Background: Self-Directed Learning has recently been given much attention by educational institutions in Indonesia. The Problem Based Learning method requires students to be able to take the initiative to learn, analyse learning needs, formulate learning objectives, identify learning resources, select and implement learning strategies that suit themselves and be able to evaluate their own learning outcomes. Both Problem Based Learning and Non-Problem Based Learning methods are required to produce good Self-Directed Learning for their teaching participants. The purpose of this study is to find out the differences in Self Directed Learning in students who are taught using PBL and Non-PBL methods at the University of Muhammadiyah Yogyakarta.Methods: The research was non-experimental with an analytical observational research design using a cross sectional approach. The sampling technique was stratified random sampling with a total sample of 90 students. Self-Rating Scale for Self-Directedness in Learning (SRSSDL) by Fisher Instruments was used in this study. The data was analysed by using simple linear regression test.Results: The result showed that SRSSDL score (p = 0.035) and GPA score (p = 0.046). The results indicated that there was a difference between the SDL of PBL and Non-PBL students.Conclusion: There is a difference in the ability of SDL (self-directed learning) between the PBL and Non-PBL methods.
{"title":"DOES PROBLEM BASED LEARNING IMPROVE STUDENTS' SELF-DIRECTED LEARNING ABILITIES?","authors":"S. Sundari, Fajmei Aisah Rahmawati","doi":"10.22146/jpki.70410","DOIUrl":"https://doi.org/10.22146/jpki.70410","url":null,"abstract":"Background: Self-Directed Learning has recently been given much attention by educational institutions in Indonesia. The Problem Based Learning method requires students to be able to take the initiative to learn, analyse learning needs, formulate learning objectives, identify learning resources, select and implement learning strategies that suit themselves and be able to evaluate their own learning outcomes. Both Problem Based Learning and Non-Problem Based Learning methods are required to produce good Self-Directed Learning for their teaching participants. The purpose of this study is to find out the differences in Self Directed Learning in students who are taught using PBL and Non-PBL methods at the University of Muhammadiyah Yogyakarta.Methods: The research was non-experimental with an analytical observational research design using a cross sectional approach. The sampling technique was stratified random sampling with a total sample of 90 students. Self-Rating Scale for Self-Directedness in Learning (SRSSDL) by Fisher Instruments was used in this study. The data was analysed by using simple linear regression test.Results: The result showed that SRSSDL score (p = 0.035) and GPA score (p = 0.046). The results indicated that there was a difference between the SDL of PBL and Non-PBL students.Conclusion: There is a difference in the ability of SDL (self-directed learning) between the PBL and Non-PBL methods.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76651554","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: Violence against children during the COVID-19 pandemic has increased drastically. One of the efforts to prevent violence against children is through dissemination of information to the midwife through the use of the media, namely the CENDANA module for Midwives on the prevention of child violence. This research aimed to find out the results of expert validation of the CENDANA module and analysed the implementation effect of the module on increasing the knowledge of Midwives.Methods: Uses quantitative methods with descriptive design and pretest posttest with control group design. The topics were obtained from previous research, then expert validation was carried out consisting of material experts, education experts, and media experts. Next is the module trial, with 60 respondents in the intervention group and control group. The intervention group was given a modules, and the control group was given leaflets. Data were analyzed using the Mann Whitney test. The research instrument was in the form of a questionnaire.Results: The measurement after the intervention, it showed that there was a significant difference in the post data, the increase data, and the increase percentage of knowledge in the two treatment groups (p<0.05). The increase percentage amount of knowledge scores in the intervention group was 54.4%, while in the control group there was no increase (0%). Conclusion: It was found that the CENDANA’s module was said to be feasible, and there was an implementation effect of the module on increasing the knowledge of Midwives about prevention of violence against children.
