Background: Climate change has become a global problem that has a wide impact on human life. It is a moral responsibility for humans to participate in protecting the earth and slowing the destruction of the earth. The role of medical and health profession education is important in producing health workers who are aware of the importance of protecting the environment and have leadership characteristics that are able to drive system change towards environmental improvement. This article is a recommendation from the I AM HPExplore Webinar Series 2022, Webinar #4. This article aims to provide literacy on the importance of eco-ethical leadership in medical and health education and how its development is included in the curriculum.Recommendation: Eco-ethical leadership is needed in the process of health professional education, especially in the process of forming future health workers who have these characteristics, so that they are able to bring health services that are more friendly to planetary health. The process of character building can be carried out at the individual, organizational, and system levels. In educational institutions, this step can be initiated by including it in the formal curriculum by inserting material into the existing curriculum, or by establishing a special learning program. Cultivating behaviors that support planetary health in the hidden curriculum can support character building. Conclusion: Planetary health is a global issue. For keeping the planet healthy, it requires mutual effort from the individual to the system level, multiprofessional and interdisciplinary collaboration, including from the field of education as a form of our moral responsibility. The formation of eco-ethical leadership needs immediate attention in the education of health workers.
背景：气候变化已成为对人类生活产生广泛影响的全球性问题。人类有道义责任参与保护地球，减缓对地球的破坏。医学和卫生专业教育在培养卫生工作者方面发挥着重要作用，这些卫生工作者应认识到保护环境的重要性，并具有领导才能，能够推动系统变革，改善环境。本文是 I AM HPExplore 网络研讨会系列 2022 的第 4 期网络研讨会的推荐文章。本文旨在就生态伦理领导力在医学和健康教育中的重要性以及如何将其发展纳入课程进行扫盲：建议：在卫生专业教育过程中，尤其是在培养具有生态伦理领导力的未来卫生工作者的过程中，需要生态伦理领导力，以便他们能够提供更有利于地球健康的卫生服务。塑造品格的过程可以在个人、组织和系统层面进行。在教育机构中，可以通过在现有课程中插入材料，将其纳入正式课程，或设立专门的学习课程来启动这一步骤。在隐性课程中培养支持地球健康的行为，可以为品格培养提供支持。结论：地球健康是一个全球性问题。要保持地球的健康，需要从个人到系统层面的共同努力、多专业和跨学科的合作，包括教育领域的合作，这是我们的一种道德责任。在卫生工作者的教育中，需要立即关注生态伦理领导力的培养。
{"title":"THE ROLES OF HEALTH PROFESSIONS EDUCATION IN DEVELOPING ECO-ETHICAL LEADERSHIP","authors":"Y. P. Susani, Wika Hartanti, S. A. Kristina","doi":"10.22146/jpki.80516","DOIUrl":"https://doi.org/10.22146/jpki.80516","url":null,"abstract":"Background: Climate change has become a global problem that has a wide impact on human life. It is a moral responsibility for humans to participate in protecting the earth and slowing the destruction of the earth. The role of medical and health profession education is important in producing health workers who are aware of the importance of protecting the environment and have leadership characteristics that are able to drive system change towards environmental improvement. This article is a recommendation from the I AM HPExplore Webinar Series 2022, Webinar #4. This article aims to provide literacy on the importance of eco-ethical leadership in medical and health education and how its development is included in the curriculum.Recommendation: Eco-ethical leadership is needed in the process of health professional education, especially in the process of forming future health workers who have these characteristics, so that they are able to bring health services that are more friendly to planetary health. The process of character building can be carried out at the individual, organizational, and system levels. In educational institutions, this step can be initiated by including it in the formal curriculum by inserting material into the existing curriculum, or by establishing a special learning program. Cultivating behaviors that support planetary health in the hidden curriculum can support character building. Conclusion: Planetary health is a global issue. For keeping the planet healthy, it requires mutual effort from the individual to the system level, multiprofessional and interdisciplinary collaboration, including from the field of education as a form of our moral responsibility. The formation of eco-ethical leadership needs immediate attention in the education of health workers.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363602","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}
Taufik Suryadi, Fadilah Alfiya, Muhammad Yusuf, R. Indah, Taufik Hidayat, K. Kulsum
