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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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Journal : eJurnal Kedokteran Indonesia

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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.
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