Ide Pustaka Setiawan, Fitriana Mawardi, R. Riskiyana, Tony Arjuna, Perdana Samekto, Ema Madyaningrum, Vita Yanti Anggraeni, Eko Ariwibowo
Background: A five-day interprofessional education (IPE) pilot program in geriatric care was introduced to advanced students in clinical rotation. The program focused on providing students with interprofessional experience in managing elderly care. This study aimed to understand the knowledge, readiness, and perception of students from three different professional programs (medical, nursing, and health nutrition students regarding this pilot program Methods: A descriptive quantitative research with open-ended questions was conducted. Wilcoxon analysis was performed to find the difference in students' knowledge and readiness regarding interprofessional collaboration practice before and after the pilot program. Open-ended questions were distributed online to evaluate students' reflections upon participating in the program. Results: There were 27 participants consisting of 8 medical students, 10 nursing students, and 9 health nutrition students involved in this study. The quantitative study found an increase in interprofessional knowledge and readiness (p<0.001). There were also improvements in intra-professional knowledge of the medical, nursing, and dietetics students with p<0.001 in each profession. A descriptive analysis of open-ended questions revealed that teacher competence and good program coordination were regarded as important for the program's success. Students reported that they had a better understanding of the role of other professions in managing patients’ problems. Interprofessional communication was regarded as important to ensure patient safety. Students also learned that interprofessional collaboration in elderly care is important to improve the patient’s quality of life. Conclusion: The pilot IPE program improved both interprofessional and intra-professional knowledge and readiness of the students in geriatric clinical rotation. Moreover, students felt this activity had a positive impact on their understanding of interprofessional collaboration and patient health outcomes.
{"title":"IMPROVEMENT OF STUDENTS’ KNOWLEDGE AND READINESS AFTER A SHORT COURSE PILOT OF IPE IN GERIATRIC CARE","authors":"Ide Pustaka Setiawan, Fitriana Mawardi, R. Riskiyana, Tony Arjuna, Perdana Samekto, Ema Madyaningrum, Vita Yanti Anggraeni, Eko Ariwibowo","doi":"10.22146/jpki.84788","DOIUrl":"https://doi.org/10.22146/jpki.84788","url":null,"abstract":"Background: A five-day interprofessional education (IPE) pilot program in geriatric care was introduced to advanced students in clinical rotation. The program focused on providing students with interprofessional experience in managing elderly care. This study aimed to understand the knowledge, readiness, and perception of students from three different professional programs (medical, nursing, and health nutrition students regarding this pilot program Methods: A descriptive quantitative research with open-ended questions was conducted. Wilcoxon analysis was performed to find the difference in students' knowledge and readiness regarding interprofessional collaboration practice before and after the pilot program. Open-ended questions were distributed online to evaluate students' reflections upon participating in the program. Results: There were 27 participants consisting of 8 medical students, 10 nursing students, and 9 health nutrition students involved in this study. The quantitative study found an increase in interprofessional knowledge and readiness (p<0.001). There were also improvements in intra-professional knowledge of the medical, nursing, and dietetics students with p<0.001 in each profession. A descriptive analysis of open-ended questions revealed that teacher competence and good program coordination were regarded as important for the program's success. Students reported that they had a better understanding of the role of other professions in managing patients’ problems. Interprofessional communication was regarded as important to ensure patient safety. Students also learned that interprofessional collaboration in elderly care is important to improve the patient’s quality of life. Conclusion: The pilot IPE program improved both interprofessional and intra-professional knowledge and readiness of the students in geriatric clinical rotation. Moreover, students felt this activity had a positive impact on their understanding of interprofessional collaboration and patient health outcomes.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319278","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}
Chintia Chintia, Yudhi Nugraha, Hikmah Muktamiroh, T. Pasiak
Background: Depression is a mood disorder that causes distress and affects feelings, thought, and daily activities. Medical students belong to a group that is prone to depression. The high incidence of depression in medical students is caused by stressors in study loads and busy schedules, especially during the COVID-19 pandemic. COVID-19 affects mental health, including a significant increase in depression rates because everyone must adapt to constantly changing situations. Therefore, medical students need the role of spirituality and resilience as protective factors from the occurrence of depression which also allows medical students to rise when faced with difficulties. This study aimed to determine the relationship between spirituality and resilience with the level of depression in medical students.Methods: This research was an observational analytic study with a cross-sectional approach. The research sample was 246 respondents by using the Daily Spiritual Experience Scale (DSES), Connor-Davidson Resilience Scale (CD-RISC), and Beck Depression Inventory (BDI-II) questionnaires.Results: From the results of this study, it was found that the prevalence of depression in respondents was 39%. The bivariate analysis using the Chi-Square test showed a relationship between spirituality with a level of depression (p=0.000) and resilience with a level of depression (p=0.000).Conclusion: The results indicated that there is a significant relationship between spirituality and resilience with a level of depression in medical students. The higher spirituality and resilience, the lower depression level and vice versa. The lower spirituality and resilience, the higher depression level.
