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All Journal Jurnal Kesehatan Reproduksi Jurnal Kesehatan Reproduksi Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Ide Pustaka Setiawan
Department Of Medical Education, Faculty Of Medicine, Public Health And Nursing, Universitas Gadjah Mada
Health Professions Medicine & Pharmacology Nursing Public Health

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Faktor yang Mempengaruhi Skor Apgar Menit Pertama pada Seksio Sesarea dengan Anestesi Spinal Setiawan, Ide Pustaka; Hadiati, Diah Rumekti; Attamimi, Ahsanudin
JURNAL KESEHATAN REPRODUKSI Vol 6, No 3 (2019)
Publisher : Fakultas Kedokteran, Kesehatan Masyarakat dan Keperawatan UGM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (521.06 KB) | DOI: 10.22146/jkr.49332

Abstract

Latar Belakang: Seksio sesarea membawa konsekuensi morbiditas dan mortalitas pada ibu dan bayi. Morbiditas ibu pada seksio sesarea seyogyanya tidak diikuti dengan kejadian morbiditas pada bayi khususnya rendahnya nilai skor APGAR sehingga berpotensi menjadi asfiksia pada bayi baru lahir. Faktor risiko terjadinya asfiksia yang dinilai dari rendahnya skor APGAR pada bayi baru lahir saat dilakukan secara seksio sesarea dengan anestesi spinal perlu diketahui agar ada usaha untuk meminimalisasi kejadian asfiksia tersebut.Tujuan: Tujuan penelitian ini adalah untuk mengetahui faktor-faktor yang mempengaruhi rendahnya skor APGAR menit pertama pada seksio sesarea dengan anestesi spinal.Metode:  Penelitian ini adalah studi observasional dengan rancangan penelitian crossectional study dengan cara observasi langsung proses seksio sesarea elektif yang menggunakan anestesi spinal dan dilihat luaran skor APGAR bayi baru lahir pada menit pertama. Uji statistik yang digunakan untuk analisis bivariat adalah uji Chi Square, Fisher Exact serta Mann-Whitney. Sedangkan analisis multivariat dilakukan dengan uji regresi logistik. Pengolahan data untuk pengujian statistik menggunakan SPSS 21.Hasil dan Pembahasan: Terdapat 93 subjek memenuhi kriteria inklusi dan eksklusi dalam penelitian ini. Terjadinya penurunan tekanan darah sistolik (RR 1,05; CI 0,40–2,75; p=1,00), terjadinya penurunan tekanan darah diastolik (RR 0,93; CI 0,33–2,59; p=0,56), terjadinya penurunan MAP (RR 0,72; CI 0,28–1,86; p=0,35) pasca induksi anestesi, pemanjangan waktu insisi kulit hingga bayi lahir ≥5,5 menit (RR 1,63; CI 0,65–4,12; p=0,44) dan rendahnya kadar Hb sebelum operasi (RR 1,22; CI 0,44–3,37; p=0,47) berhubungan tidak signifikan dengan rendahnya skor APGAR menit pertama pada seksio sesarea dengan anestesi spinal. Sedangkan interval waktu induksi anestesi hingga bayi lahir ≥12,5 menit (RR 2,91; CI 1,10–7,72; p=0,04) dan interval waktu insisi uterus hingga bayi lahir ≥3 menit (RR 3,48; CI 1,51–8,02; p=0,01) berhubungan kuat serta bermakna secara signifikan baik secara statistik maupun klinis menyebabkan skor APGAR menit pertama <7 pada bayi baru lahir secara seksio sesarea dengan anestesi spinal.Kesimpulan: Faktor-faktor yang mempengaruhi rendahnya skor APGAR menit pertama pada seksio sesarea dengan anestesi spinal adalah interval waktu induksi anestesi hingga bayi lahir ≥12,5 menit dan interval waktu insisi uterus hingga bayi lahir ≥3 menit.Kata kunci: seksio sesarea; asfiksia; anestesi spinal; skor APGAR
Faktor yang Mempengaruhi Skor Apgar Menit Pertama pada Seksio Sesarea dengan Anestesi Spinal Ide Pustaka Setiawan; Diah Rumekti Hadiati; Ahsanudin Attamimi
JURNAL KESEHATAN REPRODUKSI Vol 6, No 3 (2019)
Publisher : Fakultas Kedokteran, Kesehatan Masyarakat dan Keperawatan UGM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (521.06 KB) | DOI: 10.22146/jkr.49332

