Carolyn Carolyn, Arnold Lukito, Audelia Kathleen Sulaiman, E. Rukmini
Background: Clinical Learning Environment (CLE) involves many active dynamics, perceptions construction, learners' experiences, and behavior while learning. It includes every human resource working and learning together, a health system, and communities. Standard assessment of CLE is essential to evaluate CLE. The Manchester Clinical Placement Index (MCPI) assesses the CLE based on Community of Practice Theory, emphasizing learning according to experience-based learning. Translation of the MCPI into the Indonesian language will be valuable to assess the CLE. This research intends to translate and adapt MCPI into the Indonesian language. Therefore, MCPI can be used to assess the CLE in Indonesian medical schools.Methods: An expert panel translated the MCPI into the Indonesian language (I-MCPI), and a language learning center validated the translation. Participants who were final year students (N: 155) filled up the online I-MCPI after the informed consent. To assess the I-MCPI validity, we performed exploratory factor analysis (EFA) and item discrimination. To seek reliability, we utilized internal consistency reliability showing as the Cronbach's alpha coefficient.Results: The factor analysis and item discrimination showed the I-MCPI's validity. We found two subscales similar to the original MCPI. Leadership, reception, people, facilities, and organization have similar correlation strength to Subscale Learning Environment (0.60-0.71). Instruction and observation have similar correlation strength to Subscale Training (0.86-0.89). Subscale feedback correlates less than 0.60 for both subscales; thus, we concluded that feedback went to the subscale Training as the original MCPI. Reliability of the I-MCPI showed an excellent internal consistency with Cronbach's alpha of 0.87.Conclusion: I-MCPI is a valid and reliable tool to assess the CLE. Further research with broader cohorts of medical schools will be valuable for advancing medical education in Indonesia.
{"title":"MANCHESTER CLINICAL PLACEMENT INDEX (MCPI) AS CLINICAL LEARNING ENVIRONMENT ASSESSMENT TOOL: ADAPTATION INTO INDONESIAN LANGUAGE","authors":"Carolyn Carolyn, Arnold Lukito, Audelia Kathleen Sulaiman, E. Rukmini","doi":"10.22146/JPKI.63982","DOIUrl":"https://doi.org/10.22146/JPKI.63982","url":null,"abstract":"Background: Clinical Learning Environment (CLE) involves many active dynamics, perceptions construction, learners' experiences, and behavior while learning. It includes every human resource working and learning together, a health system, and communities. Standard assessment of CLE is essential to evaluate CLE. The Manchester Clinical Placement Index (MCPI) assesses the CLE based on Community of Practice Theory, emphasizing learning according to experience-based learning. Translation of the MCPI into the Indonesian language will be valuable to assess the CLE. This research intends to translate and adapt MCPI into the Indonesian language. Therefore, MCPI can be used to assess the CLE in Indonesian medical schools.Methods: An expert panel translated the MCPI into the Indonesian language (I-MCPI), and a language learning center validated the translation. Participants who were final year students (N: 155) filled up the online I-MCPI after the informed consent. To assess the I-MCPI validity, we performed exploratory factor analysis (EFA) and item discrimination. To seek reliability, we utilized internal consistency reliability showing as the Cronbach's alpha coefficient.Results: The factor analysis and item discrimination showed the I-MCPI's validity. We found two subscales similar to the original MCPI. Leadership, reception, people, facilities, and organization have similar correlation strength to Subscale Learning Environment (0.60-0.71). Instruction and observation have similar correlation strength to Subscale Training (0.86-0.89). Subscale feedback correlates less than 0.60 for both subscales; thus, we concluded that feedback went to the subscale Training as the original MCPI. Reliability of the I-MCPI showed an excellent internal consistency with Cronbach's alpha of 0.87.Conclusion: I-MCPI is a valid and reliable tool to assess the CLE. Further research with broader cohorts of medical schools will be valuable for advancing medical education in Indonesia. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87909667","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 concept of patient centered health services encourages interprofessional collaboration practice (IPCP), including teaching hospitals. IPCP in teaching hospitals expected to be implemented properly as a role model for students. Students in academic stage are expected to understand the concept of interprofessional education (IPE) and apply IPCP concept during clinical practice. This study aimed to determine the implementation of IPCP and various factors related to IPCP in teaching hospitals.Methods: This study used a mixed methods-sequential explanatory design with the subjects of healthcare professionals at RSUD R Syamsudin SH recruited using systematic random sampling. The research began with collecting quantitative data to measure the implementation of IPCP using the Indonesian version of the Assessment of Interprofessional Team Collaboration Scale-II (AITCS-II), continued with collecting qualitative data with in-depth interviews to explored IPCP and various factors associated with its implementation.Results: A total of 320 respondents filled out the AITCS-II questionnaire and 11 participants were interviewed deeply. More than 66% of respondents had a good collaboration in each domain; 73,8% of respondents had a good collaboration in IPCP; profession background significantly contributed IPCP (p <0.05). Qualitative analysis was carried out with a semantic theme and obtained 3 themes: not ideal IPCP implementation, perception of IPCP domains by healthcare professionals and barriers in implementing IPCP. Conclusion: The perception of IPCP that well implemented may resulted from improper understanding of IPCP. We still found barrier in implementing IPCP related to stereotypes, hierarchical culture, interprofessional communication and regulation.
背景:以患者为中心的卫生服务理念鼓励跨专业合作实践(IPCP)，包括教学医院。期望在教学医院妥善实施IPCP，为学生树立榜样。期望学生在学术阶段理解跨专业教育(IPE)的概念，并在临床实践中应用IPCP的概念。本研究旨在了解教学医院实施IPCP的情况及与IPCP相关的各种因素。方法:本研究采用混合方法-顺序解释设计，采用系统随机抽样的方法招募RSUD R Syamsudin SH的医疗保健专业人员。本研究首先使用印尼版的跨专业团队合作评估量表ii (AITCS-II)收集定量数据来衡量IPCP的实施情况，然后通过深入访谈收集定性数据，探讨IPCP及其实施相关的各种因素。结果:共有320名被调查者填写了AITCS-II问卷，并对11名被调查者进行了深度访谈。超过66%的受访者在每个领域都有良好的协作;76.8%的被调查者在IPCP中合作良好;职业背景对IPCP有显著影响(p <0.05)。采用语义主题进行定性分析，得到IPCP实施不理想、卫生保健专业人员对IPCP领域的认知和实施IPCP的障碍3个主题。结论:对IPCP实施良好的感觉可能是由于对IPCP的认识不正确所致。在实施IPCP过程中，我们仍然发现与刻板印象、等级文化、跨专业沟通和监管有关的障碍。
{"title":"IMPLEMENTATION OF INTERPROFESSIONAL COLLABORATIVE PRACTICE IN TYPE B TEACHING GENERAL HOSPITALS: A MIXED METHODS STUDY","authors":"Nurul Aida Fathya, C. Effendy, Y. Prabandari","doi":"10.22146/jpki.60093","DOIUrl":"https://doi.org/10.22146/jpki.60093","url":null,"abstract":"Background: The concept of patient centered health services encourages interprofessional collaboration practice (IPCP), including teaching hospitals. IPCP in teaching hospitals expected to be implemented properly as a role model for students. Students in academic stage are expected to understand the concept of interprofessional education (IPE) and apply IPCP concept during clinical practice. This study aimed to determine the implementation of IPCP and various factors related to IPCP in teaching hospitals.Methods: This study used a mixed methods-sequential explanatory design with the subjects of healthcare professionals at RSUD R Syamsudin SH recruited using systematic random sampling. The research began with collecting quantitative data to measure the implementation of IPCP using the Indonesian version of the Assessment of Interprofessional Team Collaboration Scale-II (AITCS-II), continued with collecting qualitative data with in-depth interviews to explored IPCP and various factors associated with its implementation.Results: A total of 320 respondents filled out the AITCS-II questionnaire and 11 participants were interviewed deeply. More than 66% of respondents had a good collaboration in each domain; 73,8% of respondents had a good collaboration in IPCP; profession background significantly contributed IPCP (p <0.05). Qualitative analysis was carried out with a semantic theme and obtained 3 themes: not ideal IPCP implementation, perception of IPCP domains by healthcare professionals and barriers in implementing IPCP. Conclusion: The perception of IPCP that well implemented may resulted from improper understanding of IPCP. We still found barrier in implementing IPCP related to stereotypes, hierarchical culture, interprofessional communication and regulation. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"40 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89990000","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 healthcare system consists of collaborations from multiple related professions to provide superior services for patients. The ability to cooperate in an interprofessional environment should be introduced at an early stage for healthcare students in the workplace amongst various disciplines. Interprofessional education (IPE), is an innovation where a group of students from several health professions conduct learning together, to create effective collaboration in order to improve the quality of health services. One of the active learning methods that can be used is Team-Based Learning (TBL). This study aims to elaborate students' perception of IPE learning using TBL as the active learning method.Method: The mixed – method is applied in this research. 