{"title":"THE RELATIONSHIP BETWEEN SPIRITUALITY AND RESILIENCE WITH LEVEL OF DEPRESSION IN MEDICAL STUDENTS","authors":"Chintia Chintia, Yudhi Nugraha, Hikmah Muktamiroh, T. Pasiak","doi":"10.22146/jpki.72848","DOIUrl":"https://doi.org/10.22146/jpki.72848","url":null,"abstract":"Background: Depression is a mood disorder that causes distress and affects feelings, thought, and daily activities. Medical students belong to a group that is prone to depression. The high incidence of depression in medical students is caused by stressors in study loads and busy schedules, especially during the COVID-19 pandemic. COVID-19 affects mental health, including a significant increase in depression rates because everyone must adapt to constantly changing situations. Therefore, medical students need the role of spirituality and resilience as protective factors from the occurrence of depression which also allows medical students to rise when faced with difficulties. This study aimed to determine the relationship between spirituality and resilience with the level of depression in medical students.Methods: This research was an observational analytic study with a cross-sectional approach. The research sample was 246 respondents by using the Daily Spiritual Experience Scale (DSES), Connor-Davidson Resilience Scale (CD-RISC), and Beck Depression Inventory (BDI-II) questionnaires.Results: From the results of this study, it was found that the prevalence of depression in respondents was 39%. The bivariate analysis using the Chi-Square test showed a relationship between spirituality with a level of depression (p=0.000) and resilience with a level of depression (p=0.000).Conclusion: The results indicated that there is a significant relationship between spirituality and resilience with a level of depression in medical students. The higher spirituality and resilience, the lower depression level and vice versa. The lower spirituality and resilience, the higher depression level.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319105","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}
Johan Weinand Lepertery, Y. Taihuttu, Christiana R. Titaley
Background: Changes in learning methods from teacher-centered to student-centered, in addition to the different subjects taught compared to the high school, could be challenging for new medical students. Biomedical matriculation is carried out for new students to equalize perceptions and knowledge before the first semester starts. This study explored student perceptions about the effectiveness of biomedical matriculation activities at the Faculty of Medicine, University of Pattimura, Ambon.Methods: This qualitative study was conducted with 20 students from the Faculty of Medicine, University of Pattimura who were in their first year of the 2022/2023 academic year. Data were collected using in-depth interviews.Results: The results showed that many students at the beginning of the intake needed to be made aware of biomedical matriculation. Consequently, this adversely impacts the informants' readiness to participate in the program. Students admitted that they began to adapt as the learning activities progressed in matriculation. The informants also agreed that biomedical matriculation was effective in helping them during their first year. It provided new knowledge regarding the subjects studied and helped them adapt to the learning methods of the faculty and in their preparation for class later.Conclusion: Most informants mentioned that the supporting components in biomedical matriculation, such as the material taught, lecturers as well as infrastructure also supported them in their adaption to the new academic life at the faculty.
