Anak Agung Gede Pradnya Andika, Y. P. Susani, D. Sari
Background: Test anxiety is one of the medical student’s problems that need attention in medical education. Test anxiety can have negative effect on students such as negative self-evaluation beliefs, low motivation, poor performance, and decreased concentration which can result in increased dropout rates and trigger general anxiety. Test anxiety can affect performance on clinical skill examination and outcomes.Aim: To identify factors correlated with medical students’ anxiety in clinical skills examination.Methods: This was a cross-sectional study involving the second and fourth year medical students in Universitas Mataram. Possible Anxiety Determinant Instrument (PADI) was used to measure factors associated with test anxiety and Performance Test Anxiety (PTA) inventory to measure students’ anxiety in clinical skills examination. Data collection took place after the clinical skill exam. Pearson and Spearman correlation test were used in analyzing the data.Results: Total of 185 students participated in this study (response rate 96,9%). Factors found to be correlated with test anxiety score were internal belief factors (r = -0,686), health and lifestyle factors (r = -0,424), curriculum factors (r= -0,414), social support factors (r = -0,395), learning atmosphere factors (r = -0,312), and examination factors (r = -0,270). Preparedness and experience of examination were not correlated with the test anxiety.Conclusion: Students’ internal belief was found to have the strongest correlation with the test anxiety, while examination factor showed the weakest correlation. These findings can guide medical education institution in developing strategies to reduce students’ anxiety toward the clinical skills examination.
{"title":"FACTORS CORRELATED WITH MEDICAL STUDENTS ANXIETY IN CLINICAL SKILLS EXAMINATION","authors":"Anak Agung Gede Pradnya Andika, Y. P. Susani, D. Sari","doi":"10.22146/JPKI.63251","DOIUrl":"https://doi.org/10.22146/JPKI.63251","url":null,"abstract":"Background: Test anxiety is one of the medical student’s problems that need attention in medical education. Test anxiety can have negative effect on students such as negative self-evaluation beliefs, low motivation, poor performance, and decreased concentration which can result in increased dropout rates and trigger general anxiety. Test anxiety can affect performance on clinical skill examination and outcomes.Aim: To identify factors correlated with medical students’ anxiety in clinical skills examination.Methods: This was a cross-sectional study involving the second and fourth year medical students in Universitas Mataram. Possible Anxiety Determinant Instrument (PADI) was used to measure factors associated with test anxiety and Performance Test Anxiety (PTA) inventory to measure students’ anxiety in clinical skills examination. Data collection took place after the clinical skill exam. Pearson and Spearman correlation test were used in analyzing the data.Results: Total of 185 students participated in this study (response rate 96,9%). Factors found to be correlated with test anxiety score were internal belief factors (r = -0,686), health and lifestyle factors (r = -0,424), curriculum factors (r= -0,414), social support factors (r = -0,395), learning atmosphere factors (r = -0,312), and examination factors (r = -0,270). Preparedness and experience of examination were not correlated with the test anxiety.Conclusion: Students’ internal belief was found to have the strongest correlation with the test anxiety, while examination factor showed the weakest correlation. These findings can guide medical education institution in developing strategies to reduce students’ anxiety toward the clinical skills examination.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87907842","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 act of academic dishonesty is a dishonest act taken by students in completing assignments and examinations which include several attempts such as cheating and plagiarism. Studies show that 20% of students begin cheating behavior from the first year of college. One of the patterns of behavior related to academic dishonesty is procrastination. Academic procrastination is a form of behavior when someone delays starting a job or completing it.Aims: This study aims to illustrate academic procrastination, academic dishonesty, and the relationship between procrastination habits and academic dishonesty among undergraduate medical students at Faculty of Medicine, Universitas Lampung.Methods: This study is an observational analytic study using a cross-sectional design. The research respondents were 120 undergraduate medical students from Faculty of Medicine Universitas Lampung. The sampling method used proportionate stratified random sampling. Data were collected using the Procrastination Assessment Scale-Students questionnaire and the Academic Practices Survey.Results: The results of this study are processed using computer software and Gamma testing method. Obtained r = 0.464 and p = 0.428 (p>0.05).Conclusion: There is no relationship between the academic procrastination habits and academic dishonesty in undergraduate medical students at Faculty of Medicine, Universitas Lampung.