Abstract

Latar Belakang: Seksio sesarea membawa konsekuensi morbiditas dan mortalitas pada ibu dan bayi. Morbiditas ibu pada seksio sesarea seyogyanya tidak diikuti dengan kejadian morbiditas pada bayi khususnya rendahnya nilai skor APGAR sehingga berpotensi menjadi asfiksia pada bayi baru lahir. Faktor risiko terjadinya asfiksia yang dinilai dari rendahnya skor APGAR pada bayi baru lahir saat dilakukan secara seksio sesarea dengan anestesi spinal perlu diketahui agar ada usaha untuk meminimalisasi kejadian asfiksia tersebut.Tujuan: Tujuan penelitian ini adalah untuk mengetahui faktor-faktor yang mempengaruhi rendahnya skor APGAR menit pertama pada seksio sesarea dengan anestesi spinal.Metode:  Penelitian ini adalah studi observasional dengan rancangan penelitian crossectional study dengan cara observasi langsung proses seksio sesarea elektif yang menggunakan anestesi spinal dan dilihat luaran skor APGAR bayi baru lahir pada menit pertama. Uji statistik yang digunakan untuk analisis bivariat adalah uji Chi Square, Fisher Exact serta Mann-Whitney. Sedangkan analisis multivariat dilakukan dengan uji regresi logistik. Pengolahan data untuk pengujian statistik menggunakan SPSS 21.Hasil dan Pembahasan: Terdapat 93 subjek memenuhi kriteria inklusi dan eksklusi dalam penelitian ini. Terjadinya penurunan tekanan darah sistolik (RR 1,05; CI 0,40–2,75; p=1,00), terjadinya penurunan tekanan darah diastolik (RR 0,93; CI 0,33–2,59; p=0,56), terjadinya penurunan MAP (RR 0,72; CI 0,28–1,86; p=0,35) pasca induksi anestesi, pemanjangan waktu insisi kulit hingga bayi lahir ≥5,5 menit (RR 1,63; CI 0,65–4,12; p=0,44) dan rendahnya kadar Hb sebelum operasi (RR 1,22; CI 0,44–3,37; p=0,47) berhubungan tidak signifikan dengan rendahnya skor APGAR menit pertama pada seksio sesarea dengan anestesi spinal. Sedangkan interval waktu induksi anestesi hingga bayi lahir ≥12,5 menit (RR 2,91; CI 1,10–7,72; p=0,04) dan interval waktu insisi uterus hingga bayi lahir ≥3 menit (RR 3,48; CI 1,51–8,02; p=0,01) berhubungan kuat serta bermakna secara signifikan baik secara statistik maupun klinis menyebabkan skor APGAR menit pertama <7 pada bayi baru lahir secara seksio sesarea dengan anestesi spinal.Kesimpulan: Faktor-faktor yang mempengaruhi rendahnya skor APGAR menit pertama pada seksio sesarea dengan anestesi spinal adalah interval waktu induksi anestesi hingga bayi lahir ≥12,5 menit dan interval waktu insisi uterus hingga bayi lahir ≥3 menit.Kata kunci: seksio sesarea; asfiksia; anestesi spinal; skor APGAR
Standarisasi Observer OSCE dengan Rubrik dan Multivideo Ide Pustaka Setiawan; Noviarina Kurniawati; Rr. Siti Rokhmah Projosasmito
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1259.749 KB) | DOI: 10.22146/jpki.25104