Background: Bioethics teaching especially related to the basic principles of bioethics can be done by several methods. Currently in the Faculty of Medicine, Universitas Syiah Kuala applying conventional lecture methods, so that other methods are needed to make teaching more interesting. To get the teaching method that students want, a research is carried out through filling out questionnaires. In order for the research questionnaire to be valid, it is necessary to validate the instrument through the content validity of the questionnaire.Methods: The content validity of the questionnaire is carried out by determining the score of each statement item and calculating the Item Content Validity Index (I-CVI), Scale Content Validity Index-Average (S-CVI/Ave), Scale Content Validity Index-Universal agreement (S-CVI/UA), Content Validity Ratio (CVR), Content Validity Index (CVI) and Cohen Kappa Index (CKI) was conducted by 10 assessors from 10 different institutions.Result: The results of the validation of the contents of the questionnaire from the 29 statement items tested obtained that 96% the CVR was ≥ 0.800, 96% I-CVI was ≥ 0.900, CVI was 0.903, S-CVI/UA was 0.551, S-CVI/Ave was 0.952 (recommendation 0.90), average proportion of items judges as relevances across the ten experts 0.949 and CKI was 95,17%.Conclusions: The content validity of this research instrument is very high seen from the CVR, I-CVI, the average value of agreement between assessors (S-CVI/Ave), and the average value of the proportion of statement item relevance (S-CVI/UA) so that it can be developed in various similar studies that discuss the teaching methods of basic principles of bioethics.
{"title":"CONTENT VALIDITY FOR THE RESEARCH INSTRUMENT REGARDING TEACHING METHODS OF THE BASIC PRINCIPLES OF BIOETHICS","authors":"Taufik Suryadi, Fadilah Alfiya, Muhammad Yusuf, R. Indah, Taufik Hidayat, K. Kulsum","doi":"10.22146/jpki.77062","DOIUrl":"https://doi.org/10.22146/jpki.77062","url":null,"abstract":"Background: Bioethics teaching especially related to the basic principles of bioethics can be done by several methods. Currently in the Faculty of Medicine, Universitas Syiah Kuala applying conventional lecture methods, so that other methods are needed to make teaching more interesting. To get the teaching method that students want, a research is carried out through filling out questionnaires. In order for the research questionnaire to be valid, it is necessary to validate the instrument through the content validity of the questionnaire.Methods: The content validity of the questionnaire is carried out by determining the score of each statement item and calculating the Item Content Validity Index (I-CVI), Scale Content Validity Index-Average (S-CVI/Ave), Scale Content Validity Index-Universal agreement (S-CVI/UA), Content Validity Ratio (CVR), Content Validity Index (CVI) and Cohen Kappa Index (CKI) was conducted by 10 assessors from 10 different institutions.Result: The results of the validation of the contents of the questionnaire from the 29 statement items tested obtained that 96% the CVR was ≥ 0.800, 96% I-CVI was ≥ 0.900, CVI was 0.903, S-CVI/UA was 0.551, S-CVI/Ave was 0.952 (recommendation 0.90), average proportion of items judges as relevances across the ten experts 0.949 and CKI was 95,17%.Conclusions: The content validity of this research instrument is very high seen from the CVR, I-CVI, the average value of agreement between assessors (S-CVI/Ave), and the average value of the proportion of statement item relevance (S-CVI/UA) so that it can be developed in various similar studies that discuss the teaching methods of basic principles of bioethics.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"104 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363674","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: Virtual education implemented during the COVID-19 pandemic has various limitations and one of the biggest challenges is academic dishonesty. Global research related to reasons for committing or avoiding academic dishonesty among preclinical dental students during the COVID-19 pandemic is still very limited. This study aimed to explain the reasons for committing and avoiding academic dishonesty as well as the solutions among preclinical dental students during the COVID-19 pandemic.Methods: The grounded theory approach was used by conducting semi-structured virtual in-depth interviews with preclinical dental students. Participants were selected using purposive, snowball, and maximum variation sampling. Interview transcripts were analyzed using a constant comparative approach.Results: The reasons for committing and avoiding academic dishonesty as well as the solutions among preclinical dental students during the COVID-19 pandemic can be explained by the same two factors: internal and external. Internal factors are students, while external factors are teachers and learning activities.Conclusion: Teaching adequate professionalism to students, effective faculty development, and "especially" improving learning activities can be preventive efforts against academic dishonesty.