{"title":"EFFORTS TO PREVENT VIOLENCE AGAINST CHILDREN THROUGH THE DEVELOPMENT OF MODULE FOR MIDWIFE PROFESSION","authors":"Lisdha Yantie, N. Arisanti, H. Susiarno","doi":"10.22146/jpki.69998","DOIUrl":"https://doi.org/10.22146/jpki.69998","url":null,"abstract":"Background: Violence against children during the COVID-19 pandemic has increased drastically. One of the efforts to prevent violence against children is through dissemination of information to the midwife through the use of the media, namely the CENDANA module for Midwives on the prevention of child violence. This research aimed to find out the results of expert validation of the CENDANA module and analysed the implementation effect of the module on increasing the knowledge of Midwives.Methods: Uses quantitative methods with descriptive design and pretest posttest with control group design. The topics were obtained from previous research, then expert validation was carried out consisting of material experts, education experts, and media experts. Next is the module trial, with 60 respondents in the intervention group and control group. The intervention group was given a modules, and the control group was given leaflets. Data were analyzed using the Mann Whitney test. The research instrument was in the form of a questionnaire.Results: The measurement after the intervention, it showed that there was a significant difference in the post data, the increase data, and the increase percentage of knowledge in the two treatment groups (p<0.05). The increase percentage amount of knowledge scores in the intervention group was 54.4%, while in the control group there was no increase (0%). Conclusion: It was found that the CENDANA’s module was said to be feasible, and there was an implementation effect of the module on increasing the knowledge of Midwives about prevention of violence against children.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"367 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80374303","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: Ethics and medicolegal as a mandatory competence that must be applied by resident doctors, because it is very helpful of deciding on medical practice. This study aims to assess the current status of the knowledge and attitude of dealing with ethical and medicolegal issues among resident doctors in a teaching hospital in Aceh.Methods: This was a cross-sectional study conducted among resident doctors (n=156) with a self-administered online questionnaire. The Spearman test was used to identify the correlation between knowledge and attitudes. Meanwhile, the Chi-square test was used to identify the significance of influence selected factors with knowledge and attitude.Results: A total of 156 respondents were involved in this study. Most resident doctors (94.2%) had limited knowledge and as many as 66% have a positive attitude in dealing with ethical and medicolegal issues. Based on the Spearman's and Chi-square test showed not a significant correlation between the knowledge and attitudes under the Sig. (2-tailed) 0.086 (Sig. (2-tailed) >0.05) and p-value 0.296 (p-value >0.05). Only length of education was significantly associated with a positive level of attitude (p=0.003). Selected factors did not significantly affect the lack of knowledge, for gender with a p-value of 1.000, age (p=0.306), study program (p=0.192), and length of education (p=1.000).Conclusion: Positive attitudes are a very valuable asset to increase knowledge in dealing with ethical and medicolegal issues. The lack of knowledge of resident doctors is influenced by various factors. It is necessary to increase knowledge through continuing education, regular training, and short courses.
{"title":"KNOWLEDGE AND ATTITUDE AMONG RESIDENT DOCTORS RELATED TO ETHICAL AND MEDICOLEGAL ISSUES IN A TEACHING HOSPITAL","authors":"T. Ismail, K. Kulsum","doi":"10.22146/jpki.68915","DOIUrl":"https://doi.org/10.22146/jpki.68915","url":null,"abstract":"Background: Ethics and medicolegal as a mandatory competence that must be applied by resident doctors, because it is very helpful of deciding on medical practice. This study aims to assess the current status of the knowledge and attitude of dealing with ethical and medicolegal issues among resident doctors in a teaching hospital in Aceh.Methods: This was a cross-sectional study conducted among resident doctors (n=156) with a self-administered online questionnaire. The Spearman test was used to identify the correlation between knowledge and attitudes. Meanwhile, the Chi-square test was used to identify the significance of influence selected factors with knowledge and attitude.Results: A total of 156 respondents were involved in this study. Most resident doctors (94.2%) had limited knowledge and as many as 66% have a positive attitude in dealing with ethical and medicolegal issues. Based on the Spearman's and Chi-square test showed not a significant correlation between the knowledge and attitudes under the Sig. (2-tailed) 0.086 (Sig. (2-tailed) >0.05) and p-value 0.296 (p-value >0.05). Only length of education was significantly associated with a positive level of attitude (p=0.003). Selected factors did not significantly affect the lack of knowledge, for gender with a p-value of 1.000, age (p=0.306), study program (p=0.192), and length of education (p=1.000).Conclusion: Positive attitudes are a very valuable asset to increase knowledge in dealing with ethical and medicolegal issues. The lack of knowledge of resident doctors is influenced by various factors. It is necessary to increase knowledge through continuing education, regular training, and short courses.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90341975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: The COVID-19 pandemic has disrupted clinical medical education, and clinical learning was forced to swiftly adapt by blending offline clinical services with online learning. Changes in the clinical learning environment will have an impact on professional identity. This study aimed to determine the impact of changes in the learning environment on medical students' professional identity. Methods: This was a two-phase mixed-method study with an explanatory sequential design. The PHEEM instrument measured students' perceptions of the learning environment before and during the pandemic, and PIM was used to measure professional identity. Fifty-one clinical students participated in this phase. In the second qualitative phase, fifteen students were selected to join three focus group discussions based on the proportion of sex and completion of the clinical rotation.Results: there was a significant decrease in student perceptions of teaching during the pandemic (p 0.003). This result is in line with qualitative findings, namely a decrease in opportunities for participation and interaction in the social aspects of learning. This lowered self-confidence in clinical competence was supported by a higher correlation between perceptions of the learning environment and professional identity before the pandemic than during the pandemic (respectively r 0.561; 0.554 p < 0.01).Conclusion: During the pandemic, there was a decrease in clinical students' participation opportunities, which resulted in decreased confidence in specific clinical competencies, but decreased participation had no effect on comfort and willingness to be engaged in the medical profession. This situation brings awareness to further improve competence through various training and practices.
背景:新冠肺炎疫情扰乱了临床医学教育，临床学习被迫快速适应，将线下临床服务与在线学习相结合。临床学习环境的变化会对职业认同产生影响。本研究旨在探讨学习环境的变化对医学生职业认同的影响。方法:采用解释序列设计的两期混合方法研究。PHEEM工具测量了学生在大流行之前和期间对学习环境的看法，PIM用于测量职业认同。51名临床学生参与了这一阶段。在第二个定性阶段，根据性别比例和临床轮转完成情况，选择15名学生参加三个焦点小组讨论。结果:大流行期间学生对教学的看法显著下降(p 0.003)。这一结果与定性研究结果一致，即在学习的社会方面参与和互动的机会减少。大流行前对学习环境的认知与职业认同之间的相关性高于大流行期间(r分别为0.561;0.554 p < 0.01)。结论:大流行期间，临床学生参与机会减少，导致对特定临床能力的信心下降，但参与减少对从事医学专业的舒适度和意愿没有影响。这种情况使人们意识到通过各种培训和实践进一步提高能力。
{"title":"HOW DOES CLINICAL LEARNING ENVIRONMENT CHANGES DURING PANDEMIC AFFECT ON PROFESSIONAL IDENTITY?","authors":"Y. P. Susani, D. Sari, Emmy Amalia","doi":"10.22146/jpki.71483","DOIUrl":"https://doi.org/10.22146/jpki.71483","url":null,"abstract":"Background: The COVID-19 pandemic has disrupted clinical medical education, and clinical learning was forced to swiftly adapt by blending offline clinical services with online learning. Changes in the clinical learning environment will have an impact on professional identity. This study aimed to determine the impact of changes in the learning environment on medical students' professional identity. Methods: This was a two-phase mixed-method study with an explanatory sequential design. The PHEEM instrument measured students' perceptions of the learning environment before and during the pandemic, and PIM was used to measure professional identity. Fifty-one clinical students participated in this phase. In the second qualitative phase, fifteen students were selected to join three focus group discussions based on the proportion of sex and completion of the clinical rotation.Results: there was a significant decrease in student perceptions of teaching during the pandemic (p 0.003). This result is in line with qualitative findings, namely a decrease in opportunities for participation and interaction in the social aspects of learning. This lowered self-confidence in clinical competence was supported by a higher correlation between perceptions of the learning environment and professional identity before the pandemic than during the pandemic (respectively r 0.561; 0.554 p < 0.01).Conclusion: During the pandemic, there was a decrease in clinical students' participation opportunities, which resulted in decreased confidence in specific clinical competencies, but decreased participation had no effect on comfort and willingness to be engaged in the medical profession. This situation brings awareness to further improve competence through various training and practices. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84186144","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}
Dwita Oktaria, D. Sari, Diantha Soemantri, Nadia Greviana
Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation: The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.
