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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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PERCEPTIONS OF FIRST-YEAR PRECLINICAL MEDICAL STUDENTS ON THE RELATIONSHIP BETWEEN INTERACTIVE LECTURE TEACHING METHODS AND THE DEVELOPMENT OF GENERIC SKILLS AS WELL AS INFLUENCING FACTORS Kane, Nathan; Anastasia, Gisella; Soesilo, Daniel Ardian; Puspadewi, Natalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.103320

Abstract

Background: Generic skills, such as critical thinking, communication, teamwork, and social judgment, are essential elements in modern medical education. Interactive lectures in large classes, which combine material delivery with discussion and feedback, have become one of the effective approaches. However, the implementation of these methods in large classes faces various challenges, such as uneven student participation and a lack of confidence among students. Aims: This study aims to explore first-year pre-clinical medical students' perceptions of the relationship between interactive lectures in large classes and the development of generic skills, as well as the factors that influence this process. Methods: This study employs a qualitative phenomenological design with in-depth interviews involving eight first-year pre-clinical students at the Faculty of Medicine, Atma Jaya Catholic University of Indonesia. Data were analysed using a thematic approach to explore key themes related to the development of generic skills. Results: The results show that interactive lecture in large classes, teacher quality plays a significant role in facilitating discussions and providing feedback. Class activities, such as group discussions and feedback sessions, significantly contribute to the development of generic skills. Students' motivation and self-confidence, along with supportive group members, further enhance these skills. Additionally, the large number of students in the class is seen as a valuable platform for practicing communication skills and building confidence. However, a notable obstacle is the initial session where lecturers rely on slides with excessive text, which reduces students' interest and engagement. Conclusions: Interactive lectures in large classes are effective in supporting the development of students' generic skills through discussion, presentation, and feedback. Its success is influenced by teacher quality, the learning environment, and student motivation. Improving the quality of lecturer presentations is necessary to enhance the effectiveness of this method.
Clinico-moleculo-pathological Conference (CMPC): A Clinical Teaching Method to optimise knowledge integration and collaboration in the workplace-based specialist education Bekti, Rachmad Sarwo; Seputra, Kurnia Penta
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 2 (2025): June
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.105471

Abstract

Integrating current molecular knowledge and research with real-world clinical and pathological conditions is a critical step in finding the most appropriate approach for modern and personalized patient care. A modified clinicopathological conference, called the Clinico-molecular-pathological conference (CMPC), was introduced in one out of five introductory specialist training courses at our teaching hospital. It is intended to enhance the application of basic biomedical sciences, particularly biomolecular aspects, in integrated clinical care and personalised medicine. We attempted to analyse the CMPC’s implementation and its educational impact from the perspectives of trainees through a program evaluation activity adopting the first two levels of the Kirkpatrick Pyramid. From 4 batches (2022-2024), 433 out of 447 residents (96.87% response rate) responded to our online program evaluation questionnaire. From the reaction and learning level, the CMPC has convincingly been favoured by residents as an engaged learning method for elaborating basic medical sciences, especially biomolecular topics, into a real clinical and patient care context. Despite the poor correlation of the course’s overall satisfaction to the CMPC mark and final course marks (p>0.05), there is a positive and significant correlation between CMPC mark and Course Final mark (r=0.39; p=0.00). Qualitative response to the survey triangulated the acceptance of CMPC as a promising learning method to promote integrated learning as well as multidisciplinary collaboration. The case study provides insight into how CMPC is favoured by the residents to learn difficult subjects, and is related to academic achievement. CMPC is also perceived to be a promising method to promote integration in patient care in medical specialist education. Further research is needed to optimise both the educational and quality service impact of the CMPC in the workplace-based medical specialist education.
CLINICAL SKILLS INSTRUCTOR’S PERCEPTION OF FEEDBACK EXPERIENCE USING THE PENDLETON METHOD Ronanarasafa, Ronanarasafa; Claramita, Mora; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.76608