{"title":"REASONS FOR COMMITTING OR AVOIDING ACADEMIC DISHONESTY AND SOLUTIONS AMONG PRECLINICAL DENTAL STUDENTS DURING THE COVID-19 PANDEMIC: A GROUNDED THEORY APPROACH","authors":"Aditya Hari Asmara, G. Rahayu, T. Prihatiningsih","doi":"10.22146/jpki.75689","DOIUrl":"https://doi.org/10.22146/jpki.75689","url":null,"abstract":"Background: Virtual education implemented during the COVID-19 pandemic has various limitations and one of the biggest challenges is academic dishonesty. Global research related to reasons for committing or avoiding academic dishonesty among preclinical dental students during the COVID-19 pandemic is still very limited. This study aimed to explain the reasons for committing and avoiding academic dishonesty as well as the solutions among preclinical dental students during the COVID-19 pandemic.Methods: The grounded theory approach was used by conducting semi-structured virtual in-depth interviews with preclinical dental students. Participants were selected using purposive, snowball, and maximum variation sampling. Interview transcripts were analyzed using a constant comparative approach.Results: The reasons for committing and avoiding academic dishonesty as well as the solutions among preclinical dental students during the COVID-19 pandemic can be explained by the same two factors: internal and external. Internal factors are students, while external factors are teachers and learning activities.Conclusion: Teaching adequate professionalism to students, effective faculty development, and \"especially\" improving learning activities can be preventive efforts against academic dishonesty.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363448","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 change in the learning environment, from fully online to limited face-to-face could affect the use of metacognitive self-regulated learning (SRL) strategies in carrying out Problem-Based Learning (PBL) group discussions as one of the main learning methods in the faculty of medicine in Indonesia or elsewhere. The study aimed to describe the profile of metacognitive SRL strategies in conducting PBL group discussions during the limited face-to-face learning period.Methods: This was a descriptive quantitative observational study conducted at The Faculty of Medicine, Universitas Jenderal Soedirman during the implementation of limited face-to-face learning in the even semester of 2021/2022. Undergraduate students selected by total sampling were asked to fill in a questionnaire that was adapted from the MSLQ. The frequency of a learning strategy application for each of the 22 examples of metacognitive SRL strategies differed into: never; rarely; frequently; or always.Results: The response rate was 57.93% (199 students). Most (70.4%) of the respondents were women and had an average of 19.6 years old. Learning strategies with the largest proportion of "always" and "frequently" applied (44.58% - 65.38%) were related to identifying reading/learning needs; learning from peer feedback; and keeping focus. Learning strategies with the largest proportion of "rarely" and "never" (30.12% - 53.13%) were related to monitoring and evaluating achievement and applying reflective learning.Conclusion: The profile of the implementation of learning strategies during the limited face-to-face learning period has been identified. Efforts need to be made to improve students' abilities in implementing learning strategies that are rarely and never used.