{"title":"MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA?","authors":"Dwita Oktaria, D. Sari, Diantha Soemantri, Nadia Greviana","doi":"10.22146/jpki.65660","DOIUrl":"https://doi.org/10.22146/jpki.65660","url":null,"abstract":"Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation: The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72874866","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}
L. D. Leatemia, Y. P. Susani, Detty Iryani, Fundhy Sinar Ikrar Prihatanto, H. Yulfi, R. Riskiyana, G. Rahayu
Background: The implementation of the national licensing examination for medical doctors is expected to have a broad impact on doctors and society. Indonesian Medical Doctor National Competency Examination (IMDNCE; Indonesian: Uji Kompetensi Mahasiswa Program Profesi Dokter or UKMPPD) as an ‘exit exam’ in the medical education process may significantly impact learning and clinical practices. The study’s objective was to explore the impact of IMDNCE on both the learning and clinical practices of doctors.Methods: The study subjects were internship doctors who had passed the IMDNCE. Participants were recruited by purposive sampling based on the ownership status of the institution (state/private) and the accreditation of respective medical schools and participants’ gender. The study participants consisted of 41 internship doctors working in 6 regions from 33 different medical schools out of 75 medical faculties in Indonesia.Results: IMDNCE has a positive influence on learning and clinical practice. The IMDNCE process emphasizes standard competencies that must be mastered and patient management process with current evidence that is not always achieved during clinical education, increasing clinical knowledge and skills, and increasing awareness of professional development. IMDNCE also has very well affected in the development of self-confidence and a sense of responsibility which are essential in clinical practice. In addition to psychological influences, IMDNCE improves competence in clinical skills and promotes good medical practice.
{"title":"THE IMPACT OF INDONESIAN MEDICAL DOCTORS NATIONAL COMPETENCY EXAMINATION (IMDNCE) TOWARDS LEARNING AND CLINICAL PRACTICES: A QUALITATIVE STUDY ON THE INTERNSHIP DOCTORS’ PERSPECTIVES","authors":"L. D. Leatemia, Y. P. Susani, Detty Iryani, Fundhy Sinar Ikrar Prihatanto, H. Yulfi, R. Riskiyana, G. Rahayu","doi":"10.22146/jpki.73080","DOIUrl":"https://doi.org/10.22146/jpki.73080","url":null,"abstract":"Background: The implementation of the national licensing examination for medical doctors is expected to have a broad impact on doctors and society. Indonesian Medical Doctor National Competency Examination (IMDNCE; Indonesian: Uji Kompetensi Mahasiswa Program Profesi Dokter or UKMPPD) as an ‘exit exam’ in the medical education process may significantly impact learning and clinical practices. The study’s objective was to explore the impact of IMDNCE on both the learning and clinical practices of doctors.Methods: The study subjects were internship doctors who had passed the IMDNCE. Participants were recruited by purposive sampling based on the ownership status of the institution (state/private) and the accreditation of respective medical schools and participants’ gender. The study participants consisted of 41 internship doctors working in 6 regions from 33 different medical schools out of 75 medical faculties in Indonesia.Results: IMDNCE has a positive influence on learning and clinical practice. The IMDNCE process emphasizes standard competencies that must be mastered and patient management process with current evidence that is not always achieved during clinical education, increasing clinical knowledge and skills, and increasing awareness of professional development. IMDNCE also has very well affected in the development of self-confidence and a sense of responsibility which are essential in clinical practice. In addition to psychological influences, IMDNCE improves competence in clinical skills and promotes good medical practice.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82918174","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: Learner, methods and contents are three important parts of the learning variables beside lecturer, academic environment and patients. Facts and new findings show that we need to reform these learning variables accordingly especially in Obstetrics and Midwifery domainGaps:maternal deaths is still high despite higher number of obstetricians, doctors and midwives; as well asthe government has encouraged an increase in the number of institutions providing midwifery study programs. On the other hand, new paradigm in education has been ordered by the Ministry of Education such as student-centred learning, Outcome-based education, and also other approaches suggested by expert in medical education such as holistic education, bedside teaching, feedback & reflection, and problem based learning. Thus modify educational content and method in obstetrics and midwivery inline with new facts and findings and appropriate methods is necessary.Recommendation: One alternative to modify educational content and methods in midwifery education that can be implemented in clinical learning is the continuity of care approach accompanied by continuous feedback. This approach is proven to be able to reduce maternal mortality and as an effort to synergize education in an effort to achieve government program targets. However, in reality, midwifery education institutions have not fully adopted this approach. So there is a need for leadership commitment to carry out learning reforms with a sustainable curriculum approach, continuous feedback, continuous assessment, continuous midwifery care and continuous supervision so that learning outcomes as outputs and reducing maternal mortality as an outcome can be as expected.
