Background: Clinical ethics is a method of clinical decision making ethically. The implementation of clinical ethics learning to clinical rotation students is one way to help students learn to make decisions about ethical dilemmas according to the learning outcomes in clinical rotations. There is no evaluation of the implementation of clinical ethics in clinical rotation learning in our institution, so a study is needed.Methods: This research is a descriptive study with a cross-sectional design using primary data through filling out online questionnaires (g-form) adopted from four box quadrant of clinical ethics by Johnsen, Siegler and Winslade. The respondent was clinical rotation students who underwent inpatient treatment from 10 clinical rotation stages at Zainoel Abidin Hospital. This research has been done from November until December 2022 by using consecutive sampling techniques with 75 respondent as minimum sampling. Results: A total of 87 respondents were involved in this study. This study shows that clinical ethics has been implemented in clinical rotation at Zainoel Abidin Hospital Banda Aceh. The most frequent implementation of clinical ethics is Obstetrics and Gynecology, and the least common is the Psychiatric. The implementation of clinical ethics learning in clinical rotation is already good, as seen from the majority of respondents who often get learning related to the medical indications quadrant (52.9%-58.6%), patient preference quadrant (44.8%-64.4%), the quality of life quadrant (57.5%-63.2%), and the contextual features quadrant (40.2%-59.8%).Conclusion: The implementation of clinical ethics learning in clinical rotation at Zainoel Abidin Hospital Banda Aceh is already good, although not optimal. Continuous learning of clinical ethics is necessary so that clinical rotation students are accustomed to solving ethical dilemmas in clinical situations.
{"title":"Learning Clinical Ethics for Medical Students in Clinical Phase","authors":"T. Ismail, Shofiya Assyifa, Rusnaidi Rusnaidi","doi":"10.22146/jpki.82526","DOIUrl":"https://doi.org/10.22146/jpki.82526","url":null,"abstract":"Background: Clinical ethics is a method of clinical decision making ethically. The implementation of clinical ethics learning to clinical rotation students is one way to help students learn to make decisions about ethical dilemmas according to the learning outcomes in clinical rotations. There is no evaluation of the implementation of clinical ethics in clinical rotation learning in our institution, so a study is needed.Methods: This research is a descriptive study with a cross-sectional design using primary data through filling out online questionnaires (g-form) adopted from four box quadrant of clinical ethics by Johnsen, Siegler and Winslade. The respondent was clinical rotation students who underwent inpatient treatment from 10 clinical rotation stages at Zainoel Abidin Hospital. This research has been done from November until December 2022 by using consecutive sampling techniques with 75 respondent as minimum sampling. Results: A total of 87 respondents were involved in this study. This study shows that clinical ethics has been implemented in clinical rotation at Zainoel Abidin Hospital Banda Aceh. The most frequent implementation of clinical ethics is Obstetrics and Gynecology, and the least common is the Psychiatric. The implementation of clinical ethics learning in clinical rotation is already good, as seen from the majority of respondents who often get learning related to the medical indications quadrant (52.9%-58.6%), patient preference quadrant (44.8%-64.4%), the quality of life quadrant (57.5%-63.2%), and the contextual features quadrant (40.2%-59.8%).Conclusion: The implementation of clinical ethics learning in clinical rotation at Zainoel Abidin Hospital Banda Aceh is already good, although not optimal. Continuous learning of clinical ethics is necessary so that clinical rotation students are accustomed to solving ethical dilemmas in clinical situations.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"79 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Achmad Yarziq Mubarak Salis Salamy, M. Claramita, Yoyo Suhoyo
Background: Competence-based medical curriculum requires the acquisition of complex abilities that should be assessed longitudinally. The programmatic assessment model can facilitate a complete picture of students' competencies. The five components of learning, assessment, supporting activities; and intermediate to final evaluation provide holistic learning experiences for students and mentors to participate in the learning strategies. We aim to assess the application of longitudinal components of the programmatic assessment model to the current assessment system based on student perceptions.Methods: This study used a cross-sectional mixed-method sequential explanatory design at six medical schools in Surabaya, East Java of Indonesia. The instrument was 43 items of validated questionnaire based on the five components and the focus group discussions. Results: This study obtained 442 respondents. The results reflected high reliability with a Cronbach alpha value of 0.969, and the validity test showed R arithmetic > R table (R table 0.128 for n 442). The current assessment system was perceived as ‘good’, with 3.9 on 5 points Likert scale; but the ‘supporting activities’ where reflection and feedback lied; was at the lowest score although insignificant. Students underlined the lack of formative aspects (reflection, feedback, mentorship, and middle evaluation).Conclusion: The overall assessment system is well-perceived by the students; however, the 'supportive activities' component has been minimally applied. So the 'assessment of previous learning' is still prominent in the current assessment system.
