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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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ENHANCING CLINICAL TEACHING: EVALUATING THE ONE MINUTE PRECEPTOR MODEL IN RADIOLOGY EDUCATION Salakay, Elisa Nugraha Haryadi; Mahu, Grace Fitriana Primasari Hau; Astawa, Gregorius Adista Enrico; Rumbino, Samdei Carolina; Tamher, Astuti
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.106492

Abstract

Background: Clinical education in radiology often faces challenges due to time constraints and the passive nature of conventional teaching methods, which hinder the development of students' diagnostic reasoning. The One Minute Preceptor (OMP) model offers a structured, learner-centered teaching approach that may address these gaps, particularly in time-limited settings.Objective: This study aimed to evaluate the effectiveness of the OMP model compared to conventional teaching methods in improving the knowledge of radiographic interpretation and diagnosis among medical students during their clinical rotation in the Radiology Department at Universitas Cenderawasih (FK Uncen).Methods: A quasi-experimental pre-test post-test nonequivalent control group design was used. Sixty professional medical students were purposively assigned to either the OMP group or the conventional group (lectures and observation), with 30 students in each. Group allocation was based on comparable cumulative GPA and clinical activeness to ensure balanced academic performance between groups. Over a one-week intervention, both groups were exposed to the same thoracic radiology cases. The OMP group received instruction following the five microskills framework, eliciting commitment, probing for evidence, teaching general rules, reinforcing correct responses, and correcting mistakes, while the control group received conventional lectures followed by tutor-led discussions without structured feedback. Knowledge improvement was measured using validated multiple-choice questions administered before and after the teaching session. Data were analyzed using independent sample t-tests and normalized gain (N-Gain) scores.Results: Both groups showed improvement in post-test scores. The OMP group had a higher mean post-test score (71.30 vs. 63.73) and mean N-Gain (29.06 vs. 23.70), although the differences were not statistically significant (p = 0.363). These findings are consistent with trends reported in international literature, which support the use of OMP in enhancing diagnostic learning outcomes.Conclusion: While not statistically significant, the OMP method showed a trend of greater improvement in radiographic diagnostic knowledge compared to conventional teaching. This pilot study supports the feasibility and potential of OMP as an effective instructional model in radiology education within the Indonesian clinical teaching context, warranting further research with larger samples and extended durations.
WHEN MOTIVATION DOESN’T PREDICT ACADEMIC PERFORMANCE: A CROSS-SECTIONAL STUDY AMONG MEDICAL STUDENTS Madani, Muhammad Tazkia; Akil, Syafarinah Nur Hidayah; Yuliyanasari, Nurma; Utama, Reza
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.106516

Abstract

Background: Learning motivation is one of the internal psychological factors that influence student academic achievement. The strength and consistency of this relationship remain under debate. However, it encourages the importance of research to determine the role of motivation in academic achievement.Aims: This study aims to determine the relationship between learning motivation and MCQ block exam results in undergraduate medical students.Methods: This research is an observational analytic quantitative study with a cross sectional approach. The study population was second to fourth year preclinical students. Sampling with proportionate stratified random sampling obtained 196 students. Learning motivation was assessed using a validated instrument, the MSLQ, and academic performance was measured by the students’ latest block MCQ examination score. Spearman correlation tests were performed on the relationship. Results: The highest average learning motivation is found in the extrinsic dimension (94.9%), followed by the dimensions of task values and learning of belief (94.4%), intrinsic dimensions (84.7%), and self-efficacy (84.2%). Highly motivated students scored lower (66.9%) than moderately motivated students who scored lower (76.2%). However, the analytic revealed no statistically significant correlation between learning motivation and academic performance (p>0,05). Conclusion: Even though there were high importance of motivation in learning, this study found no significant correlation between learning motivation and academic performance.
EXPLORATION OF MEDICAL STUDENTS' PERCEPTION TOWARDS PBL TUTORIAL MODIFIED WITH INDIVIDUAL AND GROUP ASSESSMENT Kristina, Tri Nur; Dinar, Kintania Lutfiah; Fauzia, Lathifa Putry; Dewi, Dian Puspita
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.106620

Abstract

Background: Problem-based learning (PBL) has been implemented at the Faculty of Medicine, Universitas Diponegoro, since 2001. The model was later modified to enhance student engagement by incorporating individual and group assessment. Students are assessed not only on their knowledge but also on their skills, attitudes, and active participation in discussions, which contribute to their overall block assessment.Aims: This study explores the students’ perceptions of implementing the modified PBL.Methods: We conducted a qualitative study using six focus group discussions (FGD) involving 36 students from the 2021, 2022, and 2023 cohorts.Results: The study identified five opportunity themes and five challenge themes related to the modified PBL implementation, along with several student recommendations for improvement. The opportunities include more structured individual learning, increased active participation, group reports serving as practical and comprehensive learning resources, and the development of collaboration and leadership skills. Meanwhile, the challenges include delays in distributing PBL scenarios, an imbalance in group participation (e.g., overly passive or dominant students), the individual report becoming burdensome during exam periods, and the limited relevance of individual assessments in discussions. Nonetheless, students demonstrated awareness of these challenges and proposed constructive suggestions for improvement.Conclusion: The findings suggest that students benefit from the modified PBL in various ways. However, it can also potentially threaten the internal motivation of a self-directed learner.

Page 39 of 39 | Total Record : 383

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