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All Journal eJurnal Kedokteran Indonesia Medical Journal of Indonesia Padjadjaran Journal of Dentistry Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education eJournal Kedokteran Indonesia Makara Journal of Health Research
Diantha Soemantri
Department Of Medical Education Faculty Of Medicine Universitas Indonesia
Biochemistry, Genetics & Molecular Biology Dentistry Health Professions Immunology & microbiology Medicine & Pharmacology Neuroscience Public Health

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Student perceptions of the educational environment in the midst of curriculum change McAleer, Sean; Roff, Sue; Soemantri, Diantha
Medical Journal of Indonesia Vol 17, No 1 (2008): January-March
Publisher : Faculty of Medicine Universitas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (198.889 KB) | DOI: 10.13181/mji.v17i1.303

Abstract

The Faculty of Medicine University of Indonesia underwent a major curriculum reform in 2005. There is a necessity to evaluate the new curriculum’s educational environment, as a part of the curriculum evaluation. In June 2007, the DREEM (Dundee Ready Education Environment Measure) was administered to 210 second year students with an innovative curriculum and 259 third year students with the more traditional curriculum, to measure the students’ perceptions of the educational environment. One of the most significant differences between the perceptions of the two groups is that there are less cheating problems in the second year, but the third year is better timetabled. The almost similar profiles indicate that the new curriculum’s educational environment has not improved significantly. It is related with problems in managing and organizing the new curriculum’s detail aspects. The institution needs to re-evaluate the perceptions of the educational environment when the curriculum is more internalised. (Med J Indones 2008; 17: 57-63)Keywords: educational environment, DREEM, curriculum change, curriculum evaluation
Feedback Process in The Mini Clinical Evaluation Exercise (Mini-CEX): an Exploratory Study Diantha Soemantri; Agnes Dodds; Geoff Mccoll
eJournal Kedokteran Indonesia Vol 7, No 3 (2019): Vol 7, No. 3 (2019): December
Publisher : Faculty of Medicine Universitas Indonesia

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Abstract

In the midst of clinical environment unpredictability, feedback helps students to make the most out of clinical learning opportunities. Mini clinical evaluation exercise (Mini-CEX) is considered to be appropriate for providing feedback to students. This study aims to explore the feedback process within the Mini-CEX at a large Australian medical school. Between year 2011-2012, 23 Mini-CEX sessions, involved 18 final year medical students, were observed, followed by 15-minutes structured interviews. 7 experienced clinical teachers were also interviewed. A questionnaire administered to 274 final year medical students to seek their views on feedback provided in the Mini-CEX. Most feedback has complied with the characteristics of constructive feedback, however the amount of feedback decreased as the quality level of feedback increased. These findings matched students’ perceptions recorded on the questionnaire. The themes derived from the interviews showed that for feedback to be useful, each of feedback process components (feedback provider, types of feedback, feedback recipient and action plans following feedback) need to be attended to. Both tutors and students need to focus on the process of incorporating feedback to inform students’ learning, not only on the feedback characteristics. One of the means to achieve this is by providing reflective feedback where students are considered as active recipients. Keywords: feedback, Mini-CEX, clinical, assessment, learning. Proses Umpan Balik pada Mini Clinical Evaluation Exercise (Mini-CEX): Studi Eksplorasi Abstrak Di tengah ketidakpastian lingkungan klinis, umpan balik membantu mahasiswa memaknai kesempatan belajar di tatanan klinis. Mini clinical evaluation exercise (Mini-CEX) cocok untuk memberikan umpan balik kepada mahasiswa. Studi ini bertujuan untuk mengeksplorasi proses umpan balik pada Mini-CEX di sebuah fakultas kedokteran besar di Australia. Antara tahun 2011-2012, 23 sesi Mini-CEX, melibatkan 18 mahasiswa kedokteran tahap akhir, diobservasi dan dilanjutkan wawancara terstruktur selama 15 menit. 7 dosen klinik berpengalaman juga diwawancara. Kuesioner diberikan kepada 274 mahasiswa kedokteran tahap akhir untuk mengetahui pandangan mereka terhadap umpan balik yang diberikan dalam Mini-CEX. Sebagian besar umpan balik telah memenuhi karakteristik umpan balik konstruktif, namun jumlah umpan balik menurun seiring dengan meningkatnya level kualitas umpan balik. Hal tersebut juga ditemukan dalam persepsi mahasiswa yang tercatat sebagai hasil kuesioner. Tema yang diidentifikasi dari wawancara memperlihatkan bahwa agar umpan balik bermanfaat, setiap komponen dari proses umpan balik (pemberi umpan balik, tipe umpan balik, penerima umpan balik, rencana aksi setelah umpan balik) perlu diperhatikan. Baik dosen maupun mahasiswa harus fokus pada proses untuk memastikan bahwa umpan balik dimanfaatkan dalam pembelajaran, tidak hanya pada karakteristik umpan balik semata. Salah satu cara untuk mencapai hal tersebut adalah dengan memberikan umpan balik reflektif yaitu mahasiswa diperlakukan sebagai penerima aktif. Kata kunci: umpan balik, Mini-CEX, klinik, asesmen, pembelajaran.
Validation of Metacognitive Awareness Inventory in Academic Stage of Undergraduate Medical Education Rukman Abdullah; Diantha Soemantri
eJournal Kedokteran Indonesia Vol 6, No 1 (2018): Vol 6, No. 1 (2018): April
Publisher : Faculty of Medicine Universitas Indonesia

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Abstract

Medical students are expected to improve critical thinking, clinical reasoning and problem solving skills. These cognitive attributes need to be supported with metacognitive skills. Students with better metacognitive ability will be able to synergize their learning with self-reflection strategies to achieve learning target. One of the tools to assess students’ metacognitive skills is Metacognition Awareness Inventory (MAI). This study is aimed to validate Indonesian MAI in the academic stage of undergraduate medical education and was done on May-June 2014 at faculty of medicine Universitas Malahayati Bandar Lampung. This study used cross-sectional design consisted of 3 stages: language adaptation, pilot study and validation study. Validation study involved 1200 medical students. Factor analysis was conducted to identify factors of MAI. Language adaptation and pilot study produced Indonesian MAI which contains the same number of items. There were 757 MAI questionnaires eligible for analysis. Extraction of the 51-item MAI using principal component analysis (PCA) produced 5 factors which were cognitive preparation, supervision, management, strategy and evaluation. The Cronbach alpha value for the whole Indonesian MAI was 0.904. Indonesian MAI complies to construct validity criteria, specifically content validity and internal consistency. MAI is useful as an instrument to assess metacognitive ability in the academic stage of undergraduate medical education.
E-portfolio system development for undergraduate clinical dentistry: An action research study Nadia Greviana; Rita Mustika; Diantha Soemantri
Padjadjaran Journal of Dentistry Vol 32, No 2 (2020): July 2020
Publisher : Faculty of Dentistry Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/pjd.vol32no2.25055

Abstract

Introduction: Higher education institutions are responsible for accommodating students to synthesise the knowledge and skills they obtained in the classroom or workplace through reflections. In the field of health professional education, the use of e-portfolio has provided an empirically validated conceptual model of integrated knowledge and learning. Therefore, it is essential to analyse the need to establish a new platform to engage stakeholders and thus ensure daily use of e-portfolio by students in undergraduate dentistry program in Indonesia. The present study was aimed to develop an e-portfolio platform based on a needs analysis and explore stakeholders’ perceptions following its implementation. Methods: The present study was a participatory action research study using a cross-sectional design with a qualitative approach that involved trainees and supervisors in an undergraduate clinical dentistry program. The study was divided into three stages: the exploration stage, the pilot study stage, and the evaluation stage of the e-portfolio platform. Data were collected using in-depth interviews and focus group discussions with stakeholders, which included faculty members and students. Data were analysed thematically. Results: The e-portfolio platform was developed according to the results of the needs analysis stage while considering stakeholders’ expectations and expected features. The results of the evaluation stage indicated a positive response from respondents. Respondents considered the e-portfolio to be very useful in students’ professional development, as it helped students to understand the content, assisted in learning, and improved their understanding of self-reflection. Conclusion: Performing a needs analysis prior to the development of an e-portfolio system provided information on technical issues regarding its development as well as the adequate supporting system required prior to its implementation. Although the implementation of the e-portfolio developed in this early stage was not conducted ideally, students reported a satisfactory impact on their learning.
THE POTENTIAL OF SITUATIONAL JUDGEMENT TEST AS AN INSTRUMENT OF ETHICAL COMPETENCE ASSESSMENT: A LITERATURE REVIEW Hikmah Muktamiroh; Herqutanto Herqutanto; Diantha Soemantri; Agus Purwadianto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.53735

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.
Adaptasi Kuesioner Satisfaction Scale for E-Learning Process Versi Indonesia: Evaluasi Kepuasan Mahasiswa terhadap Pembelajaran 4C/ID Witri Abriya; Marcellus Simadibrata; Diantha Soemantri
eJournal Kedokteran Indonesia Vol. 9 No. 3 (2021): Vol 9, No. 3 Desember 2021
Publisher : Faculty of Medicine Universitas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.937 KB) | DOI: 10.23886/ejki.9.72.169-77

Abstract

Model 4C/ID adalah desain instruksional yang menciptakan lingkungan pembelajaran berbasis keseluruhan tugas. Kuesioner Satisfaction Scale for e-Learning Process merupakan kuesioner untuk mengukur kepuasan peserta didik terhadap proses pembelajaran daring. Penelitian ini bertujuan untuk melakukan adaptasi kuesioner Satisfaction Scale for e-Learning Process versi bahasa Indonesia. Penelitian terdiri atas empat tahap yaitu forward translation, backward translation, expert review, dan pilot study. Forward translation adalah penerjemahan kuesioner ke bahasa Indonesia oleh penerjemah bersertifikat. Backward translation merupakan penerjemahan kembali kuesioner ke bahasa Inggris oleh penerjemah yang berbeda. Expert review adalah proses validasi konten oleh 8 orang ahli menggunakan skala CVI dan S-CVI. Pilot study dilakukan terhadap 30 mahasiswa yang dipilih secara acak. Forward dan backward translation menunjukkan kesesuaian maksud dengan kuesioner aslinya. Nilai I-CVI menunjukkan bahwa 28 butir kuesioner valid (skor >0,75), dan satu butir tidak valid (skor <0,75). Nilai S-CVI (skor ≥0,90) menunjukkan bahwa keseluruhan kuesioner adalah valid. Kuesioner Satisfaction Scale for e-Learning Process versi bahasa Indonesia adalah valid, sehingga dapat digunakan sebagai instrumen untuk mengevaluasi penerapan model 4C/ID pada pembelajaran keterampilan klinis secara daring.
Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik Gita Sekar Prihanti; Diantha Soemantri; Ardi Findyartini
eJournal Kedokteran Indonesia Vol. 10 No. 1 (2022): Vol 10, No. 1 - April 2022
Publisher : Faculty of Medicine Universitas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.331 KB) | DOI: 10.23886/ejki.10.109.4-12