162 students from four applied undergraduate study programs at the Tanjungkarang Health Polytechnic are sampled. 26 groups consisting of 6 - 7 students from various study programs are divided from the sample. Data was collected using sli.do at the end of TBL session.Results: Student perceptions included: entertaining learning processes, higher knowledge absorptions, improved interprofessional teamwork and communication and better critical thinking skills. Refining teacher competency, increasing profession diversity in the discussions, increasing session duration and higher topic complexity are important factors to ameliorate further IPE learning using TBL. 81% of students had a positive (excellent and good) response in regards to IPE learning using the TBL.Conclusion: Students possess a positive perception and increased benefits for IPE learning using TBL. TBL may be one of the prospective methods to convey IPE concepts.
{"title":"STUDENTS’ PERCEPTION TOWARDS INTERPROFESSIONAL EDUCATION (IPE) USING TEAM-BASED LEARNING (TBL)","authors":"Warjidin Aliyanto, R. Hastuti, D. Oktaria","doi":"10.22146/jpki.62802","DOIUrl":"https://doi.org/10.22146/jpki.62802","url":null,"abstract":"Background: The healthcare system consists of collaborations from multiple related professions to provide superior services for patients. The ability to cooperate in an interprofessional environment should be introduced at an early stage for healthcare students in the workplace amongst various disciplines. Interprofessional education (IPE), is an innovation where a group of students from several health professions conduct learning together, to create effective collaboration in order to improve the quality of health services. One of the active learning methods that can be used is Team-Based Learning (TBL). This study aims to elaborate students' perception of IPE learning using TBL as the active learning method.Method: The mixed – method is applied in this research. 162 students from four applied undergraduate study programs at the Tanjungkarang Health Polytechnic are sampled. 26 groups consisting of 6 - 7 students from various study programs are divided from the sample. Data was collected using sli.do at the end of TBL session.Results: Student perceptions included: entertaining learning processes, higher knowledge absorptions, improved interprofessional teamwork and communication and better critical thinking skills. Refining teacher competency, increasing profession diversity in the discussions, increasing session duration and higher topic complexity are important factors to ameliorate further IPE learning using TBL. 81% of students had a positive (excellent and good) response in regards to IPE learning using the TBL.Conclusion: Students possess a positive perception and increased benefits for IPE learning using TBL. TBL may be one of the prospective methods to convey IPE concepts.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72674839","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: Interprofessional education is a useful method for enhancing professional abilities in collaborative processes so as to create holistic health services. To improve collaboration skills, one of the competencies is the ability to communicate between professions. Therefore, it is necessary to know the existence of scientific evidence about the implementation of interprofessional education in improving student communication skills. Method: There was some original research which was published in the ProQuest and Google Scholar databases from 2013 to 2017. Results: There were 14 articles gotten from both inclusion and exclusion criteria. Articles collected using a quasi-experimental research design, and mix methods. Each article used a different implementation method to measure an increase in communication skills between students. Thirteen studies reported that students' communication skills increased, but there was one study that did not have a significance value for effective communication.Conclusion: Based on the research review, there are many intervention methods that can be used to improve student communication in the application of IPE. Thus, institutions can improve, manage learning strategies and implement IPE.