{"title":"PROFILE OF MEDICAL STUDENTS' METACOGNITIVE SELF-REGULATED LEARNING STRATEGIES IN PBL GROUP DISCUSSION DURING THE LIMITED FACE-TO-FACE LEARNING PERIOD","authors":"Catharina Widiartini, Miko Ferine","doi":"10.22146/jpki.79356","DOIUrl":"https://doi.org/10.22146/jpki.79356","url":null,"abstract":"Background: The change in the learning environment, from fully online to limited face-to-face could affect the use of metacognitive self-regulated learning (SRL) strategies in carrying out Problem-Based Learning (PBL) group discussions as one of the main learning methods in the faculty of medicine in Indonesia or elsewhere. The study aimed to describe the profile of metacognitive SRL strategies in conducting PBL group discussions during the limited face-to-face learning period.Methods: This was a descriptive quantitative observational study conducted at The Faculty of Medicine, Universitas Jenderal Soedirman during the implementation of limited face-to-face learning in the even semester of 2021/2022. Undergraduate students selected by total sampling were asked to fill in a questionnaire that was adapted from the MSLQ. The frequency of a learning strategy application for each of the 22 examples of metacognitive SRL strategies differed into: never; rarely; frequently; or always.Results: The response rate was 57.93% (199 students). Most (70.4%) of the respondents were women and had an average of 19.6 years old. Learning strategies with the largest proportion of \"always\" and \"frequently\" applied (44.58% - 65.38%) were related to identifying reading/learning needs; learning from peer feedback; and keeping focus. Learning strategies with the largest proportion of \"rarely\" and \"never\" (30.12% - 53.13%) were related to monitoring and evaluating achievement and applying reflective learning.Conclusion: The profile of the implementation of learning strategies during the limited face-to-face learning period has been identified. Efforts need to be made to improve students' abilities in implementing learning strategies that are rarely and never used.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363474","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 urges medical education to adjust the learning process, one of which is to become more efficient. Sharing resources is one of the adjustments that could be applied, and the elective posting based on Indonesia’s local wisdom could be one of the options. Therefore, we want to share the lesson learned from a collaborative elective posting between three faculty of medicine in Indonesia that can be a model for other medical institutions in sharing resources for learning.Aims: This case study aims to describe the implementation and lessons learned from an elective posting program.Case discussion: The collaborative elective posting is the elective posting module developed by three medical institutions from three different areas based on each of their local wisdom. Each institution recruits two pre-clinical students from another institution to join the module together with a group of students from the original institution. The module is four weeks long and worth three credits. Various learning methods, including lectures, small group discussions, and field studies, were used in each module. The goal of each module was assessed by portfolio, final report, and final writing test. At the end of the module, a self-administered questionnaire was used to assess student and team satisfaction. All students (100%) enjoyed the module and received excellent final grades ranging from A- to A; however, there were some difficulties in the module management, including scheduling and facilities.Conclusion: The collaborative elective posting is a learning innovation that can be utilized to improve medical education efficiency and efficacy.
背景：COVID-19 大流行促使医学教育调整学习过程，其中之一就是提高效率。资源共享是可以采用的调整方式之一，而基于印尼当地智慧的选修课派驻则是其中一种选择。因此，我们希望分享印尼三所医学院合作开展选修课派驻的经验教训，为其他医疗机构共享学习资源提供借鉴。目的：本案例研究旨在描述选修课派驻计划的实施情况和经验教训：协作选修挂职是由来自三个不同地区的三家医疗机构根据各自的地方智慧开发的选修挂职模块。每所院校从另一所院校招收两名临床前学生，与原院校的一批学生一起参加该模块。该模块为期四周，计 3 个学分。每个模块都采用了各种学习方法，包括讲座、小组讨论和实地考察。每个模块的目标通过作品集、期末报告和期末写作测试进行评估。模块结束时，采用自填问卷的方式评估学生和团队的满意度。所有学生（100%）都喜欢该模块，并获得了从 A- 到 A 的优异期末成绩；但在模块管理方面，包括时间安排和设施方面，存在一些困难：协作式选修挂职是一种学习创新，可用于提高医学教育的效率和效果。