{"title":"EFFECTIVENESS OF BIOMEDICAL MATRICULATION FACULTY OF MEDICINE (A QUALITATIVE STUDY)","authors":"Johan Weinand Lepertery, Y. Taihuttu, Christiana R. Titaley","doi":"10.22146/jpki.82819","DOIUrl":"https://doi.org/10.22146/jpki.82819","url":null,"abstract":"Background: Changes in learning methods from teacher-centered to student-centered, in addition to the different subjects taught compared to the high school, could be challenging for new medical students. Biomedical matriculation is carried out for new students to equalize perceptions and knowledge before the first semester starts. This study explored student perceptions about the effectiveness of biomedical matriculation activities at the Faculty of Medicine, University of Pattimura, Ambon.Methods: This qualitative study was conducted with 20 students from the Faculty of Medicine, University of Pattimura who were in their first year of the 2022/2023 academic year. Data were collected using in-depth interviews.Results: The results showed that many students at the beginning of the intake needed to be made aware of biomedical matriculation. Consequently, this adversely impacts the informants' readiness to participate in the program. Students admitted that they began to adapt as the learning activities progressed in matriculation. The informants also agreed that biomedical matriculation was effective in helping them during their first year. It provided new knowledge regarding the subjects studied and helped them adapt to the learning methods of the faculty and in their preparation for class later.Conclusion: Most informants mentioned that the supporting components in biomedical matriculation, such as the material taught, lecturers as well as infrastructure also supported them in their adaption to the new academic life at the faculty.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319215","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}
Diani Puspa Wijaya, Titis Nurmasitoh, M. Pramaningtyas
Background: Basic science laboratory practicum is intended to help improve theachievement of block material. The practical implementation that was applied previously seemed very theoretical. Students find it challenging to associate laboratory practicum's topics with processes that occur in the human body, clinical process, and associate with other material in blocks. The problem has an impact on the score of the pretest and the interest of students in following the laboratory practicum. Physiology laboratory practicum with the method of case-based learning (CBL) is expected to increase the graduation of the pretest and interest of students in following the practicum so that it is expected to improve mastery of the material and link the subject to the real conditions in everyday life. This study aims to determine whether there is an increase in pretest score and student interest in physiology practicum using the CBL method.Methods: The method used in this study is the application of case-based learning inphysiology practicum. After that, the pretest results were analyzed by comparing the control and treatment groups. After completion of the laboratory practicum, the students' perceptions of laboratory practicum with CBL through questionnaires and focus group discussion (FGD) to laboratory practicum participants were completed.Results: The results of the analysis show that the physiological pretest scores ofstudents using the case-based learning method and the addition of local genius material are higher than those who do not use this method (p = 0.00 for blocks 1.4 and 1.6, and p = 0, 03 for block 1.5). Practicum physiology with CBL is attractive for students. In addition, making students better prepared and better understand the material being practiced, and can apply physiological material to the context of everyday life.Conclusion: CBL can be used to increase the effectiveness of physiology learning,especially by increasing student activeness in the learning process, both during preparation before laboratory practicum and also on laboratory practicum process.
