Suryadi, Efrayim
Asosiasi Institusi Pendidikan Kedokteran Indonesia

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Dampak Pembelajaran dan Efek Katalitik OSCE pada Mahasiswa Tahun I,II, dan III Fakultas Kedokteran UGM Triyani, Triyani; Rahayu, Gandes Retno; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.25197

Abstract

Background: OSCE is one of the assessments used in the Faculty of Medicine of Universitas Gadjah Mada, Yogyakarta since 1993. The uses of the OSCE as assessment tool have been widely proven. However, it also had limitations such as the presence of anxiety of the students and the high complexity of resources. This study aimed at finding out the impact of the OSCE on learning and its catalytic effects on the first, second and third year students of the Faculty of Medicine of Universitas Gadjah Mada.Method: In a qualitative method, data was collected using focus group discussion. There were 25 participants assigned to 3 groups, which were the group of the first year students, that of the second year students and that of the third year students. Samples were drawn using purposive sampling technique. The data was collected once the students have followed the OSCE. Analysis was made using Atlasti verion 6 and intercoding was conducted along with medical and health education experts.Results: The impacts of the OSCE were the learning strategy of the students more focused on clinical skills and their learning motivation increase. The OSCE caused anxiety of the students and they needed constructive feedback. The catalytic effects of the OSCE in the study were: It made the students more aware of the necessity to more diligently learn, to actively look for learning sources, to more creatively learn, to learn in a more integrated and comprehensive manner.Conclusion: The impact of the OSCE on learning was influenced by its organization and students’ characteristics. The positive catalytic effect of the OSCE on the students was that they needed standard OSCE. The study must be continued using other methods for example survey, cross-sectional or mixed methods.
Pengalaman Belajar Mahasiswa Terkait Peran Skenario dalam Tutorial Aryanty, Nindya; Rahayu, Gandes Retno; Suryadi, Efrayim
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 | 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 Kiay Demak, Indah Puspasari; Kumara, Amitya; Suryadi, Efrayim
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 | 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. 
Persepsi Mahasiswa dan Tutor tentang Kejadian Kritis Selama Diskusi Tutorial dan Jenis-jenis Interview Terhadap Kejadian Tersebut Fitri, Amelia Dwi; Mardiwiyoto, Harsono; Suryadi, Efrayim
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 | DOI: 10.22146/jpki.25179

Abstract

Background: Tutorial group discussion is one of the key features of problem based learning. The tutor-facilitated group discussion is not always work as planned. Critical incident during tutorial is one of the factors that may hinder group dynamics. Six factors hindering group dynamics (unequal participation, lack of cohesion, lack of motivation, lack of elaboration, lack of interaction, and personality problem), play role in critical incidents during tutorial. Tutor’s and students’ perception on critical incidents are affected by each individual point of view on the incidents. The point of view will influence intervention expected by students and actual intervention done by tutor. Tutor’s capability to do proper intervention is one of the factors needed to ensure group discussion to progress well. The aim of this research is to identify students and tutors perception on critical incidents during tutorial and types of intervention done by tutor to overcome these incidents.Method: This is a mixed-method research which combines quantitative and qualitative approaches. 352 students of 4 batches and 21 tutors involved in this research. Students and tutors’ perception on critical incidents were collected using questionnaire consist of 36 Likert-scale items, and 2 open-ended questions. Intervention done by tutors was further explored using focus group discussion with tutor and students, based on quantitative result.Results: Similar perception were found in both students and tutors regarding the factors influenced critical incidents during tutorial the most, which was unequal participation. Nevertheless, different perception was found between students and tutors on factor that hindered discussion which require tutor intervention; students with difficult personality, whereas tutors stated participation imbalance. The other five factors: tutor’s factors, feedback, assessment, quality of scenario, logistics, and scheduling issue were found to have role in critical incidents in tutorial. Tutor’s intervention to critical incidents had been done, even so, further development is needed.Conclusion: Students’ and tutors’ perception on critical incidents were in line in term of the most frequent incidents, but differ in factor that hinder discussion the most and require tutor’s intervention. There were many other factors that influenced critical incidents besides students’ factors. Interventions which had been done by tutors were not adequate in order to overcome arising critical incidents.
Self-Reflection and Insight pada Mahasiswa Kedokteran dan Hubungannya dengan Persepsi terhadap Perilaku Profesional Mokhtar, Shulhana; Emilia, Ova; Suryadi, Efrayim
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 | DOI: 10.22146/jpki.25182