{"title":"LESSON LEARNED FROM PILOTING COLLABORATIVE ELECTIVE POSTING FOR MEDICAL STUDENTS BASED ON LOCAL WISDOM","authors":"Rita Mustika, Estivana Felaza, Maulida Rohmatul Fadhilla","doi":"10.22146/jpki.75019","DOIUrl":"https://doi.org/10.22146/jpki.75019","url":null,"abstract":"Background: The COVID-19 Pandemic urges medical education to adjust the learning process, one of which is to become more efficient. Sharing resources is one of the adjustments that could be applied, and the elective posting based on Indonesia’s local wisdom could be one of the options. Therefore, we want to share the lesson learned from a collaborative elective posting between three faculty of medicine in Indonesia that can be a model for other medical institutions in sharing resources for learning.Aims: This case study aims to describe the implementation and lessons learned from an elective posting program.Case discussion: The collaborative elective posting is the elective posting module developed by three medical institutions from three different areas based on each of their local wisdom. Each institution recruits two pre-clinical students from another institution to join the module together with a group of students from the original institution. The module is four weeks long and worth three credits. Various learning methods, including lectures, small group discussions, and field studies, were used in each module. The goal of each module was assessed by portfolio, final report, and final writing test. At the end of the module, a self-administered questionnaire was used to assess student and team satisfaction. All students (100%) enjoyed the module and received excellent final grades ranging from A- to A; however, there were some difficulties in the module management, including scheduling and facilities.Conclusion: The collaborative elective posting is a learning innovation that can be utilized to improve medical education efficiency and efficacy.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364085","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}
N. Meida, W. Puspitosari, Ana Majdawati, Muhammad Arif Rizqi
Background: The success of medical professional education can be measured by The Indonesian Medical Profession Program Student Competency Test (in Indonesia known as UKMPPD). UKMPPD can also be used as an indicator of clinical year students’ success in achieving competence based on the Indonesian Doctor Competency Standards (known as SKDI). The UKMPPD exam involve the cognitive domain, measured by the computer-Based Academic Test (CBT) and the psychomotor domain, measure by the Objective Structured Clinical Examination (OSCE). There are several factors that can affect students’ success in UKMPPD, one of which is psychological factors namely optimism, motivation, anxiety, depression and fighting spirit.Aims: This study aimed to measure the influence of psychological aspects on students’ success in UKMPPD at the Doctor Professional Education Program (PSPD), Universitas Muhammadiyah Yogyakarta (UMY).Case Discussion: This was an analytic observational with a cross-sectional design. It was conducted at PSPD UMY in 2018. There were 192 students of Universitas Muhammadiyah Yogyakarta (UMY) who underwent the UKMPPD exam in the August 2018 period, became the samples, aged 20-26 years. Students filled out standardized instruments (assessed optimism, motivation, depression, anxiety, fighting spirit).Conclusion: It can be concluded that there is an influence of psychological aspects (optimism, motivation, depression, and anxiety scores) on UKMPPD pass.
{"title":"THE INFLUENCE OF PSYCHOLOGICAL ASPECTS ON STUDENT SUCCESS IN THE INDONESIAN MEDICAL DOCTOR NATIONAL COMPETENCY EXAMINATION (UKMPPD) AT A MEDICAL FACULTY","authors":"N. Meida, W. Puspitosari, Ana Majdawati, Muhammad Arif Rizqi","doi":"10.22146/jpki.75863","DOIUrl":"https://doi.org/10.22146/jpki.75863","url":null,"abstract":"Background: The success of medical professional education can be measured by The Indonesian Medical Profession Program Student Competency Test (in Indonesia known as UKMPPD). UKMPPD can also be used as an indicator of clinical year students’ success in achieving competence based on the Indonesian Doctor Competency Standards (known as SKDI). The UKMPPD exam involve the cognitive domain, measured by the computer-Based Academic Test (CBT) and the psychomotor domain, measure by the Objective Structured Clinical Examination (OSCE). There are several factors that can affect students’ success in UKMPPD, one of which is psychological factors namely optimism, motivation, anxiety, depression and fighting spirit.Aims: This study aimed to measure the influence of psychological aspects on students’ success in UKMPPD at the Doctor Professional Education Program (PSPD), Universitas Muhammadiyah Yogyakarta (UMY).Case Discussion: This was an analytic observational with a cross-sectional design. It was conducted at PSPD UMY in 2018. There were 192 students of Universitas Muhammadiyah Yogyakarta (UMY) who underwent the UKMPPD exam in the August 2018 period, became the samples, aged 20-26 years. Students filled out standardized instruments (assessed optimism, motivation, depression, anxiety, fighting spirit).Conclusion: It can be concluded that there is an influence of psychological aspects (optimism, motivation, depression, and anxiety scores) on UKMPPD pass.