背景:学术不诚实行为是学生在完成作业和考试时采取的不诚实行为，包括作弊和抄袭等几种尝试。研究表明，20%的学生从大学一年级就开始有作弊行为。与学术不诚实相关的行为模式之一是拖延症。学业拖延症是一种行为形式，指的是某人推迟开始或完成一项工作。目的:本研究旨在探讨南榜大学医学院本科生的学业拖延、学术不诚实，以及拖延习惯与学术不诚实的关系。方法:本研究采用横断面设计的观察性分析研究。调查对象是来自南榜医学院的120名本科生。抽样方法采用比例分层随机抽样。数据收集采用拖延评估量表-学生问卷和学术实践调查。结果:本研究结果采用计算机软件和Gamma检验方法进行处理。得到r = 0.464, p = 0.428 (p>0.05)。结论:南榜大学医学院本科学生的学业拖延习惯与学术不诚信之间不存在相关性。
{"title":"THE RELATIONSHIP OF ACADEMIC PROCRASTINATION AND ACADEMIC DISHONESTY IN UNDERGRADUATE MEDICAL STUDENTS","authors":"D. Oktaria, Sharlene Sabrina Azzahra, D. Angraini","doi":"10.22146/JPKI.63137","DOIUrl":"https://doi.org/10.22146/JPKI.63137","url":null,"abstract":"Background: The act of academic dishonesty is a dishonest act taken by students in completing assignments and examinations which include several attempts such as cheating and plagiarism. Studies show that 20% of students begin cheating behavior from the first year of college. One of the patterns of behavior related to academic dishonesty is procrastination. Academic procrastination is a form of behavior when someone delays starting a job or completing it.Aims: This study aims to illustrate academic procrastination, academic dishonesty, and the relationship between procrastination habits and academic dishonesty among undergraduate medical students at Faculty of Medicine, Universitas Lampung.Methods: This study is an observational analytic study using a cross-sectional design. The research respondents were 120 undergraduate medical students from Faculty of Medicine Universitas Lampung. The sampling method used proportionate stratified random sampling. Data were collected using the Procrastination Assessment Scale-Students questionnaire and the Academic Practices Survey.Results: The results of this study are processed using computer software and Gamma testing method. Obtained r = 0.464 and p = 0.428 (p>0.05).Conclusion: There is no relationship between the academic procrastination habits and academic dishonesty in undergraduate medical students at Faculty of Medicine, Universitas Lampung. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88908773","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: COVID-19 pandemic has impacted numerous of matters and medical education is one of them. It is crucial to dissect measures that could be taken to optimize medical education for clinical students during COVID-19 pandemic. There is still limited evidence or data on how to approach this situation. The aim of this literature review is to unfold guidance on optimizing medical education for clinical students during COVID-19 pandemic.Methods: The literature was searched by accessing the PubMed, PubMed Central, and Google Scholar databases. Literature search was conducted from December 1, 2019 to April 24, 2020, using the key words of “medical education”, “clinical students OR clerkship students”, “covid-19”.Results: Based on the literature search, 20 literatures related to medical education of clinical students during COVID-19 pandemic were obtained. Institutions have taken a differing approach during COVID-19 pandemic. Implementing teleteaching, creating an integrated learning environment, strategies to improve role models, telemedicine, training programs and psychological support are approaches in order to optimize medical education for clinical students during COVID-19 pandemic.Conclusion: Institutions had to instantly alter medical education during COVID-19 pandemic. The lives of many students have been hugely impacted in terms of financial, psychological, delay in graduation, uncertainty, residency application and clinical placements. There are ways in which technology can ease some of these problems, albeit not fully resolving all these issues. Therefore, it is still crucial to further shine a light on how to optimize medical education during this unprecedented time.