{"title":"INTERPROFESSIONAL EDUCATION (IPE) IMPROVES STUDENTS' COMMUNICATION SKILLS: A LITERATURE REVIEW","authors":"S. Sundari, Hadi Rai","doi":"10.22146/jpki.52833","DOIUrl":"https://doi.org/10.22146/jpki.52833","url":null,"abstract":"Background: Interprofessional education is a useful method for enhancing professional abilities in collaborative processes so as to create holistic health services. To improve collaboration skills, one of the competencies is the ability to communicate between professions. Therefore, it is necessary to know the existence of scientific evidence about the implementation of interprofessional education in improving student communication skills. Method: There was some original research which was published in the ProQuest and Google Scholar databases from 2013 to 2017. Results: There were 14 articles gotten from both inclusion and exclusion criteria. Articles collected using a quasi-experimental research design, and mix methods. Each article used a different implementation method to measure an increase in communication skills between students. Thirteen studies reported that students' communication skills increased, but there was one study that did not have a significance value for effective communication.Conclusion: Based on the research review, there are many intervention methods that can be used to improve student communication in the application of IPE. Thus, institutions can improve, manage learning strategies and implement IPE.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88040475","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: Collaboration between health professionals is needed to improve health services. The collaboration can be applied to the education system through the Interprofessional Education (IPE) concept. This study aimed to examine students’ perception on the IPE implementation.Methods: This was a descriptive study using cross-sectional method. The study sample were 300 undergraduate students in Medical Faculty Andalas University (MFAU). It consisted of 190 medical students, 72 psychology students, and 38 midwifery students. The sample was determined by proportionate stratified random sampling method. The research instrument used was Interdisciplinary Education Perception Scale (IEPS) questionnaire.Results: The 252 students (84%) showed positive perception on IPE implementation. The highest percentage (90%) of the component of perception was actual cooperation and the component of understanding of others’ profession had the lowest percentage (51%). Midwifery students had the highest percentage of perception (92.1%), while the lowest percentage of perception was showed by psychology students (72.2%). The perception tended to increase in perception from first-year (85.7%) to second-year (89.9%) and declined in third-year students (76%).Conclusion: Students of MFAU having a good perception on the IPE implementation. However, there is a lack of understanding of others’ profession that needs to be addressed and improved.
{"title":"STUDENTS PERCEPTION ON IMPLEMENTATION OF INTERPROFESSIONAL EDUCATION","authors":"Multazam Fahreza Chandra, Laila Isrona, Emilzon Taslim, Ilmiawati Ilmiawati","doi":"10.22146/jpki.59527","DOIUrl":"https://doi.org/10.22146/jpki.59527","url":null,"abstract":"Background: Collaboration between health professionals is needed to improve health services. The collaboration can be applied to the education system through the Interprofessional Education (IPE) concept. This study aimed to examine students’ perception on the IPE implementation.Methods: This was a descriptive study using cross-sectional method. The study sample were 300 undergraduate students in Medical Faculty Andalas University (MFAU). It consisted of 190 medical students, 72 psychology students, and 38 midwifery students. The sample was determined by proportionate stratified random sampling method. The research instrument used was Interdisciplinary Education Perception Scale (IEPS) questionnaire.Results: The 252 students (84%) showed positive perception on IPE implementation. The highest percentage (90%) of the component of perception was actual cooperation and the component of understanding of others’ profession had the lowest percentage (51%). Midwifery students had the highest percentage of perception (92.1%), while the lowest percentage of perception was showed by psychology students (72.2%). The perception tended to increase in perception from first-year (85.7%) to second-year (89.9%) and declined in third-year students (76%).Conclusion: Students of MFAU having a good perception on the IPE implementation. However, there is a lack of understanding of others’ profession that needs to be addressed and improved. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74648917","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}
E. Stujanna, Gea Pandhita, Rizka Aries Putranti, Bety Semara Lakshmi, W. Sukarya