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364259","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: A practical approach to assist teachers of medical and health profession education in designing and implementing competency-based assessment (CBA) is needed. This study aimed to investigate the acceptability of the method we developed, namely WE PASS with A as a comprehensive approach in designing and implementing CBA system.Methods: We invited medical and health profession teachers from various institutions in Indonesia who voluntarily join 4 times national workshops of the WE PASS with A. Workshop was conducted in two days (14 hours). Eighty-three teachers have participated in this study. Six closed questions using 5 Likert scales and 2 open questions was given at the end of each workshop.Results: Most teachers agreed that WE PASS with A approach covers all necessary principles for designing comprehensive assessment, helps them to understand better step by step, provides clear guideline, and can be learnt easily. However, most of them were doubt that their institutions have applied all steps in the WE PASS with A approach and can apply this approach. Teachers like the WE PASS with A approach because the approach is comprehensive, systematic, applicable, structured, simple, understood and remembered, measurable, ideal and accountable. Giving more examples, longer time to explain, more practice, socialization, and investigating the implementation were believed can improve the approach.Conclusion: The WE PASS with A can be accepted by the teachers of medical and health profession education in Indonesia. Future study needed to investigate the feasibility, acceptability, and impact of this approach.
背景:需要一种实用的方法来帮助医学卫生专业教育教师设计和实施基于能力的评估(CBA)。本研究旨在探讨我们所开发的方法we PASS with A作为CBA系统设计与实施的综合方法的可接受性。方法:邀请印尼各机构的医疗卫生专业教师自愿与a一起参加4次We PASS全国工作坊。工作坊为期2天(14小时)。83名教师参与了本研究。在每个工作坊结束时给出6个使用5个李克特量表的封闭式问题和2个开放式问题。结果:大部分教师认为“WE PASS with A”的方法涵盖了设计综合评估的所有必要原则，有助于他们逐步更好地理解，指导思路清晰，易于学习。然而，他们中的大多数人都怀疑他们的机构是否已经以A的方式应用了WE PASS的所有步骤，并且能够应用这种方法。老师们喜欢WE PASS的方法，因为这种方法是全面的、系统的、适用的、结构化的、简单的、易于理解和记忆的、可衡量的、理想的和负责任的。多举例、多讲解、多实践、多社会化、多考察实施情况等都有助于改进该方法。结论:印尼医学卫生专业教育教师可以接受WE PASS A级考试。未来的研究需要调查这种方法的可行性、可接受性和影响。
{"title":"THE ACCEPTABILITY OF THE WE PASS WITH A AS COMPREHENSIVE APPROACH IN IMPLEMENTING COMPETENCY-BASED ASSESSMENT: A PRELIMINARY STUDY ON TEACHERS’ PERCEPTION","authors":"Yoyo Suhoyo, G. Rahayu","doi":"10.22146/jpki.66595","DOIUrl":"https://doi.org/10.22146/jpki.66595","url":null,"abstract":"Background: A practical approach to assist teachers of medical and health profession education in designing and implementing competency-based assessment (CBA) is needed. This study aimed to investigate the acceptability of the method we developed, namely WE PASS with A as a comprehensive approach in designing and implementing CBA system.Methods: We invited medical and health profession teachers from various institutions in Indonesia who voluntarily join 4 times national workshops of the WE PASS with A. Workshop was conducted in two days (14 hours). Eighty-three teachers have participated in this study. Six closed questions using 5 Likert scales and 2 open questions was given at the end of each workshop.Results: Most teachers agreed that WE PASS with A approach covers all necessary principles for designing comprehensive assessment, helps them to understand better step by step, provides clear guideline, and can be learnt easily. However, most of them were doubt that their institutions have applied all steps in the WE PASS with A approach and can apply this approach. Teachers like the WE PASS with A approach because the approach is comprehensive, systematic, applicable, structured, simple, understood and remembered, measurable, ideal and accountable. Giving more examples, longer time to explain, more practice, socialization, and investigating the implementation were believed can improve the approach.Conclusion: The WE PASS with A can be accepted by the teachers of medical and health profession education in Indonesia. Future study needed to investigate the feasibility, acceptability, and impact of this approach.