Abstract

Background: Feedback at the    Faculty of Medicine, Universitas Islam Al-Azhar is one of the formative assessments given to the students. The feedback given so far is unstructured and tends to emphasize only the negative side. The process of providing feedback needs to be deeply evaluated by using a framework from the Pendleton method. This study aims to evaluate the training in giving feedback using the Pendleton method for clinical skills instructors.Methods:  A mixed-method design was used. The study assessed changes in instructors’ knowledge and application of the Pendleton feedback method, as well as their experience in delivering structured feedback. Knowledge was measured with a pre–posttest questionnaire, while the ability to deliver feedback was assessed using a Likert-scale rating completed by trained observers during feedback sessions. In addition, a focus group discussion (FGD) with four guiding questions was conducted among instructors who had completed the training and implemented the Pendleton feedback method. Qualitative data were analyzed using content analysis.Results: There was a significant improvement in instructors’ knowledge of how to give structured feedback in clinical teaching settings after the Pendleton training. This improvement was also supported by insights from the FGD, which indicated enhanced confidence and clarity in delivering feedback.Conclusion: The Pendleton technique of feedback is effective in improving instructors’ ability to provide structured and constructive feedback in clinical education. This structured approach was perceived by participants as useful for facilitating student learning and enhancing the overall feedback process.   
EXPLORING THE RESEARCH OF INTERPROFESSIONAL EDUCATION AND COLLABORATION FOR PATIENT SAFETY: A BIBLIOMETRIC ANALYSIS Hastami, Yunia; Pamungkasari, Eti Poncorini; Munawaroh, Siti; Hermasari, Bulan Kakanita; Randhita, Amandha Boy Timor; Maftuhah, Atik; Nugroho, Dian; Budiastuti, Veronika Ika
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.99859

Abstract

Background: Patient safety is a critical priority in healthcare, aiming to prevent harm and ensure optimal care delivery. Despite the inherent risks in health services, the 'to err is human' paradigm suggests that errors often stem from systemic issues rather than individual failings. Effective patient safety relies heavily on improved system design and the education of healthcare professionals with a focus on safety readiness. Integrating patient safety education into interprofessional education (IPE) frameworks is essential for fostering effective communication and teamwork, which are crucial for reducing structural system errors and enhancing care quality.Aims: To map the research landscape on patient safety and IPE, examining trends, countries, and thematic relationships within the field specifically focusing on how IPE addresses structural system errors in patient safetyMethods: This study conducts a bibliometric analysis using VOS viewer software, the analysis covers publications from January 2000 to July 2024, focusing on data from SCOPUS.Results: Results reveal a growing body of research on patient safety with IPE, highlighting notable simulation-based training and interprofessional collaboration trends. The analysis demonstrates an evolution from individual-focused approaches to system-based interventions. However, there is a clear need for more systematic and culturally nuanced studies, particularly in Southeast Asia, where research is limited.Conclusion: The findings underscore the importance of incorporating patient safety principles within IPE curricula and highlight research gaps, especially in contexts such as Indonesia and other Southeast Asian countries. Future research should address these gaps, explore the impact of IPE on structural system errors across diverse settings, and foster international collaboration to standardize and enhance educational practices in healthcare.
DESCRIPTION OF CULTURAL INTELLIGENCE OF MEDICAL STUDENTS Putri, Shylva Budiani; Meidianawaty, Raden Vivi; Permatasari, Tissa Octavira
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.100194

Abstract

Background: Cultural intelligence is the ability of individuals to adapt to different cultural situations based on various aspects, namely metacognitive, cognitive, motivational, and behavioral. Awareness of understanding about cultural intelligence makes medical students more able to adjust to interacting with or being in a different cultural environment. Aims: To identify the cultural intelligence of medical students at Swadaya Gunung Jati University based on metacognitive, cognitive, motivational, and behavioral aspects. Methods: This study used an observational descriptive method with a cross-sectional design and consecutive sampling methods. Data were obtained using the Cultural Intelligence Scale questionnaire based on four aspects: metacognitive, cognitive, motivation, and behavior. Result: Based on 167 medical students, from 4 aspects of cultural intelligence, most respondents have high metacognitive intelligence, moderate cognitive, high motivation, and moderate behavior. In clinical rotation students, the majority have high metacognitive intelligence, high cognitive, moderate motivation, and moderate behavior. The majority of academic students have high metacognitive intelligence, moderate cognitive abilities, high motivation, and moderate behavior. Conclusion: The majority of respondents have moderate cultural intelligence, with the best intelligence aspect being metacognitive intelligence. Cultural intelligence can be influenced by the learning process, environment, learning style, or information absorption process, and social skills and cultural intelligence can be improved by training, experience, and education.
MEDICAL STUDENTS' PERCEPTION OF CULTURAL COMPETENCE Amin, Siti Azzahra Aulia; Octavira P, Tissa; Meidianawaty, Vivi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.100220