{"title":"THE EFFECTIVENESS OF CASE-BASED LEARNING FOR PHYSIOLOGY PRACTICUM SESSION","authors":"Diani Puspa Wijaya, Titis Nurmasitoh, M. Pramaningtyas","doi":"10.22146/jpki.46154","DOIUrl":"https://doi.org/10.22146/jpki.46154","url":null,"abstract":"Background: Basic science laboratory practicum is intended to help improve theachievement of block material. The practical implementation that was applied previously seemed very theoretical. Students find it challenging to associate laboratory practicum's topics with processes that occur in the human body, clinical process, and associate with other material in blocks. The problem has an impact on the score of the pretest and the interest of students in following the laboratory practicum. Physiology laboratory practicum with the method of case-based learning (CBL) is expected to increase the graduation of the pretest and interest of students in following the practicum so that it is expected to improve mastery of the material and link the subject to the real conditions in everyday life. This study aims to determine whether there is an increase in pretest score and student interest in physiology practicum using the CBL method.Methods: The method used in this study is the application of case-based learning inphysiology practicum. After that, the pretest results were analyzed by comparing the control and treatment groups. After completion of the laboratory practicum, the students' perceptions of laboratory practicum with CBL through questionnaires and focus group discussion (FGD) to laboratory practicum participants were completed.Results: The results of the analysis show that the physiological pretest scores ofstudents using the case-based learning method and the addition of local genius material are higher than those who do not use this method (p = 0.00 for blocks 1.4 and 1.6, and p = 0, 03 for block 1.5). Practicum physiology with CBL is attractive for students. In addition, making students better prepared and better understand the material being practiced, and can apply physiological material to the context of everyday life.Conclusion: CBL can be used to increase the effectiveness of physiology learning,especially by increasing student activeness in the learning process, both during preparation before laboratory practicum and also on laboratory practicum process.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318917","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}
Ni Luh Putu Pranena Sastri, R. Hidayah, W. Widyandana
Background: COVID-19 pandemic has changed learning physical examination skills. Online learning physical examination skills are challenging because it needs standard practice facilities, and students need opportunities to practice. Physical examination skills are essential in clinical medical practice, but research before pandemic demonstrated students’ lack of skills acquisition. Evaluation is needed to determine the differences in the learning process before and during pandemic. This study aims to compare the learning physical examination skills process before and during COVID-19 pandemic and find recommendations for the future.Methods: This research was a mixed-method study with a convergent design. The samples are students and lecturers in the Faculty of Medicine Universitas Pendidikan Ganesha. Quantitative data was obtained from a developed questionnaire about students’ perception of the physical examination skills learning process, then analyzed descriptively and using the ANOVA test. Qualitative data was obtained by interview, then analyzed using thematic analysis.Results: There are significant differences in the learning process of face-to-face, online, and blended physical examination skills (p<0.05) but no difference between face-to-face and blended. Interview results have seven themes, four themes about difference in the learning process based on Kolb Experiential Learning Theory, other themes about preparation before learning, factors in the learning process, and recommendations.Conclusion: Differences in the physical examination skills learning process are in the skills demonstration, practice opportunities, feedback, and interactions. If learning physical examination skills is carried out face-to-face, online, or blended in the future, it will have different needs to be considered in the design and implementation.
{"title":"COMPARISON OF THE PHYSICAL EXAMINATION SKILLS LEARNING PROCESS BEFORE AND DURING COVID-19 PANDEMIC BASED ON EXPERIENTIAL LEARNING THEORY: A MIXED-METHOD STUDY","authors":"Ni Luh Putu Pranena Sastri, R. Hidayah, W. Widyandana","doi":"10.22146/jpki.80274","DOIUrl":"https://doi.org/10.22146/jpki.80274","url":null,"abstract":"Background: COVID-19 pandemic has changed learning physical examination skills. Online learning physical examination skills are challenging because it needs standard practice facilities, and students need opportunities to practice. Physical examination skills are essential in clinical medical practice, but research before pandemic demonstrated students’ lack of skills acquisition. Evaluation is needed to determine the differences in the learning process before and during pandemic. This study aims to compare the learning physical examination skills process before and during COVID-19 pandemic and find recommendations for the future.Methods: This research was a mixed-method study with a convergent design. The samples are students and lecturers in the Faculty of Medicine Universitas Pendidikan Ganesha. Quantitative data was obtained from a developed questionnaire about students’ perception of the physical examination skills learning process, then analyzed descriptively and using the ANOVA test. Qualitative data was obtained by interview, then analyzed using thematic analysis.Results: There are significant differences in the learning process of face-to-face, online, and blended physical examination skills (p<0.05) but no difference between face-to-face and blended. Interview results have seven themes, four themes about difference in the learning process based on Kolb Experiential Learning Theory, other themes about preparation before learning, factors in the learning process, and recommendations.Conclusion: Differences in the physical examination skills learning process are in the skills demonstration, practice opportunities, feedback, and interactions. If learning physical examination skills is carried out face-to-face, online, or blended in the future, it will have different needs to be considered in the design and implementation.