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85337915","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: Computer Based Test (CBT) preparation is important to face the final national exam. During the covid-19 pandemic, it is necessary to modify these preparations online. Assessment can strengthen the learning process, and improve student performance in learning. The purpose of this study was to determine the increase in the ability to do CBT in participants and whether the online drive learning assessment model was well received.Methods: An analytical study was carried out using mixed methods. The research sample were the participants of the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) preparation for May and August 2021 at FK Unri who met the inclusion criteria, totalling 37 people. Data were collected through questionnaires, FGDs, and secondary data. Hypotheses were tested using Friedman rank test, continued with Wilcoxon signed rank testResults: There was a significant difference between the four integration tests carried out ( firedman test p < 0.001 and Wilcoxon test p <0.005 ), where the highest score was on the 4th integration test. The results showed that 68% of participants were in the satisfied category and 25% of participants were in the very satisfied category. Some of the themes obtained were organization, methods, benefits, learning load, and comparison with similar programs outside campus.Conclusion: The online assessment drive learning model has been proven to improve the ability of participants to take the CBT test for the preparation of UKMPPD. Participants' satisfaction was quite good both quantitatively and qualitatively.
{"title":"ONLINE ASSESSMENT DRIVE LEARNING MODEL FOR COMPUTER-BASED TEST PREPARATION OF MEDICAL STUDENTS","authors":"Elda Nazriati, Zulharman Zulharman, F. Firdaus","doi":"10.22146/jpki.70473","DOIUrl":"https://doi.org/10.22146/jpki.70473","url":null,"abstract":"Background: Computer Based Test (CBT) preparation is important to face the final national exam. During the covid-19 pandemic, it is necessary to modify these preparations online. Assessment can strengthen the learning process, and improve student performance in learning. The purpose of this study was to determine the increase in the ability to do CBT in participants and whether the online drive learning assessment model was well received.Methods: An analytical study was carried out using mixed methods. The research sample were the participants of the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) preparation for May and August 2021 at FK Unri who met the inclusion criteria, totalling 37 people. Data were collected through questionnaires, FGDs, and secondary data. Hypotheses were tested using Friedman rank test, continued with Wilcoxon signed rank testResults: There was a significant difference between the four integration tests carried out ( firedman test p < 0.001 and Wilcoxon test p <0.005 ), where the highest score was on the 4th integration test. The results showed that 68% of participants were in the satisfied category and 25% of participants were in the very satisfied category. Some of the themes obtained were organization, methods, benefits, learning load, and comparison with similar programs outside campus.Conclusion: The online assessment drive learning model has been proven to improve the ability of participants to take the CBT test for the preparation of UKMPPD. Participants' satisfaction was quite good both quantitatively and qualitatively.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"58 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77755227","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 (COVID-19) Pandemic has affected almost every aspect of our life. The virus spreads rapidly via droplets and airborne particles. Thus, keeping a distance is crucial. The university transforms the conventional methods of teaching and learning into virtual learning, a system that utilizes technology and internet connection to prevent the spread of COVID-19. This sudden change certainly affects students’ comprehensive, psychological, and learning aspects. As a result, not only from financial burden for internet costs and devices used but also causing physical and mental consequences. The study aimed to see the impact of students' perceptions of virtual learning during the COVID- 19 pandemic.Methods: Using a descriptive observational design with qualitative and quantitative data. The sample was obtained from Medical Students of Hasanuddin University (MSHU) who met the inclusion criteria using probability sampling-stratified random sampling.Results: Descriptive analysis shows that 56,5% of students negatively perceive virtual learning. However, 58.9% still agree with implementing online lectures during the pandemic. Moreover, 71.4% of students experienced learning style changes, 62.5% assumed virtual learning would affect their grades, and 78.6% suggested hybrid learning methods for their future preferences.Conclusion: In general, MSHU has a negative perception of virtual learning but agrees with its implementation during the pandemic. The results also recommend a future learning method: a Hybrid method, a combination of in-person and virtual learning.