Abstract

Background: Nowadays, medical education has begun to incorporate cultural competence into the curriculum to better prepare students for the challenges of health care, particulalrly in this era of globalization. Yet, students' perceptions of the importance of cultural competence still need to be evaluated.Methods: The study was a cross-sectional design with descriptive analysis. The data were collected using the Clinical Cultural Competency Questionnaire (CCCQ), which has been adapted and translated to assess knowledge, skills, comfort level, and attitude. The sample size was determined using consecutive sampling methods at various academic stages and clinical rotations. Results: Out of a total of 146 respondents, the mean results of cultural competence were found to differ among medical students by year of study, age, and number of co-assistant stations completed. Clinical rotation students achieved higher scores in the knowledge, skills, and comfort level domains compared to academic stage students. The mean scores in the knowledge, skills, and comfort level areas increased with age.Conclusion: Medical experiences in healthcare facilities and interactions with patients from diverse cultural backgrounds can influence cultural competence.
THE CORRELATION BETWEEN INTRINSIC MOTIVATION AND ENGAGEMENT IN PEER-ASSISTED LEARNING AMONG FIRST-YEAR MEDICAL STUDENTS Yoana, Eggi Hevryka; Puspadewi, Natalia; Juliawati, V. Dwi Jani; Anastasia, Gisella
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 3 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.102823

Abstract

Background: Student-centered approaches are essential in medical education. Peer-Assisted Learning (PAL) is an example of an active participative learning process that enhances engagement, while intrinsic motivation is a key factor influencing student participation. This study investigates the correlation between intrinsic motivation and engagement among preclinical medical students in PAL sessions. Aims: This study investigates the correlation between intrinsic motivation and engagement among preclinical medical students in PAL sessions.Methods: A cross-sectional observational design was employed with 136 first-year FKIK UAJ students who met the inclusion criteria. Intrinsic motivation was assessed using the intrinsic motivation subscale of the Situational Motivation Scale (SIMS), and students’ engagement was evaluated using a 7-point Likert scale questionnaire by Kassab et al., which covered emotional, behavioral, and cognitive dimensions of students’ engagement. Data were collected online and analyzed with Spearman and Pearson correlation tests.Results: Students exhibited high intrinsic motivation (6.13 ± 0.82) and engagement levels: emotional (6.07 ± 0.90), behavioral (6.33 ± 0.68), and cognitive (5.53 ± 0.93). Positive correlations were found between intrinsic motivation and emotional (rs = 0.797; p < 0.001), behavioral (rs = 0.539; p < 0.001), and cognitive engagement (r = 0.607; p < 0.001).  Conclusion: Students with high intrinsic motivation tend to engage in PAL, especially on the emotional dimension. This suggests that fostering intrinsic motivation may enhance student engagement in PAL sessions, particularly at the emotional level, which subsequently improves their learning experiences.
CORRELATION BETWEEN LEARNING STYLES AND LEARNING OUTCOMES IN DENTISTRY STUDENTS Maulida, Nabila; Purnamasari, Cicih Bhakti; Sulistiawati, Sulistiawati; Pramulia Yudia, Riries Choiru; Sawitri, Endang
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 4 (2025): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.94646

Abstract

Background: Learning style represents one of the key elements that shape how effectively personals acquire knowledge and skills. A clear understanding of these styles plays a critical role in enhancing a learner’s ability to comprehend, process, and retain information, thereby supporting the optimisation of instructional strategies. By recognising the diversity of learning preferences, educators can design and implement teaching approaches that are more responsive to learners’ unique needs, ultimately leading to improved educational outcomes.Objecties: This study examined the connection among learning styles and academic performance among dental students enrolled in the Faculty of Medicine at Mulawarman University. Method: This study employed a quantitative approach by a cross-sectional research design. A total of 106 dentistry students by the Faculty of Medicine, Mulawarman University, participated as participants. Data collection was carried out utilizing the ARK (Visual, Auditory, Read/Write, and Kinesthetic) Learning Styles Questionnaire. The data obtained were subsequently processed and analyzed through univariate analysis utilizing frequency distribution and bivariate analysis utilizing the Kruskal–Wallis test. Results: The outcomes drew that the predominance of participants demonstrated a kinesthetic learning style (64.4%) and achieved good academic performance (97%). The bivariate analysis examining the connection among learning style and learning outcomes indicated a p-value of 0.805 (p > 0.05), recommending no statistically substantial association among the two variables. Conclusion: It can be outlined that there is no statistically substantial connection among learning style and academic performance among dentistry students at the Faculty of Medicine, Mulawarman University.
The Hidden Struggle: How the Learning Environment Influences Impostor Phenomenon in Medical Students Soedjianto, Susanna Gabriella; Soeselo, Daniel Ardian; Anastasia, Gisella; Juliawati, V Dwi Jani; Puspadewi, Natalia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 4 (2025): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.105046