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319101","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: Primary care physicians, as first-line doctors, deal with ethical cases that challenge them to make the best patient decisions. Helping primary care physicians to be more aware of ethical cases and the process of case decision-making will improve all stakeholder's needs. Physician standard opinion on the best decision for their patient will be the baseline of suited training for them.Methods: We conducted a mixed-method study to understand GP decisions regarding certain ethical cases. In the quantitative phase, we used and presented several standardized ethical cases with several "decisive" options followed by reason. For qualitative, in-depth guided interview was done with several physicians. The data was analyzed by close system coding. Results: We gained 36 responses from several physicians with 12 in-depth interviews. In the quantitative, we found that two questions related to communicating the mistake and the rural problem had the worst response, showed by highly unfavourable answers. The interview found that most physicians find it hard to decide on ethical cases, acknowledge religion as one aspect for making the decision, and expect a clear guideline that will help them make a firm decision regarding "difficult" dilemma cases. Conclusion: To avoid bad decision-making in ethical-related cases, the physician must take another training since low awareness of ethical cases will lead to unfavourable decisions regarding some dilemmas. Considering the methods and number of subjects in this research, the training should apply a specific strategy to all physicians.
{"title":"A NEED ASSESSMENT OF ETHICS COURSE FOR PRIMARY CARE PHYSICIAN: PHYSICIANS' PERSPECTIVE IN YOGYAKARTA PROVINCE, INDONESIA","authors":"H. Nurrokhmanti,, Adi Heru, Hari Kusnanto Joseph","doi":"10.22146/jpki.84991","DOIUrl":"https://doi.org/10.22146/jpki.84991","url":null,"abstract":"Background: Primary care physicians, as first-line doctors, deal with ethical cases that challenge them to make the best patient decisions. Helping primary care physicians to be more aware of ethical cases and the process of case decision-making will improve all stakeholder's needs. Physician standard opinion on the best decision for their patient will be the baseline of suited training for them.Methods: We conducted a mixed-method study to understand GP decisions regarding certain ethical cases. In the quantitative phase, we used and presented several standardized ethical cases with several \"decisive\" options followed by reason. For qualitative, in-depth guided interview was done with several physicians. The data was analyzed by close system coding. Results: We gained 36 responses from several physicians with 12 in-depth interviews. In the quantitative, we found that two questions related to communicating the mistake and the rural problem had the worst response, showed by highly unfavourable answers. The interview found that most physicians find it hard to decide on ethical cases, acknowledge religion as one aspect for making the decision, and expect a clear guideline that will help them make a firm decision regarding \"difficult\" dilemma cases. Conclusion: To avoid bad decision-making in ethical-related cases, the physician must take another training since low awareness of ethical cases will lead to unfavourable decisions regarding some dilemmas. Considering the methods and number of subjects in this research, the training should apply a specific strategy to all physicians.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318976","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 first year as a medical student is a transition phase and adapts from senior high school to medical student that focuses on student center learning. Many students can't adapt in first year as a medical student to affect academic performance. It can make self-esteem and motivation decrease, frustration, stress, avoid talking to others, avoid faculty support, and potential fail in the future. Several medical faculty implement peer-mentoring to assist students to solve this problem with increasing motivation, self-esteem and personal development. This study aims to identify mentorship program implementation at Medical Faculty of Pattimura University.Methods: This study was a type of descriptive observational study used primary data with a cross-sectional approach. The sample of this study was first year students at Medical Faculty of Pattimura University used total sampling.Results: The result of this study was taken 202 respondents from 205 first year students who joined the peer-mentoring program “MENISCUS” showed frequency of the program is 2–4 meetings on duration > 60 minutes with 3 mentoring method combination and be held online (virtual meeting). In addition, based on mentees feedback showed that overall this program helps in personal, skills and professional development.Conclusion: Mentorship program implementation at Medical Faculty of Pattimura University showed effectiveness and provided benefits in personal, skills, and professional development.