{"title":"MEDICAL STUDENTS’ PERCEPTIONS OF VIRTUAL LEARNING DURING THE COVID-19 PANDEMIC","authors":"Yemima. Pakiding, Jason Sriwijaya","doi":"10.22146/jpki.72119","DOIUrl":"https://doi.org/10.22146/jpki.72119","url":null,"abstract":"Background: Coronavirus Disease (COVID-19) Pandemic has affected almost every aspect of our life. The virus spreads rapidly via droplets and airborne particles. Thus, keeping a distance is crucial. The university transforms the conventional methods of teaching and learning into virtual learning, a system that utilizes technology and internet connection to prevent the spread of COVID-19. This sudden change certainly affects students’ comprehensive, psychological, and learning aspects. As a result, not only from financial burden for internet costs and devices used but also causing physical and mental consequences. The study aimed to see the impact of students' perceptions of virtual learning during the COVID- 19 pandemic.Methods: Using a descriptive observational design with qualitative and quantitative data. The sample was obtained from Medical Students of Hasanuddin University (MSHU) who met the inclusion criteria using probability sampling-stratified random sampling.Results: Descriptive analysis shows that 56,5% of students negatively perceive virtual learning. However, 58.9% still agree with implementing online lectures during the pandemic. Moreover, 71.4% of students experienced learning style changes, 62.5% assumed virtual learning would affect their grades, and 78.6% suggested hybrid learning methods for their future preferences.Conclusion: In general, MSHU has a negative perception of virtual learning but agrees with its implementation during the pandemic. The results also recommend a future learning method: a Hybrid method, a combination of in-person and virtual learning. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83164255","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: Since the beginning of the pandemic Covid 19, all educational institutions have switched offline learning methods to e-learning, including the Faculty of Medicine, University of HKBP Nommensen. One learning method that has switched to an online method is anatomy practicum. The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums. The purpose of this study was to test the effectiveness of synchronous and blended learning in the implementation of anatomy practicum.Methods: This research was a quasi experimental research. The research sample was all UHN medical students batch 2020. The number of samples were 81 people. The data collection instruments were the AMS questionnaire and the pretest and posttest questions.Results: The results of the bivariate analysis showed an increase in posttest results in both groups. The difference in delta values in the blended method group was higher than the synchronous group and the difference was significant. The results of the analysis for the questionnaire scores showed that there was no significant difference in the level of internal and external motivation between the two groups.Conclusion: The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums.
{"title":"SYNCHRONOUS AND BLENDED LEARNING METHODS IN ANATOMY PRACTICUM DURING THE PANDEMIC","authors":"S. J. V. Simorangkir, N. H. Simanjuntak","doi":"10.22146/jpki.68459","DOIUrl":"https://doi.org/10.22146/jpki.68459","url":null,"abstract":"Background: Since the beginning of the pandemic Covid 19, all educational institutions have switched offline learning methods to e-learning, including the Faculty of Medicine, University of HKBP Nommensen. One learning method that has switched to an online method is anatomy practicum. The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums. The purpose of this study was to test the effectiveness of synchronous and blended learning in the implementation of anatomy practicum.Methods: This research was a quasi experimental research. The research sample was all UHN medical students batch 2020. The number of samples were 81 people. The data collection instruments were the AMS questionnaire and the pretest and posttest questions.Results: The results of the bivariate analysis showed an increase in posttest results in both groups. The difference in delta values in the blended method group was higher than the synchronous group and the difference was significant. The results of the analysis for the questionnaire scores showed that there was no significant difference in the level of internal and external motivation between the two groups.Conclusion: The blended learning method is more effective than the synchronous method to be applied to online Anatomy practicums.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"130 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88350744","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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