{"title":"OPTIMIZING MEDICAL EDUCATION FOR CLINICAL STUDENTS DURING COVID-19 PANDEMIC: A LITERATURE REVIEW","authors":"Patricia Budimulia, A. Kurniawan","doi":"10.22146/JPKI.56124","DOIUrl":"https://doi.org/10.22146/JPKI.56124","url":null,"abstract":"Background: COVID-19 pandemic has impacted numerous of matters and medical education is one of them. It is crucial to dissect measures that could be taken to optimize medical education for clinical students during COVID-19 pandemic. There is still limited evidence or data on how to approach this situation. The aim of this literature review is to unfold guidance on optimizing medical education for clinical students during COVID-19 pandemic.Methods: The literature was searched by accessing the PubMed, PubMed Central, and Google Scholar databases. Literature search was conducted from December 1, 2019 to April 24, 2020, using the key words of “medical education”, “clinical students OR clerkship students”, “covid-19”.Results: Based on the literature search, 20 literatures related to medical education of clinical students during COVID-19 pandemic were obtained. Institutions have taken a differing approach during COVID-19 pandemic. Implementing teleteaching, creating an integrated learning environment, strategies to improve role models, telemedicine, training programs and psychological support are approaches in order to optimize medical education for clinical students during COVID-19 pandemic.Conclusion: Institutions had to instantly alter medical education during COVID-19 pandemic. The lives of many students have been hugely impacted in terms of financial, psychological, delay in graduation, uncertainty, residency application and clinical placements. There are ways in which technology can ease some of these problems, albeit not fully resolving all these issues. Therefore, it is still crucial to further shine a light on how to optimize medical education during this unprecedented time. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78801516","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}
Putu Nandika Tungga Yudanti Mahardani, Sri Darmayani, D. Wati, Maria Elisabeth Sylvinna Wasi Elannor, Ketut Wulan Ari Kartika Ardhaputri, A. Y. Rompis
Background: Medical students are a population that is considered vulnerable to experience stress during the COVID-19 pandemic, especially with the heavy learning load and changes in the learning system that were initially carried out face-to-face. Currently, there are limited data regarding the stress of studying online in medical students and their effect on learning achievement. This study aimed to determine the stress effect of studying online in medical students on their academic achievement.Methods: This study was an analytic observational study with a cross-sectional approach. 112 samples were obtained from students of Bachelor of Medicine and Medical Doctor in one of the universities in Bali with the instruments that were distributed via Google Form. Primary data collection was carried out using the Medical Student Stressor Questionnaire (MSSQ) questionnaire, while secondary data collection was obtained from the average score of three-block exams done online during the COVID-19 pandemic.Results: The stress level of medical students in online learning was dominated by high stress (55.4%) with the majority cause due to Academic Related Stressor (ARS). There is a significant relationship (p = 0.021) between the incidence of stress and learning achievement in students (-0.217, 95% CI -0.39 to -0.03). The learning system preference that was chosen by the students is dominated by a 50% online learning system and 50% offline as much as 27.7%.Conclusion: The results indicated that there is a high level of stress among medical students. There is a correlation between stress events and medical student’s achievement during online learning.
背景:在2019冠状病毒病大流行期间，医学生被认为是一个容易经历压力的人群，特别是在繁重的学习负荷和最初面对面学习系统的变化下。目前，关于医学生在线学习压力及其对学习成绩影响的数据有限。本研究旨在探讨医学生网络学习压力对学业成绩的影响。方法:本研究为横断面分析观察性研究。从巴厘岛一所大学的医学学士和医学博士学生中获得了112个样本，这些样本通过谷歌表格分发。主要数据收集采用医学生压力源问卷(MSSQ)，次要数据收集采用新冠肺炎大流行期间在线三块考试的平均分。结果:医学生网络学习压力水平以高压力为主(55.4%)，学业相关压力源(ARS)占主要原因;学生压力发生率与学习成绩之间存在显著相关(p = 0.021) (-0.217, 95% CI -0.39 ~ -0.03)。学生选择的学习系统偏好以50%的在线学习系统和50%的离线学习系统占主导地位，高达27.7%。结论:结果表明医学生存在较高的压力水平。压力事件与医学生在线学习成绩之间存在相关性。
{"title":"THE EFFECT OF STRESS DURING ONLINE LEARNING ON MEDICAL STUDENT’S LEARNING ACHIEVEMENT IN COVID-19 PANDEMIC","authors":"Putu Nandika Tungga Yudanti Mahardani, Sri Darmayani, D. Wati, Maria Elisabeth Sylvinna Wasi Elannor, Ketut Wulan Ari Kartika Ardhaputri, A. Y. Rompis","doi":"10.22146/JPKI.60615","DOIUrl":"https://doi.org/10.22146/JPKI.60615","url":null,"abstract":"Background: Medical students are a population that is considered vulnerable to experience stress during the COVID-19 pandemic, especially with the heavy learning load and changes in the learning system that were initially carried out face-to-face. Currently, there are limited data regarding the stress of studying online in medical students and their effect on learning achievement. This study aimed to determine the stress effect of studying online in medical students on their academic achievement.Methods: This study was an analytic observational study with a cross-sectional approach. 112 samples were obtained from students of Bachelor of Medicine and Medical Doctor in one of the universities in Bali with the instruments that were distributed via Google Form. Primary data collection was carried out using the Medical Student Stressor Questionnaire (MSSQ) questionnaire, while secondary data collection was obtained from the average score of three-block exams done online during the COVID-19 pandemic.Results: The stress level of medical students in online learning was dominated by high stress (55.4%) with the majority cause due to Academic Related Stressor (ARS). There is a significant relationship (p = 0.021) between the incidence of stress and learning achievement in students (-0.217, 95% CI -0.39 to -0.03). The learning system preference that was chosen by the students is dominated by a 50% online learning system and 50% offline as much as 27.7%.Conclusion: The results indicated that there is a high level of stress among medical students. There is a correlation between stress events and medical student’s achievement during online learning. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74990697","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 caused tremendous and abrupt changes in all aspects of social life, including healthcare and education. It has caused stress and psychological impact on physicians and other healthcare workers globally. Exposure to chronic occupational stress can lead to burnout. The multiple responsibilities of academic physicians potentially lead to a higher risk of burnout, particularly during this pandemic. This study aimed to obtain burnout profiles in academic physicians and factors associated with burnout during the COVID-19 pandemic.Methods: This was a cross-sectional study. The MBI-HSS was used to measure the three dimensions of burnout. Academic physicians' perception of distance learning, involvement in the clinical care of COVID-19 patients, involvement in faculty management, and healthcare facilities management were also included in the survey. Results: Among 42 participants (response rate 56%), 45.2% provided care to COVID-19 patients, 42.9% were involved in the management of healthcare facilities, and 35.7% in faculty management. Median of Emotional Exhaustion (EE) was 12 (1-35), Depersonalization (DP) 6 (0-19) and Personal Accomplishment (PA) 32.5 (16-47). Based on Z-score for each dimension, 23.8% have high EE, 16.7% high DP, 50% low PA, and 11.9% categorized as burnout. Involvement in healthcare facilities management and providing care for COVID-19 patients were significantly associated with higher EE (p = .030 and p = .029 respectively), while the perception of the workload of distance learning associated significantly with higher EE (p = .046) and DP (p = .014). Conclusion: Workload related to clinical work, healthcare management, and distance learning, associated with higher burnout in academic physicians during COVID-19 pandemic.
{"title":"BURNOUT IN ACADEMIC PHYSICIAN DURING COVID-19 PANDEMIC","authors":"D. Sari, Y. P. Susani, Emmy Amalia","doi":"10.22146/JPKI.64636","DOIUrl":"https://doi.org/10.22146/JPKI.64636","url":null,"abstract":"Background: The COVID-19 pandemic has caused tremendous and abrupt changes in all aspects of social life, including healthcare and education. It has caused stress and psychological impact on physicians and other healthcare workers globally. Exposure to chronic occupational stress can lead to burnout. The multiple responsibilities of academic physicians potentially lead to a higher risk of burnout, particularly during this pandemic. This study aimed to obtain burnout profiles in academic physicians and factors associated with burnout during the COVID-19 pandemic.Methods: This was a cross-sectional study. The MBI-HSS was used to measure the three dimensions of burnout. Academic physicians' perception of distance learning, involvement in the clinical care of COVID-19 patients, involvement in faculty management, and healthcare facilities management were also included in the survey. Results: Among 42 participants (response rate 56%), 45.2% provided care to COVID-19 patients, 42.9% were involved in the management of healthcare facilities, and 35.7% in faculty management. Median of Emotional Exhaustion (EE) was 12 (1-35), Depersonalization (DP) 6 (0-19) and Personal Accomplishment (PA) 32.5 (16-47). Based on Z-score for each dimension, 23.8% have high EE, 16.7% high DP, 50% low PA, and 11.9% categorized as burnout. Involvement in healthcare facilities management and providing care for COVID-19 patients were significantly associated with higher EE (p = .030 and p = .029 respectively), while the perception of the workload of distance learning associated significantly with higher EE (p = .046) and DP (p = .014). Conclusion: Workload related to clinical work, healthcare management, and distance learning, associated with higher burnout in academic physicians during COVID-19 pandemic.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80177799","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: Formative assessment is an important assessment in medical education. Formative assessment strengthens the learning process, consolidates learning materials, strengthens learning behavior and improves student performance in learning. Formative assessment must have a place in the student assessment regulatory system to increase educational outcomes. Formative assessment needs to be continuously developed, especially assessment as learning to encourage student participation in monitoring the process and progress of their learning. This study aims to determine whether the application of self-tests and interactive quizzes created by students can improve summative exam results. In particular, it aims to determine the relationship between the results of the self-test developed by students with the results of summative assessment, and to find out whether there are differences in summative assessment results between the group that took the self-test and received the interactive quiz with the group that did not take the self-test and did not get the interactive quiz.Methods: This study was a cross sectional experimental study. Number of samples was 174 people, consisting of 87 intervention groups and 87 control groups. The sample was selected using disproportionate stratified random sampling.Results: The results of the self-test and the summative assessment results showed a significant relationship with sig (2-tailed) of 0.000, the Pearson correlation coefficient 0.563, indicating a strong relationship. The result of the summative assessment, the intervention group was 70.54 significantly higher than that of the control group 64.13. Analysis of differences using the independent T Test sig 0.000.Conclusion: Student self-tests and interactive quizzes have been proven to improve student summative exam results in learning block psychiatry.
{"title":"STUDENT SELF-TESTS AND INTERACTIVE QUIZZES FOR IMPROVING PSYCHIATRY SUMMATIVE ASSESSMENT ACHIEVEMENT","authors":"F. Firdaus, W. Winarto","doi":"10.22146/JPKI.61409","DOIUrl":"https://doi.org/10.22146/JPKI.61409","url":null,"abstract":"Background: Formative assessment is an important assessment in medical education. Formative assessment strengthens the learning process, consolidates learning materials, strengthens learning behavior and improves student performance in learning. Formative assessment must have a place in the student assessment regulatory system to increase educational outcomes. Formative assessment needs to be continuously developed, especially assessment as learning to encourage student participation in monitoring the process and progress of their learning. This study aims to determine whether the application of self-tests and interactive quizzes created by students can improve summative exam results. In particular, it aims to determine the relationship between the results of the self-test developed by students with the results of summative assessment, and to find out whether there are differences in summative assessment results between the group that took the self-test and received the interactive quiz with the group that did not take the self-test and did not get the interactive quiz.Methods: This study was a cross sectional experimental study. Number of samples was 174 people, consisting of 87 intervention groups and 87 control groups. The sample was selected using disproportionate stratified random sampling.Results: The results of the self-test and the summative assessment results showed a significant relationship with sig (2-tailed) of 0.000, the Pearson correlation coefficient 0.563, indicating a strong relationship. The result of the summative assessment, the intervention group was 70.54 significantly higher than that of the control group 64.13. Analysis of differences using the independent T Test sig 0.000.Conclusion: Student self-tests and interactive quizzes have been proven to improve student summative exam results in learning block psychiatry. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83729684","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}
Hikmah Muktamiroh, H. Herqutanto, D. Soemantri, Agus Purwadianto
Background: Agreement on the importance of teaching and assessing ethical competence as part of professionalism in medical education continues to grow. The assessments of ethical competence at the “does” level in preclinical students or a large group of resident candidates are considered less efficient and expensive. It is necessary to find an alternative form of ethical competence assessment instrument as a complementary test at the level “knows how” before being tested at the level “does.” This research proposed investigating the Situational Judgement Test (SJT) potential and obtaining evidence of the SJT as an instrument of ethical competence assessment.Methods: This study was a literature review of 39 journal articles relating to SJT, obtained through PubMed data-based and google scholar search engine.Results: There was evidence of the use of SJT to assess ethical competence. Ethical competence can be evaluated by ethical decisions making ability. SJT containing procedural skills in ethical decisions making. SJT having good values as deliberation in ethical dilemmas and idealistic ethical ideology (conative test) also exists. These findings support the evidence of potential SJT to assess ethical competence.Conclusion: SJT can be used to assess ethical competence at the level “knows how” before being tested at the level “does” based on the following reasons: SJT can contain content questions that are conative, SJT can assess the ability of ethical decision making based on an assessment of procedural knowledge related to ethical deliberation of ethical decision making in ethical dilemmas.