{"title":"PEER-MENTORING ROLE IN MENTORSHIP PROGRAM IMPLEMENTATION FOR MEDICAL STUDENT","authors":"Iqbal Alaudilah Harahap, Stazia Noija, Vebiyanti Tentua","doi":"10.22146/jpki.83763","DOIUrl":"https://doi.org/10.22146/jpki.83763","url":null,"abstract":"Background: The first year as a medical student is a transition phase and adapts from senior high school to medical student that focuses on student center learning. Many students can't adapt in first year as a medical student to affect academic performance. It can make self-esteem and motivation decrease, frustration, stress, avoid talking to others, avoid faculty support, and potential fail in the future. Several medical faculty implement peer-mentoring to assist students to solve this problem with increasing motivation, self-esteem and personal development. This study aims to identify mentorship program implementation at Medical Faculty of Pattimura University.Methods: This study was a type of descriptive observational study used primary data with a cross-sectional approach. The sample of this study was first year students at Medical Faculty of Pattimura University used total sampling.Results: The result of this study was taken 202 respondents from 205 first year students who joined the peer-mentoring program “MENISCUS” showed frequency of the program is 2–4 meetings on duration > 60 minutes with 3 mentoring method combination and be held online (virtual meeting). In addition, based on mentees feedback showed that overall this program helps in personal, skills and professional development.Conclusion: Mentorship program implementation at Medical Faculty of Pattimura University showed effectiveness and provided benefits in personal, skills, and professional development.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318868","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: As a global health emergency, the COVID-19 pandemic has affected all medical education and training, including surgical specialities. The number of elective surgeries dropped significantly as both an impact of the pandemic and a way of limiting the spread of the disease. There was confusion about continuing surgical education and training at the beginning of the pandemic. However, as the pandemic continued, we adapted to the new conditions and regulations. Social distancing, testing, and quarantine were promoted. The study aimed to show how surgical education and training adapt to the COVID-19 pandemic worldwide and share how we do it in Indonesia.Methods: The authors gathered relevant literature from several publications sites, using the keywords “surgical education,” “surgical adaptation,” and “COVID-19.”Results: In order to decrease contacts, the number of people in the operating room was reduced, clinical rounds were cancelled, and face-to-face training and lectures were moved to online platforms, namely Zoom and Google Meet. The number of residents on clinical duties was decreased to limit the transmission. They are encouraged to study using different models by themselves to keep up with the required skills. They were required to learn and then be tested or reviewed by the supervisor. The use of simulation models and online learning platforms provided by several worldwide institutions has become popular.Conclusion: We learn that surgical education and training from the pandemic can develop into a more modern way of learning, consisting of a virtual learning strategy and simulation model. This hybrid learning of offline and online courses can aid the growth of not only the residents but also the experienced surgeon.