Abstract

Background: In term of health service duty, physicians unprofessional behavior, than their lack of knowledge or skills, are more likely to cause some problem. The issues of professionalism can be identified when student are still in the process of education. There are several things associated with the development of professionalism, such as self-reflection and the ability to understand (insight) the incidents around them in this study professional behavior was mainly connected with responsibility. This study aimed to examined the relationships between UMI medical students (SRI) and perception of professionalism (responsibility)Method: It is a quantitative study using cross sectional approach. The participants were UMI students of batch 2009-2011 who are still studying at the university data were obtained from the questionnaires SRI scale and perceptions scale. Descriptive statistics, t-test and ANOVA-test and Pearson correlation test were used to analyze the data.Results: In general, students SRI score were LOW (M=2,46), as well as students’ perceptions of responsible behavior (M= 2,25). Based on students characteristics, significant difference in SRI was only found in the high school of origin (p = 0,043) and in the perception was found in father’s occupation (p = 0,018). Correlation analysis found a significant relationship between SRI and perceptions of professionalism (p = 0,0001).Conclusion: Self-reflection and insight of UMI medical students were still low and they were aligned with students’ perceptions of professional conduct (responsibility) which were also low. These values varied by students characteristics but for all intents and purposes, the differences were not significant.
Evaluasi Penerapan Metode Pembelajaran Berpusat pada Mahasiswa (Student Centred Learning) pada Program Studi Ilmu Gizi Fakultas Kedokteran Masyarakat Universitas Hasanudin Aminuddin, Aminuddin; Rahayu, Gandes Retno; Suryadi, Efrayim
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 | DOI: 10.22146/jpki.25187

Abstract

Background: Shifting method from teaching to learning approaches require students to take the initiative to learn more, while academic staff only acts as a facilitator and requires them to be able to manage learning activities well. Thus it is necessary for them to know several methods of essential student centered learning so they can select the most suitable type of learning method to achieve the learning competencies from a single subject. The objective of this study is to evaluate academic staff knowledge, students of Nutrition Department, Faculty of Public Health class of 2008 and 2009 and supporting staff’s knowledge about student learning centered method.Method: This research was conducted with the mixed method (embedded design, qualitative research as part of the quantitative research) with a primary emphasis on quantitative research involving all students of class 2008 and 2009, who are still in the academic phase, academic staff of nutritional department and supporting staff of Faculty of Public Health, Hasanuddin University.Results: There are 3 methods most answer correctly by 54,5% of respondents that the advantages of using small group discussion, advantages of cooperative learning and problem based learning weaknesses. While the least correct answer is the advantage of problem-based learning method that is 4,5% respondents. For open questions, the most preferred methods are small group of, 18,2%; case studies of 18,2% and PBL of 13,6%. While the least preferred methods are cooperative learning and discovery learning 13,6%, respectively. This question is actually an open question so there were 27,3% of the respondents that did not answer; the preferred method or not.Conclusion: Respondents generally knew and heard the term SCL through correspondence, newspaper and faculty meetings. Respondents define SCL as learning with computers, in small rooms or some sort of FGD. In terms of the benefits of SCL respondents define it variously; to develop the potential and motivation of students, students more actively seek and accept; provide opportunities for students to obtain more sources, students find it easier to find lecture material”; student is more serious in his courses”; students more active in the lecture”; students are more self-sufficient“. Efforts made for the implementation of the SCL, according to in formant sare facilitating room equipments, props and LCD; expedite the administrative process; monitoring, inserting topics, and being ontime in the implementation of lecturers and improvementals of academic staff.
Penerapan Self-Directed Learning Melalui Sistem PBL Pada Mahasiswa Fakultas Kedokteran di Asia: Suatu Kajian Literatur Meity, Nur; Prihatiningsih, Titi Savitri; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 6, No 3 (2017): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.32227

Abstract

Background: Medical student need to develop self-directed learning skills in order to promote life-long learning skill which important for medical professionality.  Rate of progression and innovation in science along with future medical world challenge incresingly strengthen self-directed learning and life-long learning as something that need to be noted.  The importance of SDL can be discerned   when American Board of Medical Specialties and World Federation for Medical Education put it as something that need to be evaluate in medical student during their time of study. The aims of this study is to gain explanation about self-directed learning implementation through PBL system and self-directed learning readiness in medical institutions in Asia.Method: This study is a literature review, that is a study been held by searching, collect, analyze and summarize a number of articles concerning  self-directed learning implementation through problem-based learning to medical students in Asia.Results: Self-directed learning readiness medical students in Asia is found inferior, especially in first year students. In addition, self-directed learning implementation for Asian context, found  that influence of lecturer exceedingly intense, where the right insight of self-directed learning will have an impact to succeed it implementation. Moreover, self-directed learning acquaintance have to be accompanied with accurate human resources management as well as support of facility and infrastructure, where the successfulness of self-directed learning implementation required entailment  and commitment of all party.
Rancangan Perbaikan Penilaian Tutorial Berdasarkan Sudut Pandang Tutor dan Mahasiswa serta Literatur Khadafianto, Fuad; Rahayu, Gandes Retno; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.25321

Abstract

Background: Problem Based Learning (PBL), a form of active learning model that is constructive, independent, collaborative and contextual, implemented in the learning process in the form of tutorial discussions. The quality of tutorial discussion need to be improved. One way to improve the quality of the tutorial is to revise or to select the appropriate assessment methods of tutorial discussion. Aside from tutor perception as a user, student perception about the benefits of the assessment process in PBL as subjects assessed need to be considered as a consideration in determining the appropriate model of assessment. One of tutorial discussion PBL method is using a seven jumps. This tutorial process is assessed and the result becomes a component of summative assessment. Therefore, the quality of these assessments must be guaranteed in terms of validity, reliability, impact of learning and in terms of ease of implementation.Method: This study used a qualitative method through a case study approach that use focus group discussions and in-depth interviews. This research carried out in the faculty of medicine of Islamic University of Indonesia. The study population was representative students of the years 2011-2014, