learning Management System in Facilitating Problem-Based Learning in Medical Education Salakay, Elisa Nugraha Haryadi; Shrivastava, Saurabh RamBihariLal
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 1 (2024): March
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.87753

Abstract

Background: The increasing utilization of technology in medical education calls for innovative learning media that can effectively support teaching and learning processes. Exploring alternative Learning Management System (LMS) options is necessary because some LMSs have cost customization and usability limitations.Aim: This review explores the potential utility of Trello, an alternative LMS, as a tool for facilitating Problem-Based Learning (PBL) in medical education.Learning Media Review: Trello, a flexible and user-friendly LMS based on Kanban, provides features like boards, lists, and cards that users can customize to create tutorial learning processes. Trello facilitates student-centered learning, collaboration, active learning, communication, and critical thinking, all essential principles in PBL. It enables synchronous and asynchronous learning sessions, allows tutors to monitor and interact with students, and provides centralized organization and tracking of tasks and progress.Conclusion: Trello demonstrates excellent potential as an alternative LMS in medical education. Its adaptable features, seamless integration with various technologies, and user-friendly interface make it an engaging platform for educators and learners. Trello effectively supports the implementation of PBL tutorials, mainly using the Seven Jump method. However, we should consider user training, accessibility, and inclusivity. Further research is recommended to explore assessment methods, enhance student engagement, and assess long-term implementation and sustainability.
Students’ Perspectives on Academic Mentorship Program for Undergraduate Medical Education Purnajati, Oscar Gilang; Hapsari, Saverina Nungky Dian
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 1 (2024): March
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.87808

Abstract

Background: Academic mentors are needed to help students start and develop some parts of professional competence that may be hidden in medical education programs and constantly evolving over time. Academic mentorship model research has been developed in the context of medical education in European and North American countries, which have different cultural contexts from Eastern countries. Therefore, students’ perspective for the model of valued academic mentorship in this context needs to be explored further to become a recommendation for faculties in providing academic mentorship to students. The study aimed to explore how undergraduate medical students perceive the valuable academic mentoring model.Methods: This study used qualitative approach. Seventeen medical students of Universitas Kristen Duta Wacana (UKDW) from year 2018-2021 were divided into 2 focus group discussions. Thematic analysis was applied to analyse the findings. Results: The FGD raised the themes of students' perspectives on valuable academic mentorship if there is a good mentors-students relationship, providing support, hope and role models, flexibility, and effectiveness of academic mentorship, as well as students' hopes for academic mentorship in the future.Conclusion: Academic mentorship is a guidance that provides hope and support according to student needs. The models of valuable academic mentorship according to students is if there is flexibility in mentoring time and effective communication. Future mentoring models should describe future career opportunities and professionalism as a doctor.  
Analysis of E-Learning in Undergraduate Medical Education During Pandemic: Future Perspectives for Post-Covid Era Devinta, Salzha; Wiyono, Nanang; Munawaroh, Siti; Hastami, Yunia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.88670

Abstract

The global Covid-19 pandemic has had a profound effect on medical education. Social distancing leads to the implementation and development of e-learning, especially in the medical education field. E-learning is an innovative learning method using technology that allows students to learn flexibly because learning materials are visualized in various formats that students easily access. This article uses the bibliometric analysis method. It is a quantitative method for analyzing bibliographic data of published articles from reputable sources using the VOSviewer app. We analyzed 949 high-quality research articles from the Scopus database on August 14, 2022. It shows that the publications related to the implementation of e-learning in medical education during the Covid-19 pandemic began to increase from 2020 to 2021 and decrease in 2022. Research that focuses on developing e-learning methods in undergraduate medical students needs to be conducted in the future as part of academic development for the medical education system. This research gives the future perspectives on the implementation of e-learning methods for post-covid era.This research also intended to help teachers and researchers to decide on suitable learning methods for medical education since the e-learning modality is beneficial not only for the pandemic era but also post-covid era. This study also discuss the impact of using e-learning in the learning domain of medical students in terms of knowledge, skills, and attitudes.
Effectiveness and Feasibility of Virtual International Exchange Program for Occupational Therapy Students to Develop International Perspective and Professional Skills: A Mixed-Method Study Suyama, Natsuka; Inoue, Kaoru; Sahid, Muhammad Hidayat; Sasaki, Chihiro; Shioji, Rieko
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 1 (2024): March
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.89952

Abstract

Background: Virtual international exchange programs have been promoted; however, the effectiveness of the programs has not yet been examined well in the field of occupational therapy (OT) field. This study aimed to examine the effectiveness and feasibility of a virtual international exchange program for OT students.Methods: Mix-method was applied in this study.Two universities from Japan and Indonesia created an exchange program to cultivate international perspectives and facilitate gaining OT professional knowledge and skills, as well as learning basic scientific study skills. Questionnaires on international minded and program evaluations, which were analyzed by descriptive analysis, were given to the participants before and after the program. Focus group interviews, which were analyzed with reflective thematic analysis, were conducted after the program.Results: Ten students joined the program, six students answered the questionnaires, and eight students participated in the focus group interviews. Students were satisfied with the program overall, even though there were no significant changes in the total scores of the international minded between before and after the program. In the focus group interviews, the participants mentioned their motivations for participating in the program, program evaluation, international minded, and self-growing awareness. The participants expressed that they gained OT professional knowledge and academic skills from the program.Conclusion: As a feasible virtual program, well-organized programs considering the students’ academic learning skills and interests could provide opportunities for individual development, acquiring professional knowledge, and incite self-growing. In addition, the result might show the effectiveness of virtual programs to cultivate international perspective and professional knowledge. 
Comparison of Histology Practicum Exam Results Based on the Learning Style of Medical Students Sumargo, Kuni Zakiyyah; Hasanuddin, Abdi Dzul Ikram; Yusuf, Muhamad Nur Syukriani; Pateda, Andin Zahrani; Lestari, Putri Ayu Eka
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.90590

Abstract

Background: Histology is one of the essential subjects to be understood in medicine. Identifying the appropriate learning styles can be a solution to improve learning performance and achieve maximum learning outcomes.Aims: This study aims to determine the effectiveness of learning styles on histology practical exam results in medical students.Methods: This study used a cross-sectional design by involving students at the medical faculty of Universitas Negeri Gorontalo who contracted the biomedical course I in the 2022/2023 academic year. Learning styles are assessed using a visual-auditory-kinesthetic (VAK) questionnaire to categorize student learning styles. The results of the practicum exam in the form of numbers are obtained from the accumulated scores of the first practicum exam in histology with the topics of cytology, epithelium, and connective tissue. The one-way ANOVA test was conducted to analyze the data.Results: Out of 42 participants involved, visual, auditory, and kinesthetic learning styles were 18 people (42.9%), 23 people (54.8%), and 1 people (2.4%), respectively. Generally, the student practicum exam results were 63.62 ± 17.24. Based on the learning styles group of visual, auditory, and kinesthetic, the mean (SD) practicum exam results were 66.00 (14.60), 62.43 (19.29), and 48.00 (0.00), respectively (p-value = 0.541).Conclusion: Visual learning style shows marginally better practicum exam results than other learning styles. This result can be considered a learning strategy to improve the results of practicum exams, particularly in the subject of histology practicum courses.
Description of The Professional Identity of First-Level Clinical Medical Students and The Various Factors That Facilitate Its Formation Haryanti, Nathalia; Puspadewi, Natalia; Juliawati, Veronica Dwi Jani; Anastasia, Gisella
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.91024

Abstract

Background: Identity formation is a longitudinal and continuous process. This study aimed to define: 1) the characteristics of professional identity (PI) of five first-year clinical students; 2) the role of clinical teachers and other factors that influenced PI formation during clinical rotations, and 3) how the learning process at the clinical level facilitates students to participate and gain recognition.Method: This was a qualitative phenomenological study. This study was open to any first-year clinical students who were undergoing their major clinical at the time of data collection and met the inclusion criteria. Indepth interview was conducted as soon as an interested student contacted the research team. At the end, five first-year clinical students were included in this study. All interviews were voice recorded and transcribed verbatim. Data was analyzed using thematic analysis.Results: a) Technical skills and internal values are two main components that formed their professional identities; b) Clinical teachers act as students’ role model and provide participants with the necessary recognition and opportunities to participate in a community of practice, which subsequently supported their PI formation during clinical rotation; c) participants’ PI formation was supported by various learning experiences embedded in their medical school’s curriculum. Conclusion: Technical skills and internal values are two professional identity components that defined a professional physician. Curriculum design as well as clinical teachers who closely interact with clinical students during their clinical rotations are two essential factors in creating a conducive learning environment that supports participants’ PI formation.
Instrument Development for Study Programs Excellence Evaluation Based on Kirkpatrick Evaluation Model Akbar, Surya; Darungan, Tezar Samekto; Rahma, Dinda Saufia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.91960

Abstract

Background: The study programs excellence stated in the institution's vision and mission acts as a guide for the institution in carrying out its activities. That excellence must be reflected in all aspects of academic activities. Evaluation of the implementation and achievement of study program’s excellence is important to fulfill the vision, and mission of the institution. This research aims to develop an evaluation instrument that is useful for monitoring the achievement of study program’s excellence. Methods: Two part of instrument development were carried out in this study, namely: instrument development, and instrument validation process. Instrument development part consist of two stage (item and scale development, and expert judgement). Meanwhile, instrument validation process part consist of 5 stages of comprehensive validation process by Sireci. This validation process used argument based validation concept. Results: This instrument uses the Kirkpatrick model which consists of 4 evaluation levels. Each level consists of several dimensions. A total of 55 instrument items were proven valid (r>0.217) and reliable (Cronbach’s Alpha>0.7). The instrument uses 2 types of data in the assessment process, namely primary data (measuring responses from the academic community using a questionnaire), and secondary data (assessment of document evidence). Conclusion: The instrument evaluation is prepared for the purpose of providing an overview of the implementation and achievement of institutional’s excellence. This is useful in providing valuable information to the institution to set strategies and policies to fulfill the institution's excellence.The instrument proved to be valid and reliable by an argument-based validation analysis.
The Relationship Between Anatomy Identification Test Scores and The Suitability in V/A/R/K Modality Usage Between Study Habit and Learning Style Widiartini, Catharina; Ferine, Miko; Pribadi, Fajar Wahyu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 2 (2024): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.92758

Abstract

Background: Mastery of Anatomy is essential to base learning in Medicine. However, the Anatomy identification test scores are often less than satisfactory. This problem could be caused by different usage of sensory modalities which were visual, aural, read/write, and kinaesthetic (V/A/R/K) between one’s study habit and his/her learning style. This study aimed to determine the relationship between Anatomy identification test scores and the suitability in V/A/R/K modality usage between study habits and learning styles.Method: This was an observational study of 103 first year students of the Faculty of Medicine Unsoed who were selected using total sampling, taking into account the inclusion criteria in the form of complete data availability for the three variables. Univariate statistical analyses were conducted for each variable as well as the suitability between study habits and learning style based on determined criteria. Relationship between Anatomy identification test scores and the suitability between V/A/R/K study habits and learning styles was analyzed using the Mann-Whitney test.Results: Most students had quadmodal learning style (27.2%), but unimodal visual study habit (21.4%). Most (64.1%) students had no suitability between study habits and learning styles, with the test score average was not significantly lower (p = 0.228) than those with suitability. Conclusion: There is no significant relationship between Anatomy identification test scores and the suitability between study habits and learning styles. Students may reflect on the result to modify their learning process further. Institution can provide opportunities for students with various characteristics to develop study habits that suit their learning styles.
The Association Between Self-Efficacy and Motivation in Practicing Clinical Skills Using Student-Centered Learning Methods During The COVID-19 Pandemic Tandao, Marsha; Tanumihardja, Tommy Nugroho; Juliawati, Veronica Dwi Jani
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 3 (2024): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.83155