{"title":"SURGICAL EDUCATION AND TRAINING ADAPTATION IN RESPONSE TO THE COVID-19 PANDEMIC: A LITERATURE REVIEW","authors":"R. Rudiman, P. Hapsari","doi":"10.22146/jpki.76235","DOIUrl":"https://doi.org/10.22146/jpki.76235","url":null,"abstract":"Background: As a global health emergency, the COVID-19 pandemic has affected all medical education and training, including surgical specialities. The number of elective surgeries dropped significantly as both an impact of the pandemic and a way of limiting the spread of the disease. There was confusion about continuing surgical education and training at the beginning of the pandemic. However, as the pandemic continued, we adapted to the new conditions and regulations. Social distancing, testing, and quarantine were promoted. The study aimed to show how surgical education and training adapt to the COVID-19 pandemic worldwide and share how we do it in Indonesia.Methods: The authors gathered relevant literature from several publications sites, using the keywords “surgical education,” “surgical adaptation,” and “COVID-19.”Results: In order to decrease contacts, the number of people in the operating room was reduced, clinical rounds were cancelled, and face-to-face training and lectures were moved to online platforms, namely Zoom and Google Meet. The number of residents on clinical duties was decreased to limit the transmission. They are encouraged to study using different models by themselves to keep up with the required skills. They were required to learn and then be tested or reviewed by the supervisor. The use of simulation models and online learning platforms provided by several worldwide institutions has become popular.Conclusion: We learn that surgical education and training from the pandemic can develop into a more modern way of learning, consisting of a virtual learning strategy and simulation model. This hybrid learning of offline and online courses can aid the growth of not only the residents but also the experienced surgeon.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318915","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}
Ni Made Bayantari, Putu Indah Budiapsari, S. H. Indonesiani
Background: Academic stress is response to academic activity in school or university especially student’s task and activity caused feelings of discomfort, tension, and changes in behaviour. Academic stress often occurs, especially in college students with a prevalence of 38-71% for college students in the world, 39.6-61.3% in Asia and in Indonesia itself, it is found that 36.7-71.6 students experience stress. As academic stress increases, self-regulation becomes important in learning. Stress and frustration can be resolved by good self-regulation and also problem solving strategies where self-regulation is a process to activate and maintain thoughts, behaviours, emotions to achieve goals. This study aimed to determine correlation of learning self-regulation with academic stress in first degree medical students.Case Discussion: this study was analytic observational with cross sectional approach design, which conducted on 156 college students. The average score of academic stress and self -regulation were 86.92 ± 7.72 and 143.55 ± 38.40; respectively, which negative significance relationship p<0.05 and r= - 0.702.Conclusion: there was negative relationship between stress academic with self-regulation good self-regulation cause lowering academic stress. It was recommended that the students should be decreased the academic stress and increase the self-regulation.
{"title":"CORRELATION OF LEARNING SELF-REGULATION WITH ACADEMIC STRESS IN FIRST-DEGREE MEDICAL STUDENTS","authors":"Ni Made Bayantari, Putu Indah Budiapsari, S. H. Indonesiani","doi":"10.22146/jpki.77978","DOIUrl":"https://doi.org/10.22146/jpki.77978","url":null,"abstract":"Background: Academic stress is response to academic activity in school or university especially student’s task and activity caused feelings of discomfort, tension, and changes in behaviour. Academic stress often occurs, especially in college students with a prevalence of 38-71% for college students in the world, 39.6-61.3% in Asia and in Indonesia itself, it is found that 36.7-71.6 students experience stress. As academic stress increases, self-regulation becomes important in learning. Stress and frustration can be resolved by good self-regulation and also problem solving strategies where self-regulation is a process to activate and maintain thoughts, behaviours, emotions to achieve goals. This study aimed to determine correlation of learning self-regulation with academic stress in first degree medical students.Case Discussion: this study was analytic observational with cross sectional approach design, which conducted on 156 college students. The average score of academic stress and self -regulation were 86.92 ± 7.72 and 143.55 ± 38.40; respectively, which negative significance relationship p<0.05 and r= - 0.702.Conclusion: there was negative relationship between stress academic with self-regulation good self-regulation cause lowering academic stress. It was recommended that the students should be decreased the academic stress and increase the self-regulation.