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.
Articles
377 Documents
<![CDATA[Kualitas Karya Tulis Ilmiah Mahasiswa: Hubungan Persepsi dan Karakteristik Dosen Pembimbing ]]>
<![CDATA[Regina Satya Wiraharja]]>;
<![CDATA[Felicia Kurniawan]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25188
<![CDATA[Background: Since 2006 evaluation of scientific writing process, as graduation requirement in Faculty of Medicine Atma Jaya Catholic University, has not been done. The objective of this study is to find out supervisors perceptions on quality of under graduate theses and its relationship to supervisors’ characteristics.Method: This descriptive study was done to 29 supervisors. Interviews were done using questionnaire. Dependent variable was perceptions on quality of under graduate theses (idea, proposal, writing process, presentation and publication). Independent variables were characteristic, knowledge, attitude and behavior of supervisors related to process of scientific writing. Data was analyzed using chi-square test.Results: There was equal proportion (50% vs 50%) between good perception and bad perception on quality of undergraduate theses. Significant relationship was found between perception on quality with supervisors attitude (p=0.04) and master degree (p=0.02). Supervisors aged 45 years old and less (53% vs 47%), have taught for 10 years and less (64% vs 39%), have academic position as assistant and lectur (5% vs 47%), have published articles within the last 3 years (40% vs 60%), have more than one research within the last 3 years (56% vs 4 %), have non positive attitude (78% vs 27%), supervise students twice or more (57% vs 43%), meet student for less than 45 minutes per meeting (67% vs 33%), were more like to perceive low quality of under graduate theses.Conclusion: Supervisors generally perceive that qualities of under graduate theses are still low. Positive attitude and non-magister supervisors tend to perceive the quality of theses to be good. ]]>
<![CDATA[Motivasi dan Strategi Belajar Siswa dalam Pendidikan Pembelajaran Berbasis Masalah dan Collaborative Learning di Fakultas Kedokteran Gigi Universitas Hasanuddin ]]>
<![CDATA[Ayub Irmadani Anwar]]>;
<![CDATA[Yayi Suryo Prabandari]]>;
<![CDATA[Ova Emilia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25189
<![CDATA[Background: Education providers in many ways short of expectations. Education strategy is essential in teaching and learning activities. Student who has motivation and learning strategies tends to devote all their ability to get the optimal learning results according to the expected goals. Understanding student motivation and learning strategies will help institution to facilitate students for their study success. This study aimed of determine differences in student motivation and learning strategies at Faculty of Dentistry, University of Hasanuddin among students with collaborative learning and problem-based learning educational strategies.Method: This was quantitative research with observational analytic cross-sectional study design. The subjects were all students of class 2007 and 2008 data were collected using Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive analysis and Mann-Whitney test were used to analysis the data.Results: The subjects consisted of 84 students of class 2007 and 79 students of class 2008. The mean score of learning motivation and learning strategy were higher among students with PBL than students with collaborative learning. There we are significant differences in learning strategies with different education strategies except in organization (p=0,369) and anxiety (p=0.058).Conclusion: There are differences in the learning motivation and learning strategies in students with collaborative learning and problem based learning education strategies, except in organization and anxiety component. Learning motivation and learning strategies in problem based learning students are higher than collaborative learning students.]]>
<![CDATA[Evaluasi Penugasan Clinical Reasoning dan Refleksi Mahasiswa di SKills Lab FK UGM ]]>
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25190
<![CDATA[Background: Teaching clinical reasoning and reflection skills in skills laboratory are usually neglected, therefore Skills Lab of FM UGM initiate to teach those skills for undergraduate students. This study aimed to evaluate student’s assignment of clinical reasoning and reflection skills and explore how to improve it.Method: An experimental study by giving student assignments to make an essay about particular disease based on SKDI level 4 that written on a medical record and reflection form format. All 4th-year medical students of FM GMU (n=186) and skills lab instructors (n=5) were involved. Assignments were assessed (by the instructors) using instrument by Driessen (2008), and analyzed by correlating those scores with students’ OSCE score and GPA using Pearson Correlation test. Qualitative data collected by deep interview with assessors and analyzed using Inductive Content Analysis by 2 coders.Results: There were no significant correlation between assignment score with OSCE score and GPA. However, there were significant correlations (p<0.05) between score of clinical reasoning with reflection skills, and OSCE score with GPA. Assessors conclude that assignment has been good enough to stimulate clinical reasoning and reflection skills, but still had weaknesses e.g. incompatibility of assignment’s format to assessment’s checklist, unclear instructions, and no assignment’s sample that made students submitted in various format.Conclusion: The assignment has been successfully conducted in Skills Lab FM UGM, however it needs some improvement, such as giving detail instructions, examples, and matching it with assessment instrument.]]>
<![CDATA[Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas ]]>
<![CDATA[Tita Hariyanti]]>;
<![CDATA[Harsono Mardiwiyoto]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25192
<![CDATA[Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.]]>
<![CDATA[Analisis Faktor yang Berpengaruh terhadap Tingkat Kelulusan UKDI Dokter Baru Lulusan Fakultas Kedokteran Universitas Airlangga ]]>
<![CDATA[Budi Utomo]]>;
<![CDATA[Roostantia Roostantia]]>;
<![CDATA[Indri Safitri]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25193
<![CDATA[Background: The average passing rate of Airlangga University School of Medicine (accredited A) graduates on the Indonesian Doctor Competence Examinations (UKDI) from Batches 1 to 17 was in the range of 90-95%, which was above the national average. The achievement, however, has declined to approximately 80-85% in Batch 23 - the last UKDI. These school’s new graduates are the product of a series of educational processes within the faculty of medicine: input in the form of student selection, educational process incorporating: educational programs, academic staff, educational resources, learning outcomes assessments, evaluation of educational programs and continuous updates, and the output which are medical doctors passing the UKDI. This study aims at exploring the factors that influence the success of newly graduated doctors to pass the UKDI. The results were expected to be used as considerations for the improvements of materials and teaching methods which referring to the National Competencies for Physician (SKDI).Method: The study was divided into two stages. Observational study design was implemented on the first stage. Second, the analytical observational cross-sectional study design was applied. The unit of analysis was derived from secondary data, a collection of documents of students studying in the School of Medicine Airlangga University and of the UKDI test scores.Results: The analysis results showed that the variable most affecting the passing of UKDI in this study was the GPA at the bachelor stage (OR = 67.44; p=0.001). The mathematical model of the logistic regression is: y = constant + a1x1 + a2x2 +..... + anxn, being y = -8.83 + 67.44 (GPA bachelor). The probability (p) of passing a new doctor of the school on the UKDI examination can be predicted using the formula: p = 1 / (1 + e-y), with e = 2.7 (natural number).Conclusion: The variable most affecting the passing of UKDI in this study was the GPA at the bachelor stage (OR = 67.44; p=0.001).]]>
<![CDATA[Hubungan Persepsi Lingkungan Pembelajaran dengan Strategi Pembelajaran Mahasiswa Program Studi Pendidikan Dokter Universitas Jambi ]]>
<![CDATA[Nyimas Natasha Ayu Shafira]]>;
<![CDATA[Anwar Jusuf]]>;
<![CDATA[Setyawati Budiningsih]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25196
<![CDATA[Background: Students' perceptions toward learning environment may influence the use of students' learning strategies. In medical education, the students are expected to implement deep approach. Therefore, students' learning environment should be able to direct the students to learning by using deep approach. The purpose of the research was to investigate the relationship between students' perception about learning environment, students' learning strategies, among medical student in Jambi Medical School (UNJA)Method: This research employs cross sectional design from April to June 2012. The samples were 198 respondents who were students in semester 2, 4 and 6. The date of the perception about the learning environment and learning strategies was adopted from questionnaires from Dundee Ready Educational Environment Measure (DREEM) and The Revised two Factor study process Questionnaire (R-2F-SPQ).Results: The study showed that 80 percent of the students have positive perception regarding learning environment in UNJA. More than half of the students applied deep approach. There was significant relationship between students' perceptions about learning environment with learning strategies used by the students (p = 0,001). There was a tendency that better students' perception toward learning environment made students prefer deep approach.Conclusion: There is significant relationship between students' perceptions about learning environment with learningstrategies used by the medical students of PSPD Jambi. ]]>
<![CDATA[Dampak Pembelajaran dan Efek Katalitik OSCE pada Mahasiswa Tahun I,II, dan III Fakultas Kedokteran UGM ]]>
<![CDATA[Triyani Triyani]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Efrayim Suryadi]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25197
<![CDATA[Background: OSCE is one of the assessments used in the Faculty of Medicine of Universitas Gadjah Mada, Yogyakarta since 1993. The uses of the OSCE as assessment tool have been widely proven. However, it also had limitations such as the presence of anxiety of the students and the high complexity of resources. This study aimed at finding out the impact of the OSCE on learning and its catalytic effects on the first, second and third year students of the Faculty of Medicine of Universitas Gadjah Mada.Method: In a qualitative method, data was collected using focus group discussion. There were 25 participants assigned to 3 groups, which were the group of the first year students, that of the second year students and that of the third year students. Samples were drawn using purposive sampling technique. The data was collected once the students have followed the OSCE. Analysis was made using Atlasti verion 6 and intercoding was conducted along with medical and health education experts.Results: The impacts of the OSCE were the learning strategy of the students more focused on clinical skills and their learning motivation increase. The OSCE caused anxiety of the students and they needed constructive feedback. The catalytic effects of the OSCE in the study were: It made the students more aware of the necessity to more diligently learn, to actively look for learning sources, to more creatively learn, to learn in a more integrated and comprehensive manner.Conclusion: The impact of the OSCE on learning was influenced by its organization and students’ characteristics. The positive catalytic effect of the OSCE on the students was that they needed standard OSCE. The study must be continued using other methods for example survey, cross-sectional or mixed methods.]]>
<![CDATA[Pembelajaran Penyakit Terkait Perilaku, Merokok, dan Edukasi untuk Berhenti Merokok di Pendidikan Dokter Fakultas Kedokteran UGM ]]>
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25199
<![CDATA[Background: As the third big populous smoker country in the world, smoking-related diseases have become a major cause of death in Indonesia. Physician should play role in preventing tobacco epidemic. Therefore, the medical curriculum should prepare graduates who will be competent to explain the health effects of smoking behavior and help patients quit smoking. This study proposed to describe how far tobacco and smoking topic were thought in the medical school curriculum and assess student attitudes toward the necessity of physicians to routinely asked on smoking behavior, advice patients to stop smoking as well as the important of physician to receive smoking related diseases education in medical school.Method: The study was based on five separate cross sectional surveys carried out in 200, 2007, 2009, 2010 and 2011. Participants were 1696 students (733 males and 963 females) of Faculty of Medicine, Universitas Gadjah Mada (FM UGM). They were the Non- Problem Based Learning Curriculum (N-PBLC), the PBL Curriculum (PBL-C) and the Competency Based Curriculum (CBC) batches. Data was collected through a self-administered questionnaire. Descriptive analysis was used to present the data.Results: Cigarettes smoking topic had been delivered in FM UGM by several lectures (N-PBLC students) and blocks (the PBL-C and the CBC students). The amount of 40,6 % to 83,5 % students in 5 years surveys reported that they had been trained on subjects that discussed the cigarette smoking topic. Topics on how to help quit smoking reported lower (12,3%-50%) than topic of tobacco related diseases or tobacco and public health. The majority of students mentioned that doctors should ask and give advice or patient’ education (96,7 % - 99,8 %). More than 95 % of students stated that the teaching that addresses cigarette smoking related diseases is important to be taught and trained in medical school.Conclusion: Teaching and learning on the subject of cigarette smoking related diseases have been given, but needs to be improved, particularly on skills to help patients quit smoking.]]>
<![CDATA[Persepsi Mahasiswa, Dosen dan Bidan Pembimbing tentang Model Pembelajaran Klinik Kebidanan yang Ideal ]]>
<![CDATA[Yanti Yanti]]>;
<![CDATA[Ova Emilia]]>;
<![CDATA[Mora Claramita]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25221
<![CDATA[Background: A large number graduates of midwife even now accompanied with low competency isues in associated with quality of clinical learning. Now implementation of clinical learning with caseload model has problems. Clinical learning model in clinical practice that student, teacher and clinical midwife experienced provide greater insight to develop an effective clinical teaching strategy in midwifery education. The main objective of this study was to investigate student midwife, teacher and clinical midwife’ insight about an ideal clinical learning model in midwifery education.Method: A qualitative study by Focus Group Discussion (FGDs). By selected randomly, this study was conducted 32 from 76 final year midwifery students at Estu Utomo Boyolali Midwifery Academy, 14 lecturer and 13 clinical midwife who involve in Estu Utomo Boyolali Midwifery Academy clinical practice program at 2013-2014. There are 4 groups of student midwife, 2 groups of lecturer and 2 groups of clinical midwife. FGDs were arranged in 3 session differently between students, lecturer and clinical midwife. FGDs were facilitated by researcher and 3 research assistant. Data were analyzed using Atlas.Ti 6.1 software to support the coding process and identifying the main categories from verbatim transcripts.Results: Six themes emerged from the focus group data, “student caseload”, “duration of clinical practice”, “clinical placement”, “clinical mentorship”, “documentation”, and “clinical assessment”. From the sixth themes, demonstrated that an ideal clinical learning model in midwifery education to design preparation clinical learning should consider about that components. An ideal clinical learning model in midwifery education should give priority to quality than quantity especially to suggest decreasing student caseload.Conclusion: This study showed that midwife student, teacher and clinical midwife suggest that clinical learning model should give priority to quality than quantity to gain midwifery care competence. Clinical learning model therefore applied with student case loading that each student have different need. They are suggest that midwifery clinical learning should be consistent with the midwifery care philosophy “women center care” that provide midwifery continuity of care. ]]>
<![CDATA[Health Behavior Among Medical Student at Universitas Padjadjaran ]]>
<![CDATA[Nur Afifah]]>;
<![CDATA[Sri Yusnita Irda Sari]]>;
<![CDATA[Miftahurachman Miftahurachman]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25222
<![CDATA[Background: Healthy behavior is defined as personal behavior to maintain and improve their health. This includes physical exercise, dietary habit, sleep pattern, stress management, and non smoking behavior, which may greatly contributes to human health. Healthy behavior is essential for medical students as they are becoming future doctors who should advise patients toward healthy lifestyle. This study was conducted to compare healthy behavior between first- and fifth-year medical students.Method: A cross-sectional study was done over 150 medical students of Faculty of Medicine Universitas Padjadjaran (75 first-year students and 75 fifth-year students) between October to November 2013. Data was collected by filling the questionnaire. A scoring mechanism designed to compare healthy behavior between those groups.Results: 75 first and five-year medical students were enrolled in each group. Smoking behavior was more frequent among the fifth-year compared to the first-year students (p=0.013). There were no significant differences in physical exercise (p=0.594), dietary habit (p=0.166) and sleep (p=0.504) between the groups. First year students were more likely to experience mental and emotional stress (p=0.021) than the five-year students. However, there was no significant difference in overall healthy behavior between first-year and fifth-year medical students (p=0.519).Conclusion: Overall healthy behavior is similar between first- and fifth-year medical students. However, in terms of specific behavior, the first-year students tend to be less able to manage mental and emotional stress, whereas smoking is more likely among five-year medical students. Effective intervention needs to be designed to improve healthy behavior among medical students.]]>