Abstract

Kolaborasi interprofesional terbukti meningkatkan kualitas pelayanan kesehatan. Pendidikan interprofesional (IPE) di tahap pendidikan akademik dan klinik penting untuk menanamkan kemampuan kolaborasi. Penelitian ini bertujuan untuk mengetahui persepsi dan kompetensi IPE mahasiswa sebelum dan sesudah IPE rotasi klinik. Penelitian ini merupakan penelitian potong lintang yang dilakukan pada bulan November 2020 hingga Januari 2021 di Fakultas Kedokteran dan Fakultas Ilmu Kesehatan Universitas Muhammadiyah Malang (FK-FIKES UMM). Pengambilan sampel dilakukan dengan consequtive sampling. Penelitian ini melibatkan 278 mahasiswa dari tiga program studi yaitu, 152 mahasiswa kedokteran (54,7%), 80 farmasi (28,8%) dan 46 keperawatan (16,5%). IPE di rotasi klinik berlangsung selama dua minggu menggunakan metode pembelajaran aktif. Persepsi IPE diukur menggunakan Interdisciplinary Education Perception Scale (IEPS) sedangkan Interprofessional Collaborative Competency Attainment Survey (ICASS) untuk menilai kompetensi IPE sebelum dan sesudah IPE. Hasil menunjukkan bahwa jenis kelamin (p=0,033) dan persepsi (p=0,000) mempengaruhi kompetensi IPE sesudah IPE. Tidak didapatkan perbedaan persepsi dan kompetensi IPE antar profesi sebelum maupun sesudah IPE, namun semua mahasiswa mengalami peningkatan persepsi dan kompetensi secara bermakna. Di awal pembelajaran, persepsi (61,29±6,537) dan kompetensi IPE (121,92±14,039) mahasiswa kedokteran berada di urutan kedua setelah keperawatan. Setelah IPE, persepsi mahasiswa kedokteran menempati urutan tertinggi (65,22±8,63) sedangkan kompetensi IPE mahasiswa kedokteran berada di urutan terendah (126,08±4,345) dibandingkan dua kelompok lain. Jenis kelamin dan persepsi berperan penting untuk mempengaruhi kompetensi IPE. Upaya berkelanjutan diperlukan untuk membangun persepsi IPE agar dapat meningkatkan kompetensi IPE sehingga menghasilkan kolaborasi yang baik.
Indonesian health professions students’ perceptions toward an interprofessional education program: Findings after five years of implementation Sari, Santi Purna; Soemantri, Diantha; Ayubi, Dian; Martha, Evi; Handiyani, Hanny; Findyartini, Ardi
Makara Journal of Health Research
Publisher : UI Scholars Hub

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Abstract

Background: The Interprofessional Education (IPE) program is important for preparing health professions students to provide future interprofessional collaborative practice. The Universitas Indonesia Health Sciences Cluster has been implementing the IPE program since 2013. A comprehensive evaluation is required following the implementation of the IPE program. The aim of the study was to evaluate the IPE course based on perceptions of undergraduate students at the Universitas Indonesia from 2013 to 2017. Methods: A mixed-methods study utilizing a semi-structured questionnaire was conducted with first year students following the completion of the first stage of the IPE course. A total of 2355 students (56.35%) from the 2013–2017 academic years completed the questionnaire. Results: The results showed that students’ perceptions of the IPE course improved each year on the domains of clear and relevant learning objectives, student-centered teaching methods, staff support, and supporting infrastructures. However, some room for improvement was identified, such as the need for tutors to have a more neutral attitude toward every student despite their background differences. Conclusion: The IPE course has been well perceived by students because of its comprehensive instructional design and principles of IPE that are implemented in the curriculum. The continuous cycles of improvement to maintain the quality of the IPE program will remain a challenge.
Co-Authors Agnes Dodds Agus Purwadianto Ardi Findyartini Ardi Findyartini, Ardi Dian Ayubi Geoff Mccoll Gita Sekar Prihanti Hanny Handiyani Herqutanto Herqutanto Hikmah Muktamiroh Marcellus Simadibrata Martha, Evi Nadia Greviana Rita Mustika Rukman Abdullah Santi Purna Sari Sean McAleer Sue Roff Witri Abriya