Abstract

Background: One of the factors influencing the validity and reliability of the assessment is the standardization of the observers in assessing students’ performance. A recent study by Setiawan (2011) found that there is differences in the standard of assessment used by general practitioners and specialized doctors in assessing students in OSCE.7 These differences are considered to be harmful for the students, therefore needs to be improved. Several training methods are developed to overcome the problem. This study aims to assess whether rubric and multi video can be used as a means of standardization of OSCE observers.Method: This was an experimental action research. The instruments used in this study were checklist, rubric, and video recording of students doing OSCE (n=5), which further be called multi-video. The subjects of the study were the OSCE observers in station Integrated Patient Management (IPM) who were divided into control and treatment group. The subjects assessed students’ performance from the multi-video in two data collection sessions. In the first session, both control and treatment group used checklist for assessing the multi-video. Furthermore in the second session, the control group did as the first data collection session, while the treatment group used checklist and rubric for assessing the multivideo. The result of which compared and tested using independent sample t-test.Results: As many as 33 observers, which consists of 23 general practitioners (GP) and 10 specialized doctors (SP), participated in the first data collection session. In the second data collection session, 28 observers consist of 20 GPs and 8 SPs participated. The result of the first data collection session, which used only checklist as an instrument, showed a significant difference in the standard of assessment used by the GPS and SPs (p<0.05), whereas the second data collection session, which used rubric as an additional instrument for the treatment group, showed no significant difference between GPs and SPs in the standard of assessment (p>0.05).Conclusion: Rubrics and multi video can be used as a means of standardization of OSCE observer in assessing students’ performance. 
Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers Ide Pustaka Setiawan; Jan Van Dalen Jan Van Dalen; Jill Whittingham Jill Whittingham
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 (2654.658 KB) | DOI: 10.22146/jpki.25156

Abstract

Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.
Feedback Menggunakan Telepon Genggam terhadap Latihan Mandiri Mahasiswa: Penelitian Kualitatif Ide Pustaka Setiawan
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.455 KB) | DOI: 10.22146/jpki.25185

Abstract

Background: Feedback is usually delivered face to face, in appropriate manner and appropriate time (Dent & Harden, 2005), from instructor to the students during skills training session. But how the instructor gives feedback when the students conduct independent study? Could recording facility of students’ mobile phone (hand-phone) solve this problem? The aims of this study are to understand whether or not mobile phone could be used to provide feedback toward students’ independent study as well as to develop a process of giving feedback using mobile phone toward students’ independent study.Method: This was qualitative study. All first year students academic year 2010/2011 (n=400) were assigned to do independent study to practice communication skill, basic physical examination, vital sign examination toward 10 differently healthy person in community. During independent study, students asked to record their skill using video recording facility within their own mobile phone. The recording file from mobile phone was then burnt to the CD. Both peers and instructors asked to watch the students’ performance in VCD as well as to give written feedback which is equipped by structured questions. Survey as to feedback given to students toward both peers (n=49) and skills lab instructor (n=50) which are selected randomly was conducted. After receiving written feedback from both peers and instructors, students who perform in VCD were asked to make written reflection about feedback that is given to them.Results: All data obtained from survey were compiled. Three coders were assigned to analyze the data. They worked separately to look for the finding categories (open coding) assisted by atlas-ti 6.0 software. Coders meet frequently to discuss the finding and achieve agreement. The study yielded the following results: 1) feedback on skills feedback on quality of recording includes feedback on: video, recording tools, actor and setting, 3) Students’ reflection said that the feedback is useful; 4) There are suggestions to improve the recording result.Conclusion: 1) Mobile phone could be used to provide feedback toward students’ independent study, 2) Technical things should be noticed in order to get better quality of recording.
FACILITATING CLINICAL SKILL TRAINING DURING AND FOLLOWING THE COVID-19 PANDEMIC Ide Pustaka Setiawan; Lukas Daniel Leatemia; Fundhy Sinar Ikrar Prihatanto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.73683

Abstract

Background: Student skill learning requires a lecturer as a learning facilitator. Lecturers play an important role in facilitating student learning as good observers and listeners, motivators, providing constructive feedback and facilitating reflection.Gaps: The COVID-19 pandemic is a new challenge in medical education. Learning that was previously delivered face-to-face was forced to turn into a full online. What are the facilitation techniques for learning clinical skills and providing feedback during and following the COVID-19 pandemic?Recommendation: During the COVID-19 Pandemic, clinical skill learning can use video conferencing software, augmented reality and virtual reality. Modification of Peyton's facilitation technique can be used in the context of the COVID-19 pandemic. A hybrid method (online and offline) is recommended by considering the government policies. It is necessary to pay attention to the principle of providing constructive feedback to help the student learning process. These new adaptations of the teaching and learning process may be continued following the pandemic.
Co-Authors Ahsanudin Attamimi Attamimi, Ahsanudin Diah Rumekti Hadiati Fundhy Sinar Ikrar Prihatanto Hadiati, Diah Rumekti Jan Van Dalen Jan Van Dalen Jill Whittingham Jill Whittingham Lukas Daniel Leatemia Noviarina Kurniawati Rr. Siti Rokhmah Projosasmito