背景：以能力为基础的医学课程要求学生掌握复杂的能力，应对这些能力进行纵向评估。课程评估模式有助于全面了解学生的能力。学习、评估、辅助活动和中期至最终评估这五个组成部分为学生和导师提供了参与学习策略的整体学习体验。我们旨在根据学生的看法，评估计划评估模式的纵向组成部分在当前评估系统中的应用情况：本研究在印度尼西亚东爪哇省泗水市的六所医学院中采用了横断面混合方法序列解释设计。研究工具是基于五个组成部分和焦点小组讨论的 43 项有效问卷。研究结果本研究共收到 442 份问卷。结果表明，问卷具有较高的可靠性，Cronbach alpha 值为 0.969，有效性测试表明 R 算术大于 R 表（442 人的 R 表为 0.128）。目前的评估系统被认为是 "良好 "的，在李克特 5 点量表中得分为 3.9；但 "辅助活动"，即反思和反馈，得分最低，但不明显。学生们强调缺乏形成性环节（反思、反馈、指导和中间评价）：结论：学生对整个评估系统的评价良好，但 "辅助活动 "部分的应用却很少。因此，"对以往学习的评估 "在目前的评估系统中仍然很突出。
{"title":"The Noteworthiness of Constructive Feedback and Student-Reflection to Approach Competence-Based Curriculum: An Explanatory Study of Medical Schools in Indonesia","authors":"Achmad Yarziq Mubarak Salis Salamy, M. Claramita, Yoyo Suhoyo","doi":"10.22146/jpki.87750","DOIUrl":"https://doi.org/10.22146/jpki.87750","url":null,"abstract":"Background: Competence-based medical curriculum requires the acquisition of complex abilities that should be assessed longitudinally. The programmatic assessment model can facilitate a complete picture of students' competencies. The five components of learning, assessment, supporting activities; and intermediate to final evaluation provide holistic learning experiences for students and mentors to participate in the learning strategies. We aim to assess the application of longitudinal components of the programmatic assessment model to the current assessment system based on student perceptions.Methods: This study used a cross-sectional mixed-method sequential explanatory design at six medical schools in Surabaya, East Java of Indonesia. The instrument was 43 items of validated questionnaire based on the five components and the focus group discussions. Results: This study obtained 442 respondents. The results reflected high reliability with a Cronbach alpha value of 0.969, and the validity test showed R arithmetic > R table (R table 0.128 for n 442). The current assessment system was perceived as ‘good’, with 3.9 on 5 points Likert scale; but the ‘supporting activities’ where reflection and feedback lied; was at the lowest score although insignificant. Students underlined the lack of formative aspects (reflection, feedback, mentorship, and middle evaluation).Conclusion: The overall assessment system is well-perceived by the students; however, the 'supportive activities' component has been minimally applied. So the 'assessment of previous learning' is still prominent in the current assessment system.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"34 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Salzha Devinta, N. Wiyono, Siti Munawaroh, Yunia Hastami
The global Covid-19 pandemic has had a profound effect on medical education. Social distancing leads to the implementation and development of e-learning, especially in the medical education field. E-learning is an innovative learning method using technology that allows students to learn flexibly because learning materials are visualized in various formats that students easily access. This article uses the bibliometric analysis method. It is a quantitative method for analyzing bibliographic data of published articles from reputable sources using the VOSviewer app. We analyzed 949 high-quality research articles from the Scopus database on August 14, 2022. It shows that the publications related to the implementation of e-learning in medical education during the Covid-19 pandemic began to increase from 2020 to 2021 and decrease in 2022. Research that focuses on developing e-learning methods in undergraduate medical students needs to be conducted in the future as part of academic development for the medical education system. This research gives the future perspectives on the implementation of e-learning methods for post-covid era.This research also intended to help teachers and researchers to decide on suitable learning methods for medical education since the e-learning modality is beneficial not only for the pandemic era but also post-covid era. This study also discuss the impact of using e-learning in the learning domain of medical students in terms of knowledge, skills, and attitudes.
