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Persepsi Mahasiswa dan Dosen terhadap Early Clinical Experience pada Program SI Keperawatan STIK Immanuel Bandung Yuliana Yuliana; Ova Emilia; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 2 (2012): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Early Clinical Experiences (ECEs) is a learning strategy that helps students integrate their knowledge through clinical learning in classes easily from their initial semester of study. Advantages have been earned by both students and lecturers; nevertheless, obstacles in the implementation have frequently emerged. Ideally, lecturers and students should know their own perception on ECEs for the sake of creating good communication and expected learning results in order to improve preclinical education. The purpose of this study is to find out different perceptions between students and lecturers on ECEs in nursing undergraduate program.Method: This was a descriptive study using quantitative and qualitative approaches (mix method). Subjects comprised students in the year of 2007 and 2008 as many as 71 nursing students and 21 lecturers, consisting of 11 academic advisors and 10 clinical advisors. Qualitative method was done with Focus Group Discussion for students groups and in-depth interview to academic advisors and clinical advisors. Quantitative analysis used descriptive analysis and comparative analysis used One Way Anova analysis. Qualitative analysis used content analysis that included identification, coding, categorization, and synthesis. In the end, the result of quantitative analysis was integrated with the result of qualitative analysis.Results: Mean score of students’ perception on ECEs was 3.11 (SD 0.24) which was lower than that of academic advisors (3.27 (SD 0.28)) and of clinical advisors (3.30 (SD 0.25)), (F score of 3.18 and p<0.05) while the result of multiple comparison test of students and clinical advisors showed p=0.047. Perception difference of students and clinical advisors on ECEs components in the supervision process showed p=0.00.Conclusion: There was a significant difference among three respondent groups on ECEs perceptions. The significant difference between students and clinical advisors was in the component of supervision process while there was no significant difference between students and academic advisors as well as between academic advisors and clinical advisors. Students posed the lowest ECEs perception score compared to both academic and clinical advisors. Problems came up in the components of structure and content, supervision process, learning experience, and student evaluation.

Comparison of Learning Environment in 3 Different Settings to Support Clinical Skills Acquisition in Undergraduate Medical Students Kirubashni Mohan; Ova Emilia; Widyandana Widyandana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 2 (2012): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Integration between preclinical basic science education, skills training program in the laboratory setting and real clinical setting is recommended. This study explores clinical setting which suitable for undergraduate skills training program. The purpose of this study is to compare 3 different clinical settings (Sardjito Hospital, Klaten Hospital, and Puskesmas), which is appropriate for undergraduate clinical skills training.Method: This was a descriptive quantitative study, using cross sectional method. Data collection used self administrated questionnaire comprised of clerkship students who pooled of Sardjito Hospital, Klaten Hospital and Puskesmas (Primary Health Centre). Data analysis was done using ANNOVA test.Results: The Puskesmas scored the highest mean compared to Sardjito Hospital and Klaten Hospital for an overall learning environment and also in the scales for autonomy, social support, and role clarity. Sardjito Hospital scored the highest mean for the scales of supervision, workload, emphasis on teaching and learning and variety. There is a positive correlation between the learning environment and skills practice opportunity.Conclusion: Puskesmas as primary health centers is a better overall clinical learning environment compared to Sardjito Hospital and Klaten Hospital, but scored low means in domains such as emphasis on teaching and learning and variety. There is a positive correlation between the learning environments and skills practice opportunity with different features for each setting. There is no correlation between skills practice opportunity and gender or marital status.

Pengaruh Kinerja Tutor terhadap Kemandirian Belajar Mahasiswa dalam Problem Based Learning di Fakultas Kedokteran UISU Martinus Martinus; Gandes Retno Rahayu; Ova Emilia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: For two years implementation of PBL in Faculty of Medicine Islamic University of Sumatera Utara several phenomenon should be evaluated such as various performance of tutor in facilitating PBL and student’s self study not much. This research aimed to evaluate the relationship between tutor performance and student’s self study and reporting process in PBL.Method: This was observational analytical research, cross sectional study with population of all students of Faculty of Medicine Islamic University of Sumatera Utara. Primary data was collected from June to August 2009. Instrument used were tutor performance evaluation questionnaire, self learning activity evaluation questionnaire and student’s self study and reporting process in PBL questionnaire with Likert scale. Kruskall Wallis test was used to assess the relationship between tutor and student performance.Results: Average score of tutor performance on first year was higher compared to the second year students (p=00,32). There is significant difference in student’s self study and report process in PBL between high and moderate tutor performance’s group (p=0,000; p=0,000), high and low tutor performance’s group (p=0.007, p=0,008), but not significant difference between moderate and low tutor performance’s group (p=0,111, 0,280).Conclusion: Tutor performance is related to higher level of student’s self study and report process in PBL.