{"title":"THE POTENTIAL OF SITUATIONAL JUDGEMENT TEST AS AN INSTRUMENT OF ETHICAL COMPETENCE ASSESSMENT: A LITERATURE REVIEW","authors":"Hikmah Muktamiroh, H. Herqutanto, D. Soemantri, Agus Purwadianto","doi":"10.22146/JPKI.53735","DOIUrl":"https://doi.org/10.22146/JPKI.53735","url":null,"abstract":"Background: Agreement on the importance of teaching and assessing ethical competence as part of professionalism in medical education continues to grow. The assessments of ethical competence at the “does” level in preclinical students or a large group of resident candidates are considered less efficient and expensive. It is necessary to find an alternative form of ethical competence assessment instrument as a complementary test at the level “knows how” before being tested at the level “does.” This research proposed investigating the Situational Judgement Test (SJT) potential and obtaining evidence of the SJT as an instrument of ethical competence assessment.Methods: This study was a literature review of 39 journal articles relating to SJT, obtained through PubMed data-based and google scholar search engine.Results: There was evidence of the use of SJT to assess ethical competence. Ethical competence can be evaluated by ethical decisions making ability. SJT containing procedural skills in ethical decisions making. SJT having good values as deliberation in ethical dilemmas and idealistic ethical ideology (conative test) also exists. These findings support the evidence of potential SJT to assess ethical competence.Conclusion: SJT can be used to assess ethical competence at the level “knows how” before being tested at the level “does” based on the following reasons: SJT can contain content questions that are conative, SJT can assess the ability of ethical decision making based on an assessment of procedural knowledge related to ethical deliberation of ethical decision making in ethical dilemmas.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74872828","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}
R. A. Gumilang, A. Fuad, V. A. N. Fatimah, Shofuro Hasana, Orisativa Kokasih, P. P. R. Gharini
ABSTRACT Background: Electrocardiogram (ECG) has become a crucial examination in the management of cardiac emergencies. Accordingly, improvement of ECG interpretation skills is mandatory for general practitioners as the front-liners in emergency cases. The Mobile ECG application was developed as mobile learning media to facilitate continuing improvement of ECG interpretation skills.Aims: This study aimed to investigate the impact of the Mobile ECG application toward ECG interpretation skills of general practitioners and medical students and evaluate its usability.Methods: A pilot quasi-experimental study was conducted in a 1-week timeframe using webinar and the Mobile ECG application. Subjects were recruited through consecutive sampling. They met the following criteria: 1) registered as general practitioners or medical students, 2) completed the basic ECG pre and post-tests, and 3) agreed to participate in the study. The Mobile ECG is a web-based application which consists of modules, quizzes, and gallery of ECG interpretations. Pre and post-test analysis and system usability scale (SUS) questionnaire were used to evaluate the impact and usability of the application.Results: A total of 252 subjects were recruited and 80.2% were general practitioners. There was a significant increase in post-test scores compared to pre-test (p=0.000) for all subjects. General practitioners significantly gained more score increment than medical students (1.08 vs 0.16, p=0.001). Based on the SUS score of 67.5, the application was marginally accepted by the users.Conclusion: To conclude, the implementation of the Mobile ECG application did improve basic ECG interpretation skills. According to the SUS score, this application still needs improvement.
背景:心电图(ECG)已成为处理心脏急症的一项重要检查。因此，作为急诊一线的全科医生，提高心电判读技能势在必行。开发了移动心电应用程序作为移动学习媒体，以促进心电解释技能的持续提高。目的:本研究旨在探讨移动心电应用对全科医生和医学生心电解读能力的影响，并评价其可用性。方法:采用网络研讨会和移动心电应用程序进行为期1周的试点准实验研究。研究对象采用连续抽样方式招募。他们符合以下标准:1)注册为全科医生或医学生，2)完成基本心电图前后测试，3)同意参加研究。移动ECG是一个基于web的应用程序，由模块、测验和心电解释画廊组成。采用测试前后分析和系统可用性量表(SUS)问卷来评估应用程序的影响和可用性。结果:共纳入252名受试者，80.2%为全科医生。与测试前相比，所有受试者的测试后得分都有显著增加(p=0.000)。全科医生的得分增量显著高于医学生(1.08 vs 0.16, p=0.001)。根据SUS得分67.5，该应用程序被用户勉强接受。结论:综上所述，手机心电应用的实施确实提高了基本的心电解读能力。根据SUS评分，这个应用程序仍然需要改进。
{"title":"DEVELOPMENT OF MOBILE ECG APPLICATION TO IMPROVE ECG INTERPRETATION SKILLS OF GENERAL PRACTITIONERS AND MEDICAL STUDENTS","authors":"R. A. Gumilang, A. Fuad, V. A. N. Fatimah, Shofuro Hasana, Orisativa Kokasih, P. P. R. Gharini","doi":"10.22146/JPKI.62977","DOIUrl":"https://doi.org/10.22146/JPKI.62977","url":null,"abstract":"ABSTRACT Background: Electrocardiogram (ECG) has become a crucial examination in the management of cardiac emergencies. Accordingly, improvement of ECG interpretation skills is mandatory for general practitioners as the front-liners in emergency cases. The Mobile ECG application was developed as mobile learning media to facilitate continuing improvement of ECG interpretation skills.Aims: This study aimed to investigate the impact of the Mobile ECG application toward ECG interpretation skills of general practitioners and medical students and evaluate its usability.Methods: A pilot quasi-experimental study was conducted in a 1-week timeframe using webinar and the Mobile ECG application. Subjects were recruited through consecutive sampling. They met the following criteria: 1) registered as general practitioners or medical students, 2) completed the basic ECG pre and post-tests, and 3) agreed to participate in the study. The Mobile ECG is a web-based application which consists of modules, quizzes, and gallery of ECG interpretations. Pre and post-test analysis and system usability scale (SUS) questionnaire were used to evaluate the impact and usability of the application.Results: A total of 252 subjects were recruited and 80.2% were general practitioners. There was a significant increase in post-test scores compared to pre-test (p=0.000) for all subjects. General practitioners significantly gained more score increment than medical students (1.08 vs 0.16, p=0.001). Based on the SUS score of 67.5, the application was marginally accepted by the users.Conclusion: To conclude, the implementation of the Mobile ECG application did improve basic ECG interpretation skills. According to the SUS score, this application still needs improvement.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75552908","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}
T. D. Sitorus, Eggy Raynaldi Rachman Nurhadi, Novi Vicahyani Utami, M. H. Bashari
Background: Medical error is any kind of unplanned or out of procedure medical action. Some of them are error in selecting and prescribing drug which might cause the disease to remain, worse, or death. Prescribing error can be prevented by giving better education about pharmacology. One popular learning methods is blended learning. Truwinist Interdigital Method is a learning media innovation with bleanded learning concept designed subjects in audiovisual form. Truwinist Interdigital Method was accessible at university’s learning management system. This study aimed to evaluate the improvement of student’s pharmacological learning outcome upon Truwinist Interdigital Method. The learning outcome was students knowledge and skill on prescribing asthmatic drug. Methods: A experimental research was conducted with pretest and posttest design. Subjects were 148 medical students of Universitas Padjadjaran who were given Truwinist Interdigital Method. The learning outcome was observed using pre-test and post-test score and tested using Wilcolson test. Results: Students’ knowledge score increased from average of 34.70±15.43 to 86.01±10.80. Students’ skill score increased from average of 25.31±12.76 to 76.93±10.66. The result showed students’ learning outcome increased significantly (p<0,001). Conclusion: Knowledge and prescribing skill Students’ asthmatic drug increase after using bleanded learning with Truwinist Interdigital Method.
{"title":"EFFECT OF TRUWINIST INTERDIGITAL METHOD IN KNOWLEDGE AND SKILL OF SELECTING DRUG AND WRITING PRESCRIPTION OF ASTHMA DRUG","authors":"T. D. Sitorus, Eggy Raynaldi Rachman Nurhadi, Novi Vicahyani Utami, M. H. Bashari","doi":"10.22146/JPKI.52738","DOIUrl":"https://doi.org/10.22146/JPKI.52738","url":null,"abstract":"Background: Medical error is any kind of unplanned or out of procedure medical action. Some of them are error in selecting and prescribing drug which might cause the disease to remain, worse, or death. Prescribing error can be prevented by giving better education about pharmacology. One popular learning methods is blended learning. Truwinist Interdigital Method is a learning media innovation with bleanded learning concept designed subjects in audiovisual form. Truwinist Interdigital Method was accessible at university’s learning management system. This study aimed to evaluate the improvement of student’s pharmacological learning outcome upon Truwinist Interdigital Method. The learning outcome was students knowledge and skill on prescribing asthmatic drug. Methods: A experimental research was conducted with pretest and posttest design. Subjects were 148 medical students of Universitas Padjadjaran who were given Truwinist Interdigital Method. The learning outcome was observed using pre-test and post-test score and tested using Wilcolson test. Results: Students’ knowledge score increased from average of 34.70±15.43 to 86.01±10.80. Students’ skill score increased from average of 25.31±12.76 to 76.93±10.66. The result showed students’ learning outcome increased significantly (p<0,001). Conclusion: Knowledge and prescribing skill Students’ asthmatic drug increase after using bleanded learning with Truwinist Interdigital Method. ","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78958254","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}
