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All Journal Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Efrayim Suryadi
Fakultas Kedokteran Universitas Gadjah Mada, Yogyakarta
Health Professions Medicine & Pharmacology Public Health

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Pengalaman Belajar Mahasiswa Terkait Peran Skenario dalam Tutorial Nindya Aryanty; Gandes Retno Rahayu; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.138 KB) | DOI: 10.22146/jpki.25144

Abstract

Background: Tutorial in Problem-based Learning is a learning method where faculty prepares a scenario to trigger students learning through small group discussion. In the first meeting of tutorial, a group of students analyze the scenario given by raising and answering questions to explore phenomenon described in the scenario. Unresolved questions then become students’ learning issues which are a starting point for their independent learning. Answers gathered during individual learning then being reported and synthesized on the second meeting. The aim of this study is to investigate student learning experience regarding the role of scenario in tutorial.Method: Reflective writings of 36 medical students about learning experience using PBL collected at the end of first year were analyzed qualitatively through within-case analysis and cross-case analysis. Methods chosen to increase credibility are peer review and verbatim.Results: Students found that some scenarios stimulated their learning since it increase students’ curiosity. Scenarios discussing the latest news in medicine also attract to students to learn more. However, majority students admitted that some scenarios not providing enough clues to guide student determining learning objectives. Student preferred to discuss and formulate learning objectives by listing the title/topic of lecture scheduled on the same week as related tutorial session. Scenario that found identical to scenario given on the previous academic year also demotivates students to learn deeply. Students admitted learning from their senior notes in preference to learning from other valid resources. In addition, this study found that scenarios that lead students to discuss topic beyond their first-year competencies also disencourage students learning.Conclusion: Scenario plays an important role in student learning. Therefore, scenario have to be carefully designed by determining students’ prior knowledge, the length of independent learning session needed and learning resources available for students. It is also necessary to always renew the scenario for every academic year and improve its quality, for example by adding visual trigger along with written text.
Pengaruh Peer Assessment dalam Meningkatkan Keterampilan Anamnesis di Skills Laboratory Indah Puspasari Kiay Demak; Amitya Kumara; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 2 (2013): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.252 KB) | DOI: 10.22146/jpki.25159

Abstract

Background: Peer assessment is a breakthrough innovation in assessment method where students assess their fellows. The benefits of it are feedback, cognitive and metacognitive gain, motivation, collaborative learning, self-regulated learning and performance enhancement. Learning in skills laboratory, students are expected to be able to master not only knowledge but also skills. Peer assessment is expected to make students be more motivate in learning and enhance performance. The aim of this study is to find out whether peer assessment can enhance students’ medical interview skills in skills laboratory.Method: The method was a quasi-experiment study with matching-only pretest posttest control group design. The subjects were third-year students in Medical School of Tadulako University which were divided into 2 experiment groups and 2 control groups. Before giving treatment, the skills of students in all group were assessed (pre test). After the treatment, post test was held as an evaluation tool. The raising score from pre test to post test will be analyzed with student t test.Results: P value for raising score was 0,907 (á > 0.05) with mean difference -0.091, which means statistically not significant. The negative number of mean difference indicate that the raising score in experiment group was lower than in control group.Conclusion: Raising score in control group was higher than in experiment group, but not significance statistically. Application of peer assessment in skills laboratory should be more concern in students ability in assessing which can be obtain by intense training and continuous monitoring and feedback from instructor. 
Co-Authors Amitya Kumara Gandes Retno Rahayu Indah Puspasari Kiay Demak Nindya Aryanty