Penggunaan Audit Klinis Sebagai Cara Pembelajaran untuk Meningkatkan Perilaku Peserta Didik PPDS Onkologi Radiasi Periode September 2010 - Maret 2011 Fielda Djuita; Harsono Mardiwiyoto; Ova Emilia; Soehartati Soehartati
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Clinical Audit is one of the formative evaluations that conducted to maintain and increase behavior and performance of the Radiation Oncology students, as an effort to maintain radiotherapy services and grant the quality of education. The objective of this study is to evaluate the role of clinical audit in improving students’ behavior.Method: This was a quasi-experimental research time series. We have done audit to the medical record chart of the residences at Policlinic I, II, III and stay at semester 3, 4, 5 in FK UI/RSUPNCM between September 2010 and December 2011 (T0). Audit had done by the author and one of the lectures. After analyzing the audit report, the reports were sent to the students one by one through email followed by forwarding it to the lecturer involved in this research. Then we continue the audit by performing the second clinical audit (T1) from January until March 2011. We used the mean score from the two auditors. The score divided into 4 groups as follows: hospital clinical record, treatment prescription, simulation and planning also evaluation during treatment. After that the author compared the audit score before and after intervention with t-test.Results: There were 16 Oncology Radiation students with 163 cases (To) and 156 cases (T1) who worked at Policlinic I, II and III. Behavior mean score is 1.9229 (T0), standard deviation 0.0514 and mean score after first intervention is 1.9764, standard deviation 0.0479 with p= 0.006.Conclusion: The students’ behaviors and performance are changed significantly after intervention.

Hubungan Motivasi Berprestasi dan Perhatian terhadap Proses Kognitif pada Mahasiswa Tahun Pertama Jurusan Kesehatan Lingkungan Politeknik Kesehatan Maluku Nurlaila Marasabessy; Yayi Suryo Prabandari; Ova Emilia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Earlier data showed that the mean of achievement index at first year students in Environmental Health Polytechnic of Maluku were decreased for the last 3 years, from 2,9 at year 2008, become 2,6 at year 2010. Studentspresence rate in the first semester for science and skills subjects such as basic of environmental health, microbiology, patophysio-anatomy, and health entomology also decreased from 89,09% at 2008 to 77,04% at 2010. Several studies and experts concludes that both quality and quantity of student’s learning are influenced by some factors like achievement motivation, attention, and cognitive process. The decrease on that factors may influence quality and quantity of learning process. The objective of this study is to identify the correlations between achievement motivation and attention to student’s cognitive process at first year students of Environmental Health Polytechnic of Maluku.Method: This was a quantitative study using survey to 80 first year students academic year 2010/2011. It is used modified instrument Archer’s Health Professional Motivation Survey to assess achievement motivation, Attention Deficit/ Hyperactivity Disorder to assess attention, and Cognitive Processing Inventory to assess cognitive process. Correlation significance between factors analyzed by using Pearson Correlation.Results: There were significant correlations between achievement-motivation oriented to mastery learning and performance towards cognitive process. Attention factor also correlated to the cognitive process.Conclusion: Early stimulations of learning motivation and profession explanation are needed to the first year students. Learning methods that stimulate students engagement are important to improve the quality of student’s learning process.

Pengaruh Pembelajaran Reflektif dan Metakognisi terhadap Penalaran Klinik Mahasiswa Program Profesi Dokter Eti Poncorini Pamungkasari; Amitya Kumara; Armis Armis; Ova Emilia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 2 (2015): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Most clinical students still have difficulties in clinical reasoning process. Previous study mentioned that reflection and metacognition are factors could influence clinical reasoning. This study aimed to measure the effect of reflection, metacognition, age, sex, duration of clinical rotation, duration of undergraduate program taken by students, and students’ final remark on undergraduate program to students’ clinical reasoning.Method: This study was a quasi-experimental pretest postest control group design, conducted at RSUD Dr Moewardi Surakarta. We selected 185 clinical students by purposive sampling technique. The study used the Metacognitive Awareness Inventory (‘the MAI’), Motivation scale on Motivated Strategies for Learning Questionnaire (‘the MSLQ’), and Script Concordance Test as instruments. The analyses used multiple linier regressions. Results: The intervention of reflection learning increased clinical reasoning 1,11 unit (p=0,319); The increase of 1 unit score metacognition decreased clinical reasoning 0,01 score (p=0,806), increasing one semester duration of undergraduate program decreased clinical reasoning 1,17 score (p=0,297), increasing students’ final remark on undergraduate program increased clinical reasoning 15,98 score (p=0,006), female students had 1,97 lower score of clinical reasoning than male (p=0,103), increasing one month of duration clinical rotation increased clinical reasoning 0,01 score (p=0,958), increasing one score of motivation increased clinical reasoning 0,01 score (p=0,529). Conclusion: Clinical learning and metacognition can not influence clinical reasoning significantly. Clinical teacher and clinical students should be familiarized with reflection learning. Further researches are needed to exploring influencing factors to clinical reasoning.

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