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139318946","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: Ujian Tahap Bersama is a form of formative exam initiated by AIPKI tomake students think and explore what they have learned. The results of the UjianTahap Bersama can be used as material for self-reflection by students to build,identify, and realize the extent of understanding of the knowledge that has beenobtained by students. This study aims to determine the utilization of the results of theUjian Tahap Bersama as material for self-reflection for students of the Faculty ofMedicine class of 2017 and 2018 at Universitas Baiturrahmah.Methods: This study used a mixed methods method that begins with a quantitativeand cross-sectional approach using secondary data. The results of the Ujian TahapBersama 1 and 2, namely the 2017 and 2018 batches and selected using a totalsampling technique using G-form to fill in the Graham Gibbs reflection of 30respondent. The results of Graham Gibbs' reflections were followed by in-depthinterviews with 7 respondents whose answers were not saturated.Results: Based on UTB marks the average ability of the 2018 class is higher thanthe 2017 class. The results of Graham Gibbs' reflection through the G-form showedthat students of the 2017 and 2018 batches were categorized into themes ofdescription, feelings, evaluation, analysis, conclusion, and action plan. The results ofthe in-depth interviews were categorized into positive and negative response themesusing Kirkpatrick 1 conceptConclusion: Based on the Kirkpatrick concept, the results of the UTB can be usedas material for reflection to improve student performance
背景：Ujian Tahap Bersama 是由 AIPKI 发起的一种形成性考试，目的是让学生思考和探索他们所学到的知识。Ujian Tahap Bersama考试的结果可作为学生自我反思的材料，以帮助学生建立、识别和认识对所学知识的理解程度。本研究旨在确定白图拉玛大学医学系2017级和2018级学生将《Ujian Tahap Bersama》的结果作为自我反思材料的利用情况：本研究采用混合方法，首先使用二手数据进行定量和横截面研究。Ujian TahapBersama 1和2，即2017和2018批次的结果，并使用G-form的总体抽样技术选取了30名应答者填写格雷厄姆-吉布斯的反思。根据格雷厄姆-吉布斯的思考结果，对答案未达到饱和的 7 名受访者进行了深入访谈：根据UTB分数，2018届学生的平均能力高于2017届学生。格雷厄姆-吉布斯通过G-form进行反思的结果显示，2017届和2018届学生的反思分为描述、感受、评价、分析、结论和行动计划等主题。根据柯克帕特里克 1 概念 "结论"，深度访谈的结果被分为积极回应主题和消极回应主题：结论：基于柯克帕特里克概念，UTB 的结果可以作为反思的材料，以提高学生的成绩。
{"title":"UTILIZING THE RESULTS OF UJIAN TAHAP BERSAMA AS SELF-REFLECTION FOR MEDICAL STUDENTS","authors":"Resti Rahmadika Akbar, Regilda Garcia, Khomeini Khomeini","doi":"10.22146/jpki.80868","DOIUrl":"https://doi.org/10.22146/jpki.80868","url":null,"abstract":"Background: Ujian Tahap Bersama is a form of formative exam initiated by AIPKI tomake students think and explore what they have learned. The results of the UjianTahap Bersama can be used as material for self-reflection by students to build,identify, and realize the extent of understanding of the knowledge that has beenobtained by students. This study aims to determine the utilization of the results of theUjian Tahap Bersama as material for self-reflection for students of the Faculty ofMedicine class of 2017 and 2018 at Universitas Baiturrahmah.Methods: This study used a mixed methods method that begins with a quantitativeand cross-sectional approach using secondary data. The results of the Ujian TahapBersama 1 and 2, namely the 2017 and 2018 batches and selected using a totalsampling technique using G-form to fill in the Graham Gibbs reflection of 30respondent. The results of Graham Gibbs' reflections were followed by in-depthinterviews with 7 respondents whose answers were not saturated.Results: Based on UTB marks the average ability of the 2018 class is higher thanthe 2017 class. The results of Graham Gibbs' reflection through the G-form showedthat students of the 2017 and 2018 batches were categorized into themes ofdescription, feelings, evaluation, analysis, conclusion, and action plan. The results ofthe in-depth interviews were categorized into positive and negative response themesusing Kirkpatrick 1 conceptConclusion: Based on the Kirkpatrick concept, the results of the UTB can be usedas material for reflection to improve student performance","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319158","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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