{"title":"WHY WE HAVE TO REFORM MIDWIFERY EDUCATION?","authors":"Esti Nugraheny, Y. Yanti, H. T. Joewono","doi":"10.22146/jpki.72654","DOIUrl":"https://doi.org/10.22146/jpki.72654","url":null,"abstract":"Background: Learner, methods and contents are three important parts of the learning variables beside lecturer, academic environment and patients. Facts and new findings show that we need to reform these learning variables accordingly especially in Obstetrics and Midwifery domainGaps:maternal deaths is still high despite higher number of obstetricians, doctors and midwives; as well asthe government has encouraged an increase in the number of institutions providing midwifery study programs. On the other hand, new paradigm in education has been ordered by the Ministry of Education such as student-centred learning, Outcome-based education, and also other approaches suggested by expert in medical education such as holistic education, bedside teaching, feedback & reflection, and problem based learning. Thus modify educational content and method in obstetrics and midwivery inline with new facts and findings and appropriate methods is necessary.Recommendation: One alternative to modify educational content and methods in midwifery education that can be implemented in clinical learning is the continuity of care approach accompanied by continuous feedback. This approach is proven to be able to reduce maternal mortality and as an effort to synergize education in an effort to achieve government program targets. However, in reality, midwifery education institutions have not fully adopted this approach. So there is a need for leadership commitment to carry out learning reforms with a sustainable curriculum approach, continuous feedback, continuous assessment, continuous midwifery care and continuous supervision so that learning outcomes as outputs and reducing maternal mortality as an outcome can be as expected.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73675860","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}
Sarah Firdausa, R. Rachmah, A. Vonna, Teuku Renaldi, Noraliyatun Jannah, M. L. Siregar, S. Wahyuni, Dedy Syahrizal
Background: The importance of the interprofessional education (IPE) program has been depicted through various forms of the IPE curriculum. The COVID-19 pandemic has forced a change in the implementation of IPE; this has caused the method of implementing IPE to change online. This study aims to assess the readiness of three different healthcare professions for implementing IPE using the Readiness for Interprofessional Learning Scale (RIPLS).Methods: The RIPLS survey was completed by 108 medical students, 40 pharmacy students, and 30 nursing students at Universitas Syiah Kuala, Indonesia. The survey was done after the students carried out the online IPE intervention, which was held during the COVID-19 pandemic. They also completed open-ended questions reflecting their attitude towards and experience from the online IPE implementation.Results: There was no significant difference regarding student readiness for interprofessional learning among the three academic disciplines. Generally, as many as 57.9% of students showed a positive perception of IPE. Separate analysis for each study program showed that all of them were in the high range of scores for positive perception. Pharmacy students have the highest positive perception of IPE (60%), while medical and nursing students’ scores were 54.6% and 53.3%, respectively. Qualitative interviews revealed that: 1) the scheduling of IPE implementation was not suitable for the students, 2) the online communication between professions was not as effective as expected challenging, and 3) there was a growing awareness to respect other professions.Conclusion: It can be concluded that conducting the IPE program during the COVID-19 pandemic experienced many obstacles, especially communication. However, it still maintains the main objective of IPE, which is to respect other professions.
{"title":"THE READINESS FOR INTERPROFESSIONAL EDUCATION IMPLEMENTATION DURING COVID-19 PANDEMIC IN INDONESIA: A DESCRIPTIVE STUDY","authors":"Sarah Firdausa, R. Rachmah, A. Vonna, Teuku Renaldi, Noraliyatun Jannah, M. L. Siregar, S. Wahyuni, Dedy Syahrizal","doi":"10.22146/jpki.69550","DOIUrl":"https://doi.org/10.22146/jpki.69550","url":null,"abstract":"Background: The importance of the interprofessional education (IPE) program has been depicted through various forms of the IPE curriculum. The COVID-19 pandemic has forced a change in the implementation of IPE; this has caused the method of implementing IPE to change online. This study aims to assess the readiness of three different healthcare professions for implementing IPE using the Readiness for Interprofessional Learning Scale (RIPLS).Methods: The RIPLS survey was completed by 108 medical students, 40 pharmacy students, and 30 nursing students at Universitas Syiah Kuala, Indonesia. The survey was done after the students carried out the online IPE intervention, which was held during the COVID-19 pandemic. They also completed open-ended questions reflecting their attitude towards and experience from the online IPE implementation.Results: There was no significant difference regarding student readiness for interprofessional learning among the three academic disciplines. Generally, as many as 57.9% of students showed a positive perception of IPE. Separate analysis for each study program showed that all of them were in the high range of scores for positive perception. Pharmacy students have the highest positive perception of IPE (60%), while medical and nursing students’ scores were 54.6% and 53.3%, respectively. Qualitative interviews revealed that: 1) the scheduling of IPE implementation was not suitable for the students, 2) the online communication between professions was not as effective as expected challenging, and 3) there was a growing awareness to respect other professions.Conclusion: It can be concluded that conducting the IPE program during the COVID-19 pandemic experienced many obstacles, especially communication. However, it still maintains the main objective of IPE, which is to respect other professions.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81980088","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}
Audelia Kathleen Sulaiman, Carolyn Carolyn, Natalia Puspadewi, E. Rukmini
Background: Clinical placement is crucial to develop the fundamental competencies in providing patient care. Therefore, clinical learning environment (CLE) assessment is necessary to ensure its quality. The Indonesian Manchester Clinical Placement Index (I-MCPI) is an instrument for assessing the quality of the learning environment and the quality of training in both hospital and community placements. This study aimed to (1) measure the CLE quality of a school of medicine in Jakarta using I-MCPI and (2) explore the qualitative data resulted from the I-MCPI to draw a comprehensive conclusion about CLE.Methods: 155 respondents filled the online I-MCPI, and ten respondents participated in the in-depth interviews. The quantitative data were analyzed using the guideline provided by the original MCPI. The qualitative data analysis was performed using content analysis method.Results: Quantitative data resulted in ranks of the 18 clinical placements, including primary teaching hospital and its network clinical placements. Trends in Primary Health Care (PHC) placement showed lower rank on the CLE and the training quality. The primary teaching hospital was in the sixth position. The qualitative results identified issues of the supervisor’s role, students’ involvement, and learning facilities were identified as significant factors that influenced CLE.Conclusion: Most respondents were satisfied with the quality of learning in clinical rotation at the school. However, respondents suggested more support for students to be actively involved in clinical services, perform clinical skills, and encourage learning facilities to optimize the CLE.