Abstract

Background: Clinical skills are essential ability for the quality of doctors. During the COVID-19 pandemic, all students were urged to study using student-centered learning methods. Self-efficacy and motivation are two of many factors that influence the practice process. Research like this has not been widely studied in Indonesia. Therefore, it is important to know more about the association between self-efficacy and motivation in practicing clinical skills using student-centered learning methods in Indonesia during the COVID-19 pandemic. This study aims to find a relationship between self-efficacy and motivation in practicing clinical skills using student-centered learning methods during the COVID-19 pandemic.Methods: This research is an analytical observational study with a cross-sectional research design on FKIK UNIKA Atma Jaya clinical students year 2019-2021. The measurement of variables is done using demographic data, L-SES and SIMS questionnaires, as well as open questions. Data analysis is done using the Pearson’s test.Results: This research obtained 118 respondents with an age range of 21-25 years. The result of the data analysis shows that self-efficacy and motivation in practicing clinical skills using student-centered learning methods during the COVID-19 pandemic do have a significant relationship (? < 0.05; r = 0,573).Conclusion: There is a significant relationship between self-efficacy and motivation in practicing clinical skills using student-centered learning methods during the COVID-19 pandemic.
Individual Factors Influence the National Competency Examination Failure in Midwifery Students Sari, Ade Zayu Cempaka; Kartasasmita, Arief Sjamsulaksana; Herman, Herry
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 13, No 4 (2024): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.86095

Abstract

Background: Incompetent and inadequate human health resources lead to a declining quality of health services. A quality assurance education system is needed to provide good quality training for healthcare workers. National competence tests are part of the guaranteed measurement of quality education. This study aimed to explore individual student factors that influence the failure to pass the competence test on the nursing competency test.Methods: This research is qualitative research with a phenomenological approach. Data collection using snowball sampling techniques by conducting in-depth interviews in an unstructured manner. The subject of the research was 7 alumni of the DIII Study Program Poltekkes Kemenkes Bengkulu who never passed the competence test. The analysis used is thematic analysis.Results: Individual factors influencing the failure to pass the competence test are low learning interest, low motivation, lack of self-confidence, anxiety, and inability to work on competence tests. This lack of self-confidence involves not understanding how to answer questions, not taking studying seriously, asking challenging questions, and not studying enough. Informants' lack of enthusiasm in studying was caused by them taking things too lightly, believing they would undoubtedly pass, there was a GPA point evaluation, they were lethargic, spent too much time on their cell phones, and were preoccupied with final assignment reports. The majority of respondents stated that they did not feel motivated to study to pass the competency test. Anxiety is frequently felt during tests since students do not comprehend the strategies for answering questions and the time is too short. Aside from that, they are not meticulous in answering the questions because they are in a rush.Conclusion: There are 5 individual factors influencing the failure of students to pass the competence test. Knowing the individual factors that can affect the lack of competence test, the educational institution can optimize the student's self factor following the competency test.

Page 35 of 39 | Total Record : 383

 33   34   35   36   37 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 14, No 4 (2025): December Vol 14, No 3 (2025): September Vol 14, No 2 (2025): June Vol 14, No 1 (2025): March Vol 13, No 4 (2024): December Vol 13, No 3 (2024): September Vol 13, No 2 (2024): June Vol 13, No 1 (2024): March Vol 12, No 4 (2023): Desember Vol 12, No 3 (2023): September Vol 12, No 2 (2023): Juni Vol 12, No 1 (2023): Maret Vol 11, No 4 (2022): Desember Vol 11, No 3 (2022): September Vol 11, No 2 (2022): JUNI Vol 11, No 1 (2022): Maret Vol 10, No 3 (2021): November Vol 10, No 2 (2021): July Vol 10, No 1 (2021): Maret Vol 9, No 3 (2020): November Vol 9, No 2 (2020): July Vol 9, No 1 (2020): MARET Vol 8, No 3 (2019): November Vol 8, No 2 (2019): Juli Vol 8, No 1 (2019): Maret Vol 7, No 3 (2018): November 2018 Vol 7, No 2 (2018): JULI Vol 7, No 1 (2018): MARET Vol 6, No 3 (2017): NOVEMBER Vol 6, No 2 (2017): JULI Vol 6, No 1 (2017): MARET Vol 5, No 3 (2016): NOVEMBER Vol 5, No 2 (2016): JULI Vol 5, No 1 (2016): MARET Vol 4, No 3 (2015): NOVEMBER Vol 4, No 3 (2015): NOVEMBER Vol 4, No 2 (2015): JULI Vol 4, No 1 (2015): MARET Vol 3, No 3 (2014): NOVEMBER Vol 3, No 2 (2014): JULI Vol 3, No 1 (2014): Maret Vol 2, No 3 (2013): November Vol 2, No 2 (2013): JULI Vol 2, No 1 (2013): Maret Vol 1, No 3 (2012): NOVEMBER Vol 1, No 2 (2012): JULI More Issue