Background: Currently, medical education program has implemented the student-centred education method by using Problem Based Learning (PBL) paradigm. One of its assessment methods is Student Oral Case Analysis (SOCA). This method determines the rhetorical and linguistic characteristics of students by using specific communication methods. An offline assessment is temporarily selected for the SOCA. Due to the pandemic, strict health protocols for medical education should be followed by any parties. As a result, there is a modification for learning method when offline (face-to-face) activities should be shifted to online activities, includes SOCA assessment. However, to meet the objective of the learning, the modification needs careful planning and implementation. This study aimed to describe about how The Faculty of Medicine, Prof. DR. Hamka Muhammadiyah University (UHAMKA) successfully carried out SOCA assessment for their students through online method.Case Discussion: During the outbreak of Covid-19 The Faculty of Medicine, UHAMKA, has changed SOCA assessment from offline mode to online mode by using Zoom application. Pre-exam preparation includes a review of the questions by the Medical Education Unit team, preparation of human resources (examiners, supervisors), and supporting applications. The assessment is conducted by applying some adjustments between medical learning activities and current health protocols. Subsequently, upon completion of the assessment, an evaluation is conducted using a questionnaire and random interview technique.Conclusion: The Zoom platform’s online method is an effective option for SOCA assessment during the pandemic. It can be concluded that the exam was successfully implemented to the student and it produced relatively similar results with an offline exam. The online SOCA assessment at Faculty of Medicine UHAMKA was well organized without any serious problem.
{"title":"ONLINE STUDENT ORAL CASE ANALYSIS DURING COVID-19 PANDEMIC: A CASE STUDY","authors":"E. Stujanna, Gea Pandhita, Rizka Aries Putranti, Bety Semara Lakshmi, W. Sukarya","doi":"10.22146/jpki.61822","DOIUrl":"https://doi.org/10.22146/jpki.61822","url":null,"abstract":"Background: Currently, medical education program has implemented the student-centred education method by using Problem Based Learning (PBL) paradigm. One of its assessment methods is Student Oral Case Analysis (SOCA). This method determines the rhetorical and linguistic characteristics of students by using specific communication methods. An offline assessment is temporarily selected for the SOCA. Due to the pandemic, strict health protocols for medical education should be followed by any parties. As a result, there is a modification for learning method when offline (face-to-face) activities should be shifted to online activities, includes SOCA assessment. However, to meet the objective of the learning, the modification needs careful planning and implementation. This study aimed to describe about how The Faculty of Medicine, Prof. DR. Hamka Muhammadiyah University (UHAMKA) successfully carried out SOCA assessment for their students through online method.Case Discussion: During the outbreak of Covid-19 The Faculty of Medicine, UHAMKA, has changed SOCA assessment from offline mode to online mode by using Zoom application. Pre-exam preparation includes a review of the questions by the Medical Education Unit team, preparation of human resources (examiners, supervisors), and supporting applications. The assessment is conducted by applying some adjustments between medical learning activities and current health protocols. Subsequently, upon completion of the assessment, an evaluation is conducted using a questionnaire and random interview technique.Conclusion: The Zoom platform’s online method is an effective option for SOCA assessment during the pandemic. It can be concluded that the exam was successfully implemented to the student and it produced relatively similar results with an offline exam. The online SOCA assessment at Faculty of Medicine UHAMKA was well organized without any serious problem. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91100611","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: In the Academic Year 2017/2018 the Faculty of Medicine Universitas Pembangunan Nasional Veteran Jakarta (FMUPNVJ) began using anatomage and plastination as learning tools. This study aims to describe the learning process, compare learning outcomes of students after using anatomage and plastination with the learning outcomes of students in the previous academic year, and describe students’ perceptions regarding the learning tools used.Methods: A cross-sectional study was conducted on the population of second-semester FMUPNVJ students who had taken dermatomusculoskeletal (DMS) block in the academic year 2017/2018. Data were taken from the total population (n = 163). A questionnaire with a 5-point Likert scale and open-ended questions were used to obtain student perceptions related to the learning process and the learning tools used. Semester grade point average (GPA) before taking the DMS block and results of anatomy practical exam of the subjects (n = 163) and students of the previous academic year (n = 157) were analyzed.Results: The students appreciate learning using anatomage and plastination. The Mann-Whitney test result showed that there was no difference in semester GPA before taking DMS block between the two groups (p = 0.090). However, the learning outcomes after using anatomage and plastination were lower than those using only cadaver and mannequin (p = 0.002). Each learning tool has some advantages and disadvantages. Conclusion: The usage of anatomage and plastination at Anatomy Laboratory FMUPNVJ has not been able to improve learning outcomes. Anatomage features need to be used optimally to enhance the learning outcomes.
