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.
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377 Documents
<![CDATA[Pemanfaatan Progress Test sebagai Tolak Ukur Keberhasilan Belajar Mengajar ]]>
<![CDATA[Mirfat Mirfat]]>;
<![CDATA[Yuhernita Yuhernita]]>
<![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.25242
<![CDATA[Background: Faculty of Medicine, YARSI University has experienced a paradigm shift in higher education from a content-based curriculum to a competency-based curriculum that has been applied since the academic year of 2007/2008 using a problem-based learning approach. Progress test is an evaluation that is used to measure the student’s competency in the field of knowledge in its entirety. Faculty of Medicine, YARSI University has yet to apply these progress test. Thus, this research is aimed to execute a progress test trial in attempt to use it as a standard measurement to observe student capabilities in the field of knowledge, either as the individual or as a whole class.Method: This research uses a qualitative method. The research sample consists of 200 students from the faculty of medicine chosen by using a randomized approach for each class, starting from the class of 2013 (first year students) until the class of 2010 (fourth year students).Results: Based on student entrance levels in years, 4th year students had acquired a higher score on the progress test trial in comparison to the 1st, 2nd and 3rd year students. The results had also shown that the students in their first year of study had lower scores when compared to the students in their last year of study (4th year). This indicates that the longer the period of study or the more time spent in the study process, the better the scores achieved on the progress test.Conclusion : Faculty of Medicine, YARSI University has successfully executed the progress test trial in the first week of the third block in the odd semester of the academic year of 2013/2014. The progress test itself consisted of 200 questions and was taken by 200 student samples that were chosen in a randomized manner. The results of the progress test had revealed that there was an increase in the average examination grades of students in the 1st year until the 4th year, which is consistent with the level of understanding of lectures accordingly to each year. Item Analysis on the test showed a good distribution in the level of difficulty, where the majority of questions were held in the moderate level of difficulty. ]]>
<![CDATA[Perbandingan Sikap Menggunakan Komputer antara Dosen dan Anggota e-Learning Community ]]>
<![CDATA[Fidelis Jacklyn Adella]]>;
<![CDATA[Elisabeth Rukmini]]>
<![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.25247
<![CDATA[Background: E-learning community (eLC) of the School of Medicine Atma Jaya Catholic University of Indonesia consisted of twelve students. eLC trained lecturers about e-learning in personal or small group format. This study aimed to compare the differences between the development of computer-related attitude between lecturers and e-learning community members upon the service from e-learning community for lecturers. Method: This research was an experimental quantitative and qualitative study. Subjects were 12 students of eLC and 32 lecturers who received eLC’s services. The quantitative data was collected through questionnaires of the Computer Anxiety Rating Scale (CARS) and Computer Self-Efficacy (CSE). The qualitative data was collected through focus group discussion and in-depth interviews. CARS and CSE data were collected four times: (1) prior to the eLC trainings, (2) right after the eLC first training, (3) after the second training of eLC, and (4) right after one month of the last training from eLC. Data analysis was conducted using Friedman test, Mann-Whitney test. Qualitative data analysis were performed using content analysis.Results: There was a significant decrease from the score of CARS 1 to the score of CARS 4 for the eLC members (p=0,045). Results of CSE for eLC members showed no significant differences across the data collection. For faculty members, the significant differences were found between CARS 3 and CARS 4 (p=0,014). CSE scores of faculty members showed no significant differences. Comparison of CARS and CSE between faculty members and eLC members showed no significant differences. The qualitative data analysis showed some important aspects found in both of the groups. There are communication, interaction, the importances of eLC trainings, as well as suggestions to both of the groups about e-learning. Subjects’ opinions were divided into two groups: one who experienced positive changes in their computer-related attitude and one who did not experience any changes. Conclusion: Faculty members found that eLC were important in relation to e-learning training for lecturers. Students strongly agreed that being the member of eLC made him/her had a great opportunity to closely communicate to their lecturers. The faculty members’ anxiety level of computer using was low; on the other hand, their awareness of computer technology was good enough. The institution should employ this opportunity to apply e-learning more seriously and extensively. ]]>
<![CDATA[Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya ]]>
<![CDATA[Abu Bakar]]>;
<![CDATA[Widyandana Widyandana]]>;
<![CDATA[Rossi Sanusi]]>
<![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.25252
<![CDATA[Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.]]>
<![CDATA[Peningkatan Kompetensi Manajemen Asfiksia Bayi Baru Lahir Melalui Metode Cooperative-Learning ]]>
<![CDATA[Reni M. Kusuma]]>;
<![CDATA[Anita D. Anwar]]>;
<![CDATA[Dwi Prasetyo]]>
<![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.25257
<![CDATA[Background: The competence of asphyxia management on newborn baby is essential for midwife. The quality of learning process should be improved by applying interactive learning method. The cooperative learning method is often applied to enhance the effectiveness of clinical learning process. The purpose of this research was to analyze the influence of cooperative learning on competence which consists of student’s knowledge, attitude, and skill in comparison to teacher-centered learning method.Method: This is quasi-experimental research with control group pre-test and post-test design Samples were third semester students at Stikes A. Yani Yogyakarta. The samples were 80 students in cooperative learning group and 90 students in teacher-centered learning group.Result: The result showed that there was an improvement of knowledge in cooperative learning group compared to teacher-centered learning group (p=0.002). The improvement od student’s attitude in cooperative learning group was significantly higher than teacher-centered learning group (p=0.001). In the field of skills, cooperative group, although not significant (p=0.671). The competence was significantly higher in cooperative learning group rather than in teacher-centered learning group (p=0.027). Correlation between competence and method of learning was weak (rpbi = 0.134, p= 0.041).Conclusion: Cooperative learning method is proven to be improve student’s knowledge, attitude and skills. The difference is not significant for skills domain. Cooperative learning method is proven to improve student’s competence in carrying out the management of newborn babies asphyxia, even though the correlation is weak.]]>
<![CDATA[Hubungan Motivasi dan Hasil Belajar Mahasiswa Kedokteran ]]>
<![CDATA[Rika Lisiswanti]]>;
<![CDATA[Rossi Sanusi]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25259
<![CDATA[Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement 0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement 0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance.Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.]]>
<![CDATA[Penggunaan AC/ID dan Active Learning dalam Pembelajaran Anatomi dalam Large Group ]]>
<![CDATA[Siti Munawaroh]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25260
<![CDATA[Background: Anatomy is a basic medical science that very important for medical students and other health professions. With a good understanding of the anatomy, they can understand the condition of the patient's illness. However, many of students who complain about the difficulty of anatomy. This paper aims to provide an alternative choice of instructional design in large classes (large group) to improve the quality of learning.Method: literature review.Results: There are many designs of learning that can be applied in a large group. Each has advantages and disadvantages. To improve the quality of student learning, need to be actively involved students in the learning process, so that the material being studied can understand and survive long in the memory of the student.Conclusion: Management of the large group on anatomy lesson is required to produce effective learning. One of the instructional design that can be applied to achieve these objectives is the 4C / ID by applying the principles of active learning.]]>
<![CDATA[Peran Pelatihan Keterampilan Medik dan Kepaniteraan Klinik terhadap Kelulusan OSCE UKDI ]]>
<![CDATA[Cecilia Felicia Chandra]]>;
<![CDATA[Fundhy Sinar Ikrar Prihatanto]]>;
<![CDATA[Nancy Margarita Rehatta]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25261
<![CDATA[Background: One of the areas of competence expected from a doctor in Indonesia is clinical skills. It will be assessed in the National Objective Structured Clinical Examination (OSCE). In the Faculty of Medicine Airlangga University, there are four clinical skill modules in second to fifth semester. Afterward, students go to clinical posting to apply their clinical skill and practice profesionalism to real patients. The objective of this study is to measure the correlation between clinical skill examination score, educational environment, and Grade Point Average (GPA) during clinical posting and National OSCE’s score.Method: This study used cross sectional approach. Data were obtained from 143 national OSCE’s participant. Primary data obtained from clinical posting’s educational environment questionnaire. Secondary data consisted of five categorized scores from clinical skill examination during preclinic; clinical posting GPA; and National OSCE’s scores. We conducted three different analyses: Spearman correlation test to measure the correlation of clinical skills examination scores to National OSCE’s scores; Pearson correlation test to measure the correlation of clinical posting GPA to OSCE’s scores; and correlation of clinical posting’s questionnaire to OSCE’s scores.Results: Clinical skills examination score was weakly correlated with OSCE’s score (r= 0,189, p< 0,05). Clinical posting GPA was also correlated with OSCE’s score (r= 0,417, p<0,001). But, there was no correlation of clinical posting’s educational environment with OSCE’s score (p>0,05).Conclusions: There is a correlation between clinical skills examination scores and academic achievement during clinical posting with OSCE’s score. But, there is no correlation between clinical posting’s educational environment with OSCE’s score. ]]>
<![CDATA[Pembelajaran Profesionalisme Kedokteran dalam Persepsi Instruktur dan Mahasiswa ]]>
<![CDATA[Cicih Bhakti Purnamasari]]>;
<![CDATA[Mora Claramita]]>;
<![CDATA[Yayi Suryo Prabandari]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25263
<![CDATA[Background: Profesionalism has become a main competency for physician. Therefore, it is important to get an agreement from health provider about professionalism and it’s applicable learning method for medical institution. This research aimed to explore skills laboratory instructor and student’s perception of the learning method that can facilitate the mastery of professionalism and it’s professional behavior components.Method: A descriptive qualitative method was carried out in this research. Data was collected by indepth interview among instructors and FGD among two groups of students, and analyzed by grounded theory method approach.Results: Medical professionalism is an integrated ability of knowledge, skill and attitude. Professional behavior formed by attitude. Professionalism can be learnt and taught by eksplisit, implisit and continuing education methods.Conclusion :. Medical professionalism can be collaborated in several learning methods. Role model is claimed as an effective learning method for medical professionalism and professional behavior mastery.]]>
<![CDATA[Collaborative Practice Bidang Maternitas pada Tenaga Kesehatan ]]>
<![CDATA[Femy Fatalina]]>;
<![CDATA[Sunartini Sunartini]]>;
<![CDATA[Widyandana Widyandana]]>;
<![CDATA[Mariyono Sedyowinarso]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 1 (2015): MARET ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25264
<![CDATA[Background: World's current health systems are in a crisis, causing public health needs are not being met. Mother Mortality Rate in Indonesia was still high. It indicated that maternity care was not optimal yet. One of solution is an implementation of interprofessional collaborative practice. Currently, in Indonesian’s hospitals have not seen an equal team collaboration. The objective of this study was to explore the perceptions and acceptance of health workers maternity’s interprofessional collaborative practice in Dr. Sardjito Yogyakarta’s Hospital. Methods: This study was a qualitative with a phenomenology design. Subjects were nurses, midwives, obstetrics and gynecologist, pharmacists, and nutritionists who had collaboration experience in obstetrics gynecology department in Dr. Sardjito Yogyakarta’s Hospital, included 10 respondents. Sampling technique used a purposive sampling, while data collection used a Focus Group Discussion and in-depth interviews. Data’s credibility and reliability obtained by triangulation, debriefing, member checking and rich data. Research ethics included an informed consent and ethics committee’s approval. This study was conducted in February-July 2014. Result: Most respondents had a wrong perception of interprofessional collaboration’s definition. All of respondents accepted if interprofesional collaboration implemented properly. Data analysis resulted in six categories: perception of health workers about interprofessional collaboration, implementation of interprofessional collaboration in hospital, application of collaboration’s elements in interprofessional collaboration, health workers’s expectations for better collaboration, health workers’s motivation in doing interprofessional collaboration and variation of health workers’s acceptance of interprofessional collaboration. Conclusion: Most of health workers have not had a correct perception of interprofessional collaborative practice. All health workers accepted if interprofessional collaborative practice applied properly in maternity area in Dr. Sardjito Yogyakarta’s Hospital. ]]>
<![CDATA[Kajian Sistematik: Strategi Pembelajaran Klinik di Setting Rawat Jalan ]]>
<![CDATA[Ova Emilia]]>
<![CDATA[ Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 2 (2015): JULI ]]>
Publisher : <![CDATA[Asosiasi Institusi Pendidikan Kedokteran Indonesia ]]>
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DOI: 10.22146/jpki.25265
<![CDATA[Background: Clinical education in outpatient settings acknowledged as a challange for clinical instructors, which they had to provide efficient and qualified service to the patients while also including educational components that significantly handful for clinical students. We recognized many learning strategies to encounter those challanges, but only few of them that had been evaluated. This systematic review were provided to compare various clinical learning strategies which are useful in outpatient setting.Method: Literature searching has done according PubMed database that related in topics such the impact of clinical education in outpatient setting on learning, outcome, and also efficiency of the outpatient clinics. There were no boundary setting that cone in this systematic review.Results: There were two learning strategy: “One Minute Perceptor” (OMP) and SNAPPS has been showed to be effective in increasing educational-learning process and service outcome. Another two strategies such as “Aunt Minnie” pattern recognition and “Active Demonstration” were also promising but hadn’t been sufficiently studied. There weren’t any of those strategies showed their impact in outpatient clinic setting efficiency.Conclusion: OMP and SNAPPS may be used for clinical mentoring in outpatient settings to increase learning process and learning outcome, while pattern recognition and activated demonstration hadn’t show any promising evidence.]]>