{"title":"ANALYSIS OF E-LEARNING IN UNDERGRADUATE MEDICAL EDUCATION DURING PANDEMIC: FUTURE PERSPECTIVES FOR POST-COVID ERA","authors":"Salzha Devinta, N. Wiyono, Siti Munawaroh, Yunia Hastami","doi":"10.22146/jpki.88670","DOIUrl":"https://doi.org/10.22146/jpki.88670","url":null,"abstract":"The global Covid-19 pandemic has had a profound effect on medical education. Social distancing leads to the implementation and development of e-learning, especially in the medical education field. E-learning is an innovative learning method using technology that allows students to learn flexibly because learning materials are visualized in various formats that students easily access. This article uses the bibliometric analysis method. It is a quantitative method for analyzing bibliographic data of published articles from reputable sources using the VOSviewer app. We analyzed 949 high-quality research articles from the Scopus database on August 14, 2022. It shows that the publications related to the implementation of e-learning in medical education during the Covid-19 pandemic began to increase from 2020 to 2021 and decrease in 2022. Research that focuses on developing e-learning methods in undergraduate medical students needs to be conducted in the future as part of academic development for the medical education system. This research gives the future perspectives on the implementation of e-learning methods for post-covid era.This research also intended to help teachers and researchers to decide on suitable learning methods for medical education since the e-learning modality is beneficial not only for the pandemic era but also post-covid era. This study also discuss the impact of using e-learning in the learning domain of medical students in terms of knowledge, skills, and attitudes.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"75 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Catharina Widiartini, Miko Ferine, Fajar Wahyu Pribadi
Background: Mastery of Anatomy is essential to base learning in Medicine. However, the Anatomy identification test scores are often less than satisfactory. This problem could be caused by different usage of sensory modalities which were visual, aural, read/write, and kinaesthetic (V/A/R/K) between one’s study habit and his/her learning style. This study aimed to determine the relationship between Anatomy identification test scores and the suitability in V/A/R/K modality usage between study habits and learning styles.Method: This was an observational study of 103 first year students of the Faculty of Medicine Unsoed who were selected using total sampling, taking into account the inclusion criteria in the form of complete data availability for the three variables. Univariate statistical analyses were conducted for each variable as well as the suitability between study habits and learning style based on determined criteria. Relationship between Anatomy identification test scores and the suitability between V/A/R/K study habits and learning styles was analyzed using the Mann-Whitney test.Results: Most students had quadmodal learning style (27.2%), but unimodal visual study habit (21.4%). Most (64.1%) students had no suitability between study habits and learning styles, with the test score average was not significantly lower (p = 0.228) than those with suitability. Conclusion: There is no significant relationship between Anatomy identification test scores and the suitability between study habits and learning styles. Students may reflect on the result to modify their learning process further. Institution can provide opportunities for students with various characteristics to develop study habits that suit their learning styles.
{"title":"The Relationship Between Anatomy Identification Test Scores and The Suitability in V/A/R/K Modality Usage Between Study Habit and Learning Style","authors":"Catharina Widiartini, Miko Ferine, Fajar Wahyu Pribadi","doi":"10.22146/jpki.92758","DOIUrl":"https://doi.org/10.22146/jpki.92758","url":null,"abstract":"Background: Mastery of Anatomy is essential to base learning in Medicine. However, the Anatomy identification test scores are often less than satisfactory. This problem could be caused by different usage of sensory modalities which were visual, aural, read/write, and kinaesthetic (V/A/R/K) between one’s study habit and his/her learning style. This study aimed to determine the relationship between Anatomy identification test scores and the suitability in V/A/R/K modality usage between study habits and learning styles.Method: This was an observational study of 103 first year students of the Faculty of Medicine Unsoed who were selected using total sampling, taking into account the inclusion criteria in the form of complete data availability for the three variables. Univariate statistical analyses were conducted for each variable as well as the suitability between study habits and learning style based on determined criteria. Relationship between Anatomy identification test scores and the suitability between V/A/R/K study habits and learning styles was analyzed using the Mann-Whitney test.Results: Most students had quadmodal learning style (27.2%), but unimodal visual study habit (21.4%). Most (64.1%) students had no suitability between study habits and learning styles, with the test score average was not significantly lower (p = 0.228) than those with suitability. Conclusion: There is no significant relationship between Anatomy identification test scores and the suitability between study habits and learning styles. Students may reflect on the result to modify their learning process further. Institution can provide opportunities for students with various characteristics to develop study habits that suit their learning styles.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The Covid-19 pandemic has become a global health disaster, various sectors have been affected including the education sector. Online learning is then carried out as an alternative solution to carry out learning. This online learning is carried out in all elements of education including Universities. The intended online learning is divided into two methods, asynchronous and synchronous methods. The difference in these methods will certainly lead to different perceptions for each student, especially in anatomy laboratory learning.This stud aimed to find out the perception of Unpad Medical Faculty students towards the asynchronous and synchronous method of online anatomy laboratory learning..Methods:This research is a quantitative cross-sectional descriptive studies and involved 129 respondents from student of Unpad Faculty of Medicine students class of 2019. This was done using Google Forms which contained a questionnaire and informed consent sheet.Results: FK Unpad online anatomy laboratory learning falls under good category, with each index value: perception of learning experience: 76.2%, perception of lecturer capabilities: 77.1%, perception of facilities and infrastructure: 83.7 %.Conclusion: Online anatomy laboratory learning can still be continued by combining both asynchronous and synchronous methods, so that learning can take place more effectively.
{"title":"E-Learning in Anatomy: Medical Students' Perspectives on Synchronous and Asynchronous Lab Sessions","authors":"Ryzufar Altarif Farsal, Nandina Oktavia, Gita Tiara Dewi Nasution, Putri Halleyana Adrikni Rahman","doi":"10.22146/jpki.82355","DOIUrl":"https://doi.org/10.22146/jpki.82355","url":null,"abstract":"Background: The Covid-19 pandemic has become a global health disaster, various sectors have been affected including the education sector. Online learning is then carried out as an alternative solution to carry out learning. This online learning is carried out in all elements of education including Universities. The intended online learning is divided into two methods, asynchronous and synchronous methods. The difference in these methods will certainly lead to different perceptions for each student, especially in anatomy laboratory learning.This stud aimed to find out the perception of Unpad Medical Faculty students towards the asynchronous and synchronous method of online anatomy laboratory learning..Methods:This research is a quantitative cross-sectional descriptive studies and involved 129 respondents from student of Unpad Faculty of Medicine students class of 2019. This was done using Google Forms which contained a questionnaire and informed consent sheet.Results: FK Unpad online anatomy laboratory learning falls under good category, with each index value: perception of learning experience: 76.2%, perception of lecturer capabilities: 77.1%, perception of facilities and infrastructure: 83.7 %.Conclusion: Online anatomy laboratory learning can still be continued by combining both asynchronous and synchronous methods, so that learning can take place more effectively.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The current learning process has changed from teacher-centred learning (TCL) to student-centred learning (SCL). Therefore, innovative learning models are needed to improve student learning outcomes and motivation. This study aimed to measure the effect of inquiry learning methods on student motivation and learning outcomes.Methods: This was a quasi-experimental approach with a pre-test and post-test control group approach. The samples were divided into 29 students as the intervention group and 29 students as the control group. The researcher used the MSLQ (Motivated Strategies for Learning Questionnaire) to measure learning motivation. Meanwhile, to assess student learning outcomes, researchers used an assessment using the MCQ (multiple-choice question) learning outcomes evaluation method. The study's results were analysed using the paired sample t-test with a value of 0.05.Results: The study results in the intervention group showed the average value of the pretest learning motivation was 135.33, and the posttest-3 was 158.03, while the pretest-3 was68.43 and the posttest-3 was 83.03. The results of the different tests for learning motivation were obtained by pre-posttest-1 p-value of 0.012, pre-posttest-2 p-value of 0.000, pre-posttest-3 p-value of 0.001, while the study results from pre-posttest-1 to pre-posttest-3 obtained p-value = 0.000.Conclusion: There is an influence of inquiry learning method on the motivation and learning outcomes of Nursing Students.
背景：当前的学习过程已从以教师为中心的学习（TCL）转变为以学生为中心的学习（SCL）。因此，需要创新的学习模式来提高学生的学习成绩和学习动机。本研究旨在衡量探究学习法对学生学习动机和学习成果的影响：方法：这是一项准实验方法，采用前测和后测对照组的方法。样本分为干预组（29 名学生）和对照组（29 名学生）。研究人员使用 MSLQ（学习动机策略问卷）来测量学习动机。同时，为了评估学生的学习成果，研究人员采用了 MCQ（多项选择题）学习成果评估法。研究结果采用配对样本 t 检验进行分析，检验值为 0.05：干预组的研究结果显示，前测学习动机平均值为 135.33，后测-3 为 158.03，前测-3 为 68.43，后测-3 为 83.03。对学习动机的不同测试结果，前测-1 的 p 值为 0.012，前测-2 的 p 值为 0.000，前测-3 的 p 值为 0.001，而从前测-1 到前测-3 的研究结果得出的 p 值=0.000.结论：结论：探究学习法对护理专业学生的学习动机和学习效果有一定影响。
{"title":"Inquiry Learning Methods to Increase Student Motivation and Learning Outcomes","authors":"Sri Sundari, S. Utami","doi":"10.22146/jpki.80754","DOIUrl":"https://doi.org/10.22146/jpki.80754","url":null,"abstract":"Background: The current learning process has changed from teacher-centred learning (TCL) to student-centred learning (SCL). Therefore, innovative learning models are needed to improve student learning outcomes and motivation. This study aimed to measure the effect of inquiry learning methods on student motivation and learning outcomes.Methods: This was a quasi-experimental approach with a pre-test and post-test control group approach. The samples were divided into 29 students as the intervention group and 29 students as the control group. The researcher used the MSLQ (Motivated Strategies for Learning Questionnaire) to measure learning motivation. Meanwhile, to assess student learning outcomes, researchers used an assessment using the MCQ (multiple-choice question) learning outcomes evaluation method. The study's results were analysed using the paired sample t-test with a value of 0.05.Results: The study results in the intervention group showed the average value of the pretest learning motivation was 135.33, and the posttest-3 was 158.03, while the pretest-3 was68.43 and the posttest-3 was 83.03. The results of the different tests for learning motivation were obtained by pre-posttest-1 p-value of 0.012, pre-posttest-2 p-value of 0.000, pre-posttest-3 p-value of 0.001, while the study results from pre-posttest-1 to pre-posttest-3 obtained p-value = 0.000.Conclusion: There is an influence of inquiry learning method on the motivation and learning outcomes of Nursing Students.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"24 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141356915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kuni Zakiyyah Sumargo, Abdi Dzul Ikram Hasanuddin, Muhamad Nur Syukriani Yusuf, Andin Zahrani Pateda, Putri Ayu Eka Lestari
Background: Histology is one of the essential subjects to be understood in medicine. Identifying the appropriate learning styles can be a solution to improve learning performance and achieve maximum learning outcomes.Aims: This study aims to determine the effectiveness of learning styles on histology practical exam results in medical students.Methods: This study used a cross-sectional design by involving students at the medical faculty of Universitas Negeri Gorontalo who contracted the biomedical course I in the 2022/2023 academic year. Learning styles are assessed using a visual-auditory-kinesthetic (VAK) questionnaire to categorize student learning styles. The results of the practicum exam in the form of numbers are obtained from the accumulated scores of the first practicum exam in histology with the topics of cytology, epithelium, and connective tissue. The one-way ANOVA test was conducted to analyze the data.Results: Out of 42 participants involved, visual, auditory, and kinesthetic learning styles were 18 people (42.9%), 23 people (54.8%), and 1 people (2.4%), respectively. Generally, the student practicum exam results were 63.62 ± 17.24. Based on the learning styles group of visual, auditory, and kinesthetic, the mean (SD) practicum exam results were 66.00 (14.60), 62.43 (19.29), and 48.00 (0.00), respectively (p-value = 0.541).Conclusion: Visual learning style shows marginally better practicum exam results than other learning styles. This result can be considered a learning strategy to improve the results of practicum exams, particularly in the subject of histology practicum courses.
{"title":"COMPARISON OF HISTOLOGY PRACTICUM EXAM RESULTS BASED ON THE LEARNING STYLE OF MEDICAL STUDENTS","authors":"Kuni Zakiyyah Sumargo, Abdi Dzul Ikram Hasanuddin, Muhamad Nur Syukriani Yusuf, Andin Zahrani Pateda, Putri Ayu Eka Lestari","doi":"10.22146/jpki.90590","DOIUrl":"https://doi.org/10.22146/jpki.90590","url":null,"abstract":"Background: Histology is one of the essential subjects to be understood in medicine. Identifying the appropriate learning styles can be a solution to improve learning performance and achieve maximum learning outcomes.Aims: This study aims to determine the effectiveness of learning styles on histology practical exam results in medical students.Methods: This study used a cross-sectional design by involving students at the medical faculty of Universitas Negeri Gorontalo who contracted the biomedical course I in the 2022/2023 academic year. Learning styles are assessed using a visual-auditory-kinesthetic (VAK) questionnaire to categorize student learning styles. The results of the practicum exam in the form of numbers are obtained from the accumulated scores of the first practicum exam in histology with the topics of cytology, epithelium, and connective tissue. The one-way ANOVA test was conducted to analyze the data.Results: Out of 42 participants involved, visual, auditory, and kinesthetic learning styles were 18 people (42.9%), 23 people (54.8%), and 1 people (2.4%), respectively. Generally, the student practicum exam results were 63.62 ± 17.24. Based on the learning styles group of visual, auditory, and kinesthetic, the mean (SD) practicum exam results were 66.00 (14.60), 62.43 (19.29), and 48.00 (0.00), respectively (p-value = 0.541).Conclusion: Visual learning style shows marginally better practicum exam results than other learning styles. This result can be considered a learning strategy to improve the results of practicum exams, particularly in the subject of histology practicum courses.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"93 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The study programs excellence stated in the institution's vision and mission acts as a guide for the institution in carrying out its activities. That excellence must be reflected in all aspects of academic activities. Evaluation of the implementation and achievement of study program’s excellence is important to fulfill the vision, and mission of the institution. This research aims to develop an evaluation instrument that is useful for monitoring the achievement of study program’s excellence. Methods: Two part of instrument development were carried out in this study, namely: instrument development, and instrument validation process. Instrument development part consist of two stage (item and scale development, and expert judgement). Meanwhile, instrument validation process part consist of 5 stages of comprehensive validation process by Sireci. This validation process used argument based validation concept. Results: This instrument uses the Kirkpatrick model which consists of 4 evaluation levels. Each level consists of several dimensions. A total of 55 instrument items were proven valid (r>0.217) and reliable (Cronbach’s Alpha>0.7). The instrument uses 2 types of data in the assessment process, namely primary data (measuring responses from the academic community using a questionnaire), and secondary data (assessment of document evidence). Conclusion: The instrument evaluation is prepared for the purpose of providing an overview of the implementation and achievement of institutional’s excellence. This is useful in providing valuable information to the institution to set strategies and policies to fulfill the institution's excellence.The instrument proved to be valid and reliable by an argument-based validation analysis.
{"title":"Instrument Development for Study Programs Excellence Evaluation Based on Kirkpatrick Evaluation Model","authors":"Surya Akbar, Tezar Samekto Darungan, Dinda Saufia Rahma","doi":"10.22146/jpki.91960","DOIUrl":"https://doi.org/10.22146/jpki.91960","url":null,"abstract":"Background: The study programs excellence stated in the institution's vision and mission acts as a guide for the institution in carrying out its activities. That excellence must be reflected in all aspects of academic activities. Evaluation of the implementation and achievement of study program’s excellence is important to fulfill the vision, and mission of the institution. This research aims to develop an evaluation instrument that is useful for monitoring the achievement of study program’s excellence. Methods: Two part of instrument development were carried out in this study, namely: instrument development, and instrument validation process. Instrument development part consist of two stage (item and scale development, and expert judgement). Meanwhile, instrument validation process part consist of 5 stages of comprehensive validation process by Sireci. This validation process used argument based validation concept. Results: This instrument uses the Kirkpatrick model which consists of 4 evaluation levels. Each level consists of several dimensions. A total of 55 instrument items were proven valid (r>0.217) and reliable (Cronbach’s Alpha>0.7). The instrument uses 2 types of data in the assessment process, namely primary data (measuring responses from the academic community using a questionnaire), and secondary data (assessment of document evidence). Conclusion: The instrument evaluation is prepared for the purpose of providing an overview of the implementation and achievement of institutional’s excellence. This is useful in providing valuable information to the institution to set strategies and policies to fulfill the institution's excellence.The instrument proved to be valid and reliable by an argument-based validation analysis.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"87 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nathalia Haryanti, Natalia Puspadewi, Veronica Dwi Jani Juliawati, Gisella Anastasia
Background: Identity formation is a longitudinal and continuous process. This study aimed to define: 1) the characteristics of professional identity (PI) of five first-year clinical students; 2) the role of clinical teachers and other factors that influenced PI formation during clinical rotations, and 3) how the learning process at the clinical level facilitates students to participate and gain recognition.Method: This was a qualitative phenomenological study. This study was open to any first-year clinical students who were undergoing their major clinical at the time of data collection and met the inclusion criteria. Indepth interview was conducted as soon as an interested student contacted the research team. At the end, five first-year clinical students were included in this study. All interviews were voice recorded and transcribed verbatim. Data was analyzed using thematic analysis.Results: a) Technical skills and internal values are two main components that formed their professional identities; b) Clinical teachers act as students’ role model and provide participants with the necessary recognition and opportunities to participate in a community of practice, which subsequently supported their PI formation during clinical rotation; c) participants’ PI formation was supported by various learning experiences embedded in their medical school’s curriculum. Conclusion: Technical skills and internal values are two professional identity components that defined a professional physician. Curriculum design as well as clinical teachers who closely interact with clinical students during their clinical rotations are two essential factors in creating a conducive learning environment that supports participants’ PI formation.
背景：身份认同的形成是一个纵向和持续的过程。本研究旨在明确：1）五名临床医学一年级学生的职业认同（PI）特征；2）临床教师的作用以及影响临床轮转期间职业认同形成的其他因素；3）临床学习过程如何促进学生参与并获得认同：这是一项定性现象学研究。这项研究面向所有在收集数据时正在进行临床专业学习并符合纳入标准的临床专业一年级学生。一旦有感兴趣的学生与研究小组联系，就会立即进行深入访谈。最终，五名临床医学一年级学生被纳入本研究。所有访谈都进行了录音和逐字记录。结果：a)技术技能和内在价值观是形成学生专业身份的两个主要组成部分；b)临床教师是学生的榜样，为参与者提供必要的认可和参与实践社区的机会，从而支持他们在临床轮转期间形成专业身份；c)参与者的专业身份形成得到医学院课程中嵌入的各种学习经验的支持。结论技术技能和内在价值观是界定专业医生的两个专业身份组成部分。课程设计以及在临床轮转期间与临床学生密切互动的临床教师是创造有利的学习环境以支持参与者形成 PI 的两个重要因素。
{"title":"Description of The Professional Identity of First-Level Clinical Medical Students and The Various Factors That Facilitate Its Formation","authors":"Nathalia Haryanti, Natalia Puspadewi, Veronica Dwi Jani Juliawati, Gisella Anastasia","doi":"10.22146/jpki.91024","DOIUrl":"https://doi.org/10.22146/jpki.91024","url":null,"abstract":"Background: Identity formation is a longitudinal and continuous process. This study aimed to define: 1) the characteristics of professional identity (PI) of five first-year clinical students; 2) the role of clinical teachers and other factors that influenced PI formation during clinical rotations, and 3) how the learning process at the clinical level facilitates students to participate and gain recognition.Method: This was a qualitative phenomenological study. This study was open to any first-year clinical students who were undergoing their major clinical at the time of data collection and met the inclusion criteria. Indepth interview was conducted as soon as an interested student contacted the research team. At the end, five first-year clinical students were included in this study. All interviews were voice recorded and transcribed verbatim. Data was analyzed using thematic analysis.Results: a) Technical skills and internal values are two main components that formed their professional identities; b) Clinical teachers act as students’ role model and provide participants with the necessary recognition and opportunities to participate in a community of practice, which subsequently supported their PI formation during clinical rotation; c) participants’ PI formation was supported by various learning experiences embedded in their medical school’s curriculum. Conclusion: Technical skills and internal values are two professional identity components that defined a professional physician. Curriculum design as well as clinical teachers who closely interact with clinical students during their clinical rotations are two essential factors in creating a conducive learning environment that supports participants’ PI formation.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"99 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141359323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Coronavirus Disease 2019 (COVID-19) pandemic had an impact on all sectors including the education sector. The world of conventional education that prioritizes offline learning in one class was required to turn into offline learning through information technology in order to prevent the transmission of COVID-19 disease. Relatively new online learning process in Indonesia will have a real impact on educational institutions and students.Aims: This survey aimed to find out the characteristics of students, perceptions of online learning, the effectiveness of online learning, and the obstacles found when online learning from the student’s side.Case description: The survey was conducted using a list of questions in the google form filled out by students of the Universitas X Pontianak which were taking Basic Biomedical 2 online course in the second semester of the academic year 2019/2020 in May 2020. A total of 30 students were participated in the survey. Respondents get the most internet access from mobile phone quotas and only 20% of respondents get good internet access conditions. Twenty-six point sixty-seven percent of respondents agreed with online learning and 10 percent of respondents said online learning was effective. internet signal conditions, difficulty understanding the material, too much assignment, and insufficient time are obstacles obtained when learning online. Conclusion: Education institutions and stakeholders should always conduct evaluations, improvements, and updates for facilities and human resources involved in online learning.
背景：Coronavirus Disease 2019（COVID-19）大流行对包括教育部门在内的所有部门都产生了影响。为了预防 COVID-19 疾病的传播，传统教育界需要通过信息技术将线下学习转变为线下学习。在印度尼西亚，相对较新的在线学习过程将对教育机构和学生产生真正的影响。目的：本调查旨在从学生方面了解学生的特点、对在线学习的看法、在线学习的效果以及在线学习时发现的障碍：本次调查是通过坤甸第十大学（Universitas X Pontianak）学生填写的谷歌表格中的问题清单进行的，这些学生在2020年5月选修了2019/2020学年第二学期的基础生物医学2在线课程。共有 30 名学生参与了调查。受访者大多通过手机配额上网，只有20%的受访者上网条件良好。26.67%的受访者同意在线学习，10%的受访者表示在线学习很有效。网络信号条件、难以理解材料、作业太多和时间不足是在线学习时遇到的障碍。结论教育机构和利益相关者应经常对在线学习所涉及的设施和人力资源进行评估、改进和更新。
{"title":"ONLINE LEARNING SURVEY OF PUBLIC HEALTH STUDENTS IN A HEALTH SCIENCES FACULTY","authors":"Arif Wicaksono","doi":"10.22146/jpki.77697","DOIUrl":"https://doi.org/10.22146/jpki.77697","url":null,"abstract":"Background: Coronavirus Disease 2019 (COVID-19) pandemic had an impact on all sectors including the education sector. The world of conventional education that prioritizes offline learning in one class was required to turn into offline learning through information technology in order to prevent the transmission of COVID-19 disease. Relatively new online learning process in Indonesia will have a real impact on educational institutions and students.Aims: This survey aimed to find out the characteristics of students, perceptions of online learning, the effectiveness of online learning, and the obstacles found when online learning from the student’s side.Case description: The survey was conducted using a list of questions in the google form filled out by students of the Universitas X Pontianak which were taking Basic Biomedical 2 online course in the second semester of the academic year 2019/2020 in May 2020. A total of 30 students were participated in the survey. Respondents get the most internet access from mobile phone quotas and only 20% of respondents get good internet access conditions. Twenty-six point sixty-seven percent of respondents agreed with online learning and 10 percent of respondents said online learning was effective. internet signal conditions, difficulty understanding the material, too much assignment, and insufficient time are obstacles obtained when learning online. Conclusion: Education institutions and stakeholders should always conduct evaluations, improvements, and updates for facilities and human resources involved in online learning.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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