{"title":"THE USAGE OF ANATOMAGE AND PLASTINATION IN ANATOMY LEARNING: STUDENT PERCEPTIONS AND LEARNING OUTCOMES","authors":"N. Bustamam, Diana Agustini Purwaningastuti","doi":"10.22146/jpki.48798","DOIUrl":"https://doi.org/10.22146/jpki.48798","url":null,"abstract":"Background: In the Academic Year 2017/2018 the Faculty of Medicine Universitas Pembangunan Nasional Veteran Jakarta (FMUPNVJ) began using anatomage and plastination as learning tools. This study aims to describe the learning process, compare learning outcomes of students after using anatomage and plastination with the learning outcomes of students in the previous academic year, and describe students’ perceptions regarding the learning tools used.Methods: A cross-sectional study was conducted on the population of second-semester FMUPNVJ students who had taken dermatomusculoskeletal (DMS) block in the academic year 2017/2018. Data were taken from the total population (n = 163). A questionnaire with a 5-point Likert scale and open-ended questions were used to obtain student perceptions related to the learning process and the learning tools used. Semester grade point average (GPA) before taking the DMS block and results of anatomy practical exam of the subjects (n = 163) and students of the previous academic year (n = 157) were analyzed.Results: The students appreciate learning using anatomage and plastination. The Mann-Whitney test result showed that there was no difference in semester GPA before taking DMS block between the two groups (p = 0.090). However, the learning outcomes after using anatomage and plastination were lower than those using only cadaver and mannequin (p = 0.002). Each learning tool has some advantages and disadvantages. Conclusion: The usage of anatomage and plastination at Anatomy Laboratory FMUPNVJ has not been able to improve learning outcomes. Anatomage features need to be used optimally to enhance the learning outcomes.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88194504","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}
P. Utomo, A. Farmawati, J. Degnan, R. Hidayah, R. Riskiyana, G. Rahayu
Background: Medical students in Indonesia are required to pass a national licensing examination (e.g., UKMPPD) as a requirement of graduation and to obtain their certificate of competence. Medical schools prepared their students based on their needs and capacity. The preparation might use different teaching approaches. Undergraduate medicine program in Universitas Gadjah Mada conducts a national licensing examination preparation program facilitated by both faculty members and peer tutors. The peer tutors are newly graduated medical doctors who were recruited and trained. The use of trained peer tutors in a structured program to prepare high-stake examination such as a national examination is considered novel. This paper aims to describe a peer-assisted learning (PAL) approach used to prepare medical students in facing a national licensing examination.Case Discussion: A preparation program using faculty and peer tutors was deployed to prepare final-year medical students for facing the Indonesian national licensing examination. The ratio of sessions facilitated by faculty to peer tutors was 1:2. The preparation included CBT and OSCE training. Sessions with faculty used a medium to large class approach while sessions with peer tutors used a small to medium group approach. Through February 2020, 147 students have participated in the program. A questionnaire was developed to measure agreement that the program was successful and if the tutees were satisfied with various aspects of the program. The tutees responded with high rates of satisfaction to most items on the questionnaire (responses for all but one item ranged between 72.1% and 90.5% in favorable agreement or satisfaction). The one exception was CBT preparation where the level of satisfaction was lower (54.4% rated CBT favorably). Participants highly valued the involvement and the performance of peer tutors.Conclusion: The use of near-peer assisted learning for national licensing examination preparation has strong potential. Further study is required to investigate the impact of the peer-assisted national licensing examination preparation program on students’ achievement and clinical practice.