Abstract

Background: High achievers frequently suffer from the impostor phenomenon, which is typified by emotions of intellectual fraudulence and self-doubt when success is attributed to external factors, such as luck or timing, rather than actual abilities. The competitive learning environment in medicine typically demands high academic standards, which makes medical students vulnerable to this phenomenon. Aims: This study aimed to investigate the correlation between pre-clinical medical students’ experiences of the impostor phenomenon and their perceptions of the learning environment.Methods: This cross-sectional study was conducted among second- and third-year pre-clinical students from the School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia. Total sampling was applied to students achieving grades above the cutoff. The Clance Impostor Phenomenon Scale (CIPS) and Dundee Ready Educational Environment Measure (DREEM) were used to collect data. We obtained data from 255 preclinical medical students.Results: We obtained data from 255 preclinical medical students. On average, students thought their learning environment was quite good, with an average score of 131.42 out of 200, and they frequently experienced the impostor phenomenon, which had a prevalence of 67.1%. This study also discovered that there was a significant moderate negative correlation between perception of the learning environment and the occurrence of the impostor phenomenon (r = -0.410, p < .001), as shown by the higher CIPS scores of students who felt that their learning environment was poor.Conclusion: This study emphasized that a supportive learning environment plays an important role in lowering impostor feelings among medical students. Strengthening aspects such as mentorship, constructive feedback, and peer support may help reduce psychological burden and improve students’ academic experience.
Innovative Learning Approaches for Medical Students: A Comparative Analysis of Hybrid Learning vs Conventional Lectures Mayasari, Dyah Samti; Hafizhah, Bidhari; Abdullah, Hafidz; Hasana, Shofuro; Alfina, Saski Yasmin; Fatimah, Vita Arfiana Nurul; Solikhah, Hana Maryam; Kokasih, Orisativa; Gharini, Putrika Prastuti Ratna
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 14, No 4 (2025): December
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.106109

Abstract

Introduction: With the rapid progress of technology, learning approaches have increasingly moved online, including the method for learning electrocardiography (ECG). ECG interpretation is a core skill for physicians, especially in emergency settings. Massive Open Online Courses (MOOCs) provide a flexible and complementary learning method that complements traditional classroom instruction. This study aims to evaluate the effectiveness of MOOCs as a complementary learning method and compare that with conventional learning in enhancing ECG knowledge among second-year preclinical students.Methods: A prospective cross-sectional study with consecutive sampling was conducted to recruit participants. They were divided into a control group (conventional lectures) and an intervention group (using MOOC as a complementary method). All participants are required to complete pre-test and post-test questionnaires, as well as evaluations after each module. This study compared learning gain scores between traditional and hybrid learning methods.Results: Of the 258 participants registered, 160 students completed the learning modules, including the post-test. The majority of participants were female, all under 25 years old, and had been in medical education for 1.5 to 2 years. Overall, the gain score achieved was 2.03 for traditional and 2.75 for hybrid. While the topics of electrolyte imbalance and heart enlargement showed increasing scores, arrhythmia and ECG in ischemia and infarction showed lower scores for the hybrid method. Not all registered participants completed the course; the main factor motivating participants to complete the course was gaining knowledge (80.00%). Conclusion: Hybrid ECG learning using online media, such as video lectures and mini-quizzes, improves interpretation skills more effectively than traditional methods by boosting engagement and knowledge retention. To further enhance learning, integrating artificial intelligence-driven reminders and monitoring can improve completion rates, and continuous updates to the curriculum are necessary to strengthen medical students' ECG competence.

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