Nur Ramadani Meliani Syukri, Y. Pratiwi, E. Ariyanto, M. H. Bashari, A. Achadiyani, M. Ghozali, P. Rahman
Background: The impact of weekly formative assessments on the summative performance of undergraduate medical students is not widely studied. The formative assessment began to be applied in the Undergraduate Medical Study Program, Faculty of Medicine, Padjadjaran University (Program Studi Kedokteran Fakultas Kedokteran Universitas Padjadjaran or PSK FK Unpad) in early 2020. This study aims to determine whether there is a correlation between weekly formative and summative assessment in Multidisciplinary Examination (MDE) and Structured Oral Examination (SOE).Methods: This study was conducted using a numerical correlative bivariate analysis with a cross-sectional design. The data used in this study was weekly formative assessment scores, MDE and SOE scores of Reproductive System (RPS) I and II of 138 medical student batch 2017. Results: Rank-Spearman test shows there was no significant correlation between the formative test scores and the MDE RPS I score (p>0.05) and the SOE score (p>0.05). Meanwhile, the MDE RPS II score with the formative test was found to be a significant correlation (p<0.05) and positively correlated (r=+0.211).Conclusion: This study shows that the use of weekly formative assessments might contribute to the students' achievement of MDE scores. Weekly formative assessments can be integrated into the curriculum of pre-clinical medical programs to improve student summative performance.
背景:每周形成性评价对医大学生结论性表现的影响研究并不广泛。形成性评估于2020年初开始应用于Padjadjaran大学医学院本科医学学习项目(Program Studi Kedokteran Fakultas Kedokteran Universitas Padjadjaran或PSK FK Unpad)。本研究旨在探讨多学科考试(MDE)和结构化口语考试(SOE)中每周形成性评价和总结性评价之间是否存在相关性。方法:本研究采用横断面设计的数值相关双变量分析。本研究使用的数据为2017年138名医学生生殖系统(RPS) I和II的每周形成性评估得分、MDE和SOE得分。结果:Rank-Spearman检验显示，形成性测验得分与MDE RPS I得分、SOE得分无显著相关(p>0.05)。同时，MDE RPS II得分与形成性测验存在显著相关(p<0.05)和正相关(r=+0.211)。结论:本研究表明，每周形成性评估的使用可能有助于学生取得MDE分数。每周形成性评估可以整合到临床前医学课程中，以提高学生的总结表现。
{"title":"CORRELATION BETWEEN WEEKLY FORMATIVE AND SUMMATIVE ASSESSMENT OF MEDICAL STUDENTS IN MULTIDISCIPLINARY EXAMINATION AND ORAL EXAMINATION REPRODUCTIVE SYSTEM BLOCK","authors":"Nur Ramadani Meliani Syukri, Y. Pratiwi, E. Ariyanto, M. H. Bashari, A. Achadiyani, M. Ghozali, P. Rahman","doi":"10.22146/JPKI.62850","DOIUrl":"https://doi.org/10.22146/JPKI.62850","url":null,"abstract":"Background: The impact of weekly formative assessments on the summative performance of undergraduate medical students is not widely studied. The formative assessment began to be applied in the Undergraduate Medical Study Program, Faculty of Medicine, Padjadjaran University (Program Studi Kedokteran Fakultas Kedokteran Universitas Padjadjaran or PSK FK Unpad) in early 2020. This study aims to determine whether there is a correlation between weekly formative and summative assessment in Multidisciplinary Examination (MDE) and Structured Oral Examination (SOE).Methods: This study was conducted using a numerical correlative bivariate analysis with a cross-sectional design. The data used in this study was weekly formative assessment scores, MDE and SOE scores of Reproductive System (RPS) I and II of 138 medical student batch 2017. Results: Rank-Spearman test shows there was no significant correlation between the formative test scores and the MDE RPS I score (p>0.05) and the SOE score (p>0.05). Meanwhile, the MDE RPS II score with the formative test was found to be a significant correlation (p<0.05) and positively correlated (r=+0.211).Conclusion: This study shows that the use of weekly formative assessments might contribute to the students' achievement of MDE scores. Weekly formative assessments can be integrated into the curriculum of pre-clinical medical programs to improve student summative performance.","PeriodicalId":17805,"journal":{"name":"Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76133300","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：