{"title":"NEWLY-GRADUATED MEDICAL DOCTORS AS NEAR-PEER TUTORS FOR PREPARING NATIONAL LICENSING EXAMINATION: A CASE REPORT","authors":"P. Utomo, A. Farmawati, J. Degnan, R. Hidayah, R. Riskiyana, G. Rahayu","doi":"10.22146/jpki.62407","DOIUrl":"https://doi.org/10.22146/jpki.62407","url":null,"abstract":"Background: Medical students in Indonesia are required to pass a national licensing examination (e.g., UKMPPD) as a requirement of graduation and to obtain their certificate of competence. Medical schools prepared their students based on their needs and capacity. The preparation might use different teaching approaches. Undergraduate medicine program in Universitas Gadjah Mada conducts a national licensing examination preparation program facilitated by both faculty members and peer tutors. The peer tutors are newly graduated medical doctors who were recruited and trained. The use of trained peer tutors in a structured program to prepare high-stake examination such as a national examination is considered novel. This paper aims to describe a peer-assisted learning (PAL) approach used to prepare medical students in facing a national licensing examination.Case Discussion: A preparation program using faculty and peer tutors was deployed to prepare final-year medical students for facing the Indonesian national licensing examination. The ratio of sessions facilitated by faculty to peer tutors was 1:2. The preparation included CBT and OSCE training. Sessions with faculty used a medium to large class approach while sessions with peer tutors used a small to medium group approach. Through February 2020, 147 students have participated in the program. A questionnaire was developed to measure agreement that the program was successful and if the tutees were satisfied with various aspects of the program. The tutees responded with high rates of satisfaction to most items on the questionnaire (responses for all but one item ranged between 72.1% and 90.5% in favorable agreement or satisfaction). The one exception was CBT preparation where the level of satisfaction was lower (54.4% rated CBT favorably). Participants highly valued the involvement and the performance of peer tutors.Conclusion: The use of near-peer assisted learning for national licensing examination preparation has strong potential. Further study is required to investigate the impact of the peer-assisted national licensing examination preparation program on students’ achievement and clinical practice.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81681127","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 faculty of Dentistry Universitas Indonesia (FDUI) has implemented multiprofessional education (MPE) since the academic year of 2012/2013. Some concerns about facilitators and the achievement of students arose. This study aims (1) to describe the curriculum mapping, (2) to elaborate the perception of facilitators regarding the implementation of MPE, and (3) to assess the achievement among non-MPE and MPE groups in a particular subject.Methods: This research used a quantitative and qualitative approach. This research collected the data of achievement, perception of facilitators, and the curriculum in order to assess the implementation of MPE.Results: The curriculum consisted of common subjects or topics. There were some suggestions regarding the facilitators and the curriculum in the implementation of MPE. In line with one-way Annova, the mean score of students among Non-MPE (76.52±4.36), MPE_2012 (75.52±4.39), and MPE_2013 groups (75.46±4.66) were not statistically different with p-value = 0.154. Conclusion: The faculty has succeeded in compiling an integrated MPE curriculum. There are opportunities for an improvement in several areas. The academic achievement of MPE students is as good as Non-MPE students. The MPE group’s research proposals seemed to have a spirit of collaboration.
{"title":"IMPLEMENTATION OF MULTI-PROFESSIONAL EDUCATION: A SHORT REVIEW OF THE RESEARCH METHODOLOGY AND BIOSTATISTICS COURSE","authors":"Herry Novrinda","doi":"10.22146/jpki.61616","DOIUrl":"https://doi.org/10.22146/jpki.61616","url":null,"abstract":"Background: The faculty of Dentistry Universitas Indonesia (FDUI) has implemented multiprofessional education (MPE) since the academic year of 2012/2013. Some concerns about facilitators and the achievement of students arose. This study aims (1) to describe the curriculum mapping, (2) to elaborate the perception of facilitators regarding the implementation of MPE, and (3) to assess the achievement among non-MPE and MPE groups in a particular subject.Methods: This research used a quantitative and qualitative approach. This research collected the data of achievement, perception of facilitators, and the curriculum in order to assess the implementation of MPE.Results: The curriculum consisted of common subjects or topics. There were some suggestions regarding the facilitators and the curriculum in the implementation of MPE. In line with one-way Annova, the mean score of students among Non-MPE (76.52±4.36), MPE_2012 (75.52±4.39), and MPE_2013 groups (75.46±4.66) were not statistically different with p-value = 0.154. Conclusion: The faculty has succeeded in compiling an integrated MPE curriculum. There are opportunities for an improvement in several areas. The academic achievement of MPE students is as good as Non-MPE students. The MPE group’s research proposals seemed to have a spirit of collaboration. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79132617","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: Problematic practices performed by doctors and clinical phase students often be found in the workplace settings. Common problems related to team working is the highest rated problems. To overcome this problem, we designed an elective course, Medical Education block (ME) and have implemented the course since 2014. This study aimed to find topics in ME which were meaningful toward medical student’s practices. Methods: A Delphi method were utilized. The experts were the subjects themselves to acknowledge that they were the participants of the ME block, other elective blocks, and clerkship. There were 21 respondents consisted of 2012, 2013 and 2014 bathces. All the subjects were in their clerkship or at the end of their education. They were divided into two groups: who enrolled in ME (n=10), and other blocks (n=11). The questionnaire was consisted of three parts. The first part listed 5 main topics with responses of agree/disagree. The second part listed the same topics, but subjects needed to response the weight on each topic. The last part listed 27 topics in ME Block that might or might not relate to clerkship. Responses were given in agree/disagree. Results: Using two-rounded Delphi method, we found the average of rate of agreement (roa) on the first round was 88% and the second was 81%. There were only 2 statements of the second part which had roa >70%. Thus, the second part went to the 2nd round together with the 3 statements of the third parts. Finally, there were only 2 statements of the second parts achieved roa and there were 2 topics left undecided of the third part. Conclusion: Few topics which were proven useful for medical students were personal education, medical education research, and professionalism. Keywords: practices, medical education, elective course
{"title":"TOPICS IN MEDICAL EDUCATION ELECTIVE BLOCK: A STUDY USING DELPHI METHOD","authors":"Geraldo Geraldo, E. Rukmini","doi":"10.22146/jpki.46608","DOIUrl":"https://doi.org/10.22146/jpki.46608","url":null,"abstract":"Background: Problematic practices performed by doctors and clinical phase students often be found in the workplace settings. Common problems related to team working is the highest rated problems. To overcome this problem, we designed an elective course, Medical Education block (ME) and have implemented the course since 2014. This study aimed to find topics in ME which were meaningful toward medical student’s practices. Methods: A Delphi method were utilized. The experts were the subjects themselves to acknowledge that they were the participants of the ME block, other elective blocks, and clerkship. There were 21 respondents consisted of 2012, 2013 and 2014 bathces. All the subjects were in their clerkship or at the end of their education. They were divided into two groups: who enrolled in ME (n=10), and other blocks (n=11). The questionnaire was consisted of three parts. The first part listed 5 main topics with responses of agree/disagree. The second part listed the same topics, but subjects needed to response the weight on each topic. The last part listed 27 topics in ME Block that might or might not relate to clerkship. Responses were given in agree/disagree. Results: Using two-rounded Delphi method, we found the average of rate of agreement (roa) on the first round was 88% and the second was 81%. There were only 2 statements of the second part which had roa >70%. Thus, the second part went to the 2nd round together with the 3 statements of the third parts. Finally, there were only 2 statements of the second parts achieved roa and there were 2 topics left undecided of the third part. Conclusion: Few topics which were proven useful for medical students were personal education, medical education research, and professionalism. Keywords: practices, medical education, elective course","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90679327","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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