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
383 Documents
<![CDATA[Resensi Film Dokumenter King Gimp Mimpi dalam Keterbatasan. Media Video sebagai Sarana Pendidikan Kedokteran ]]>
<![CDATA[Jenny Maria]]>;
<![CDATA[Elisabeth Rukmini]]>
<![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.25223
<![CDATA[Film dokumenter yang telah meraih Penghargaan Oscar ini patut ditonton oleh berbagai kalangan, terutama oleh mahasiswa kedokteran dan profesi kesehatan sebagai salah satu bahan ajar. Materi dalam film ini dapat dikaitkan dengan aspek kedokteran umum ataupun dengan hubungan sosial dan kesehatan masyarakat. Film ini tersedia dalam versi untuk siswa sekolah umum. Versi bagi siswa ini memotong kata-kata yang dipandang vulgar atau berkaitan dengan seksualitas. Dengan demikian, film King Gimp versi siswa menjadi layak ditonton oleh segala usia.]]>
<![CDATA[Perbandingan Tingkat Motivasi Mahasiswa yang Menempuh Kuliah Konvensional dengan Collaborative Learning ]]>
<![CDATA[Herman Herman]]>;
<![CDATA[Titi Savitri P]]>;
<![CDATA[Widyandana Widyandana]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25228
<![CDATA[Background: Collaborative learning is a learning method which centered on students’ learning process. Although many theories and research results showed that interactive lecture is better than conventional lecture, but in fact, only few lecturers use the interactive method in teaching and learning process. Literature stated that using conventional method in teaching and learning process does not motivate students to learn more while using the other one (interactive lecture) will enhance students’ motivation. Collaborative learning is one of interactive lecture method. Based on the facts mentioned above, the researcher wants to compare students’ motivation who participate in conventional method and those who participate in collaborative learning method.Method: This was a quantitative research with experimental approach, used posttest only with control group design. This research measured students’ learning motivation by using Motivated Strategies for Learning Questionnaire (MSLQ). Subjects for the research were the second semester students of Public Health Scince of Tadulako University which divided into two groups randomly. Data were analyzed by Mann-Whitney test method.Results: There were a distinct disparity in students’ learning motivation after following learning process with conventional and collaborative learning method. Students who followed collaborative learning had higher motivation than students who followed conventional lecture.Conclusion: Collaborative learning improves students’ learning motivation toward the nutrient topic on Public Health Sciences. ]]>
<![CDATA[Validasi Approaches to Learning and Studying Inventory di Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta ]]>
<![CDATA[Michael A. Leman]]>;
<![CDATA[Rossi Sanusi]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25229
<![CDATA[Background: Short version instruments are being developed to meet the needs of social sciences researchers who simulataneously use a number of instruments. The Approaches to Learning and Studying Inventory (ALSI) is a short version instrument to measure learning approaches used by students. This analysis is part of a study that is published in different medical education periodicals. The objective of this assessment was to validate the ALSI in a population of second year medical students of the Gadjah Mada University Faculty of Medicine (GMU FM), Yogyakarta.Method: 225 second year students in the regular program at the GMU FM were invited to complete the ALSI questionnaire. To suport construct validities of ALSI, an item’ validity, Crönbach alpha, factor analysis, convergent validity, and discriminant validity were measured.Results: A total of 160 students participated in this study (71,11% response rate). The data collected did not support the construct validities of ALSI.Conclusion: ALSI requires improvement, in particular the items of the surface approach subscale. Instead of the initial five subscales, it is probably more appropriate if the instrument is divided in only three subscales - surface approach, effort management-organized studying, and deep approach-monitoring studying. ]]>
<![CDATA[Perbedaan Efektivitas Diskusi Kelompok, Motivasi Intrinsik dan Nilai Modul dari Mahasiswa yang Difasilitasi Dosen dan Tutor Sebaya ]]>
<![CDATA[I Made Pariartha]]>;
<![CDATA[Rossi Sanusi]]>;
<![CDATA[Tridjoko Hadianto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25230
<![CDATA[Background: Peer teaching is a teaching method that widely applied in many medical institutions. This research was designed to evaluate group discussion effectiveness, intrinsic motivation, and student achievement differences between peer tutor−facilitated students and faculty tutor−facilitated students.Method: This research is an experimental research using post−test only control group design during the implementation of third and fourth module of the Cardiovascular Block (consist of five modules). Fifty-nine third year students were randomly assigned into two groups. Three experimental groups (n= 30) was facilitated by peer tutors (PT) and three control groups (n= 29) was facilitated by faculty tutors (FT). Two students were randomly elected from each PT group as peer tutor. A six hour training was given to the peer tutors. In the end of the third and fourth module, group discussion effectiveness, intrinsic motivation, and student achievement in those modules were evaluated using Tutorial Group Effectivenes Instrument (TGEI) questionnaire, Intrinsic Motivation Inventory (IMI) questionnaire, and 20 multiple choice questions, respectively. Mean differences between groups were measured by Cohen's d with the practical significance at Cohen's d > 1.Results: There was no significant differences of group discussion effectiveness (Cohen’s d= -0.41) and intrinsic motivation (Cohen’s d= -0.83) between two groups. Significant difference in student achievement is found between those groups, peer tutor−facilitated students score higher than faculty tutor−facilitated students (Cohen’s d= 2.96). Peer tutors showed higher achievement than discussants (Cohen’s d= 1.86).Conclusion: The results showed that peer tutor can facilitated group discussion as well as faculty tutor in group discussion effectiveness, intrinsic motivation and student achievement paramaters. There was advantage for students who given role as peer tutor. ]]>
<![CDATA[Persepsi terhadap Training From Senior Student dalam Penugasan Keterampilan Klinik ]]>
<![CDATA[Oktadoni Saputra]]>;
<![CDATA[Widyandana Widyandana]]>;
<![CDATA[Tridjoko Hadianto]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25231
<![CDATA[Background: Peer-Assisted Learning (PAL) has been widely used in medical education. Training From Senior Student (TFSS) is a PAL-scheme program in Skills-Lab FM GMU which one of its aim is to facilitate students to master their cinical skills. However, failure rate in OSCE is still high. This research conducted to explore students’, assistants’ and faculty’s perceptions on the benefits of TFSS in students’ clinical skills acquisition.Method: This study used exploratory focus group discussion (FGD) and in-depth interview with respondents, which were chosen purposively. The data were then transcribed and analysed for themes using deductive content analysis.Results: Thirty-six respondents joined the study (13 medical students; 17 assitants; 6 faculty staffs). The respondents’ perceptions were categorized in 3 aspects: cognitive aspects, social aspects, and organizational aspects of clinical skills learning. As a whole, the view of each respondent was not much differents. TFSS enhanced cognitive and social aspects of both students’ and assistants’ learning, but it didn’t provide the optimal opportunity to practice their skills. Various related problems in organizing were also found.Conclusion: TFSS provided positive benefits on both cognitive and social aspects of clinical skills learning, but not for the opportunity to practice the skills. Improvements need to be done to enhance the quality and quantity of skills training.]]>
<![CDATA[Refleksi Pembelajaran Aplikasi Medical Writting Presentation pada Mahasiswa Semester Satu Fakultas Kedokteran ]]>
<![CDATA[Kevin Yulianto]]>;
<![CDATA[Elisabeth Rukmini]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25232
<![CDATA[Background: Medical students need the ability to write and present research. Skills needed are referencing, using internet to help their research, and searching literatures through search engines. The lack of students’ ability about searching a valid and reliable literature in the field of health and medicine according to EBM principle is a profound problem. Reflective thinking is also needed for the students to be able to reach meaningful learning. This study aimed to analyze the students’ reflective writings within the Medical Writing Program. Method: This research was a descriptive-explorative study using a qualitative approach. Subjects comprised 207 first semester medical students of Atma Jaya Catholic University of Indonesia batch 2012. Qualitative data were collected from students’ written reflections about their learning experiences in MWP program. Qualitative analysis utilized content analysis included identification, coding, categorization, and synthesis.Results: Students found that Zotero® was helpful as reference manager program in their writings. Zotero® Volunteer Troops also helped them in learning to use Zotero® and they felt more comfortable learning from their peers. EBM helped students searching and synthetizing literatures. Students also indirectly learned soft skills such as teamwork, time management, and speed reading in English (not their natives language)Conclusion: Students had positive views of the program and its implementation. Students understood the importances of learning the MWP and felt that they could implement their studies directly in their academic careers.]]>
<![CDATA[Determinan Pilihan Karir Mahasiswa Fakultas Kedokteran sebagai Spesialis di Indonesia ]]>
<![CDATA[Rizma Adlia Syakurah]]>;
<![CDATA[Dwi Atika Sari]]>;
<![CDATA[Dendy Riansyah]]>;
<![CDATA[Priska Yolanda]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 2 (2014): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25233
<![CDATA[Background: In this “Jaminan Kesehatan Nasional” (JKN) era, career preference among medical students became an important issue to be concerned with, especially regarding career as a specialist physician in order to ensure equal distribution of doctor's quantity and profession variation. Several studies had been conducted abroad with aim to analyse career preference's determinants of medical students, but these kind of studies are rarely found in Indonesia. The objective of this study is to analyse the determinants of career preferences in medical speciality among medical students in Indonesia.Method: Cross-sectional study with questionnaire. Population of the study were first year students in 13 public universities with “A” accreditation. Samples collected by stratified consecutive sampling method. Chi square was used to evaluate the association between career preferences with socio-demographic and academic factors.Results: Among 315 samples, 83,8% students chose medical speciality as their preferred career. Determinants which influence career preferences are having parents that works in medical field (P= 0.036), higher parents earning (P= 0.04), and deciding to enrol to medical school since before high school (P= 0.036).Conclusion: Parents social economic state and background, along with personal motivation are some of important determinants to be considered. More studies need to be conducted in this area, especially regarding the underlying behaviour that affect further career preferences. Socialization about the importance and merits of other medical professions needs to be implement to prevent gap in medical profession's distribution later on.]]>
<![CDATA[Pengembangan Kuesioner Penilaian Proses Belajar Problem-Based Learning dengan Model SPICES ]]>
<![CDATA[Surya Akbar]]>;
<![CDATA[Mora Claramita]]>;
<![CDATA[Tri Nur Kristina]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25235
<![CDATA[Background: Every medical education institution in Indonesia must used SPICES model as a strategy/approach on their curriculum. This accord with what is state in Standar Pendidikan Profesi Dokter Indonesia (SPPDI). Assessment of implementation of SPICES model in educational curriculum is highly important in determining the direction of learning process underway. The aim of this study is to develop a questionnaire that helps medical educational institution to assess degree of implement of SPICES model on their curriculum.Method: Questionnaire of Problem-based learning (PBL) learning process with SPICES model development made the two stages. First stage purpose was to develop questionnaire, while second stage was to validate of the questionnaire construct. First stage consists of three steps, i.e literature study, arrangements the items, and content validity. Construct validity of the questionnaire is done by used reliability test, and factor analysis test.Results: Result from questionnaire development in the first stage was 29 items. Construct validity process in the stage two produced 17 items.Conclusion: Assessment of PBL learning process with SPICES model questionnaire proven to be valid and reliable. Further investigation needs to assess stability of the questionnaire in other region. ]]>
<![CDATA[Gambaran Distress pada Mahasiswa Preklinik Tahun Ketiga Fakultas Kedokteran ]]>
<![CDATA[Hardisman Hardisman]]>;
<![CDATA[Dian Pertiwi]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25236
<![CDATA[Background: Learning process in medical school is a big stressor for the students. Many researchers have reported higher distress and related psychological health problems in medical students than in general population and non-medical students. This study explored how distress affects Indonesian medical students in FMAU, and its association with academic performance and demographic factors.Method: Cross sectional study was conducted on 185 subjects in the third year medical student of FMAU between April-May 2013. Level of stress was measured using Indonesian version of General Health Questionnaire-12 (GHQ-12), with Liker scale indicator (distress is when the score is >15). Demographic variables such as gender, source of finance, and economic status were assessed in the study. Academic performance was measured by cumulative Grade Point Average (GPA) and last semester GPA. Analyses were done using SPSS.Results: This study identified 35.7% of students were in distress, with average GHQ-12 score 13.42+SD4.97. No association was found between admission pathway, academic performance and distress. However, the study revealed that female students had higher risk of distress (p<0.05).Conclusion: Risk of distress is relatively high in medical students. However, there is no association between demographic factors, academic performance and distress. Further research needs to be conducted to explore risk factors that cause distress of medical students in Indonesian context. ]]>
<![CDATA[Persepsi Dampak Ujian dengan MCQ terhadap Proses Belajar Mahasiswa Fakultas Kedokteran ]]>
<![CDATA[Irwin Aras]]>;
<![CDATA[Gandes Retno Rahayu]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 3 (2014): NOVEMBER ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25240
<![CDATA[Background: Multiple choice question (MCQ) has been used widely as a method to assess the achievement of learning outcomes. MCQ as an assessment instrument may give both expected and unexpected impact. The research’s objective is to identify the impacts of MCQs in term of the structure, content, information and regulation on the learning process of student at Medical Faculty Hasanuddin University Method: The study was a descriptive survey involving 505 medical students from Hasanuddin University who were still in the academic phase, class of 2010, 2011 and 2012. Preliminary study was carried out to explore learning impacts caused by MCQs. Based on the result of preliminary study a questionnaire using rating scale was developed, consisting 92 items of possible learning impacts. Open ended questions were added to get free response from the students. The answers were classified into expected and unexpected learning impacts.Results: The structure, content, information and regulation of the MCQ method gave expected impacts such as learning from many sources (74.4%), group studying (96.2%), mind mapping (37.9%) and re-discussing the exam materials (96.2%). It also gave unexpected impacts such as guessing the answer (44.8%), only studying previous exams (93.5%), cheating (33.7%) and taking pictures of the exam papers (38.2%). Conclusion: Unexpected impacts may occur from the MCQ method, which structurally consists of item flaws, such as only assessing memorizing skills rather than the application of knowledge and incomplete information in the stem. The regulation, in the form of summative exam, will encourage students to prepare themselves more seriously if compared to the formative exam.]]>