{"title":"USING THE INDONESIAN MANCHESTER CLINICAL PLACEMENT INDEX (I-MCPI) TO ASSESS THE QUALITY OF HOSPITAL-BASED AND COMMUNITY-BASED CLINICAL LEARNING ENVIRONMENT","authors":"Audelia Kathleen Sulaiman, Carolyn Carolyn, Natalia Puspadewi, E. Rukmini","doi":"10.22146/jpki.69652","DOIUrl":"https://doi.org/10.22146/jpki.69652","url":null,"abstract":"Background: Clinical placement is crucial to develop the fundamental competencies in providing patient care. Therefore, clinical learning environment (CLE) assessment is necessary to ensure its quality. The Indonesian Manchester Clinical Placement Index (I-MCPI) is an instrument for assessing the quality of the learning environment and the quality of training in both hospital and community placements. This study aimed to (1) measure the CLE quality of a school of medicine in Jakarta using I-MCPI and (2) explore the qualitative data resulted from the I-MCPI to draw a comprehensive conclusion about CLE.Methods: 155 respondents filled the online I-MCPI, and ten respondents participated in the in-depth interviews. The quantitative data were analyzed using the guideline provided by the original MCPI. The qualitative data analysis was performed using content analysis method.Results: Quantitative data resulted in ranks of the 18 clinical placements, including primary teaching hospital and its network clinical placements. Trends in Primary Health Care (PHC) placement showed lower rank on the CLE and the training quality. The primary teaching hospital was in the sixth position. The qualitative results identified issues of the supervisor’s role, students’ involvement, and learning facilities were identified as significant factors that influenced CLE.Conclusion: Most respondents were satisfied with the quality of learning in clinical rotation at the school. However, respondents suggested more support for students to be actively involved in clinical services, perform clinical skills, and encourage learning facilities to optimize the CLE.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83682380","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}
Nabilla Riadi Nur Ramadhani, D. Firman, E. Sarilita, Y. Lita
Background: the ability to mentally manipulate 3D objects and understanding the relationships between structures is essential in many fields of medical and dental specialties. This scoping review of the literature on spatial ability in medical and dental education was conducted to provide a map of the literature and identify where gaps still exist for future research.Methods: the study was conducted using a scoping review method with guidelines from the Arksey and O'Malley framework to identify literatures related to the research topic. Searches was performed from February to May 2021 in PubMed, Cochrane, CINAHL and Google Scholar using keywords related to spatial ability, medical education and dental education. Literatures was also identified using snowballing technique. PRISMA-ScR analysis for study selection was performed.Results: fifteen articles were selected for review. Spatial ability correlates with performance in studying anatomical knowledge of medicine and dentistry, and surgery. 3D anatomical models are more effective when conveying complex spatial relationships than traditional 2D models. The Mental Rotation Test (MRT) is the most widely used test for measuring spatial abilities. The results of the measurement of spatial ability showed the superiority of males over females.Conclusion: spatial ability and learning in medical and dental education provide mutual benefits for both aspects. Additional spatial abilities module may be added to medical and dental education curricula to improve learning success
{"title":"SPATIAL ABILITY IN MEDICAL AND DENTAL EDUCATION: SCOPING REVIEW","authors":"Nabilla Riadi Nur Ramadhani, D. Firman, E. Sarilita, Y. Lita","doi":"10.22146/jpki.67176","DOIUrl":"https://doi.org/10.22146/jpki.67176","url":null,"abstract":"Background: the ability to mentally manipulate 3D objects and understanding the relationships between structures is essential in many fields of medical and dental specialties. This scoping review of the literature on spatial ability in medical and dental education was conducted to provide a map of the literature and identify where gaps still exist for future research.Methods: the study was conducted using a scoping review method with guidelines from the Arksey and O'Malley framework to identify literatures related to the research topic. Searches was performed from February to May 2021 in PubMed, Cochrane, CINAHL and Google Scholar using keywords related to spatial ability, medical education and dental education. Literatures was also identified using snowballing technique. PRISMA-ScR analysis for study selection was performed.Results: fifteen articles were selected for review. Spatial ability correlates with performance in studying anatomical knowledge of medicine and dentistry, and surgery. 3D anatomical models are more effective when conveying complex spatial relationships than traditional 2D models. The Mental Rotation Test (MRT) is the most widely used test for measuring spatial abilities. The results of the measurement of spatial ability showed the superiority of males over females.Conclusion: spatial ability and learning in medical and dental education provide mutual benefits for both aspects. Additional spatial abilities module may be added to medical and dental education curricula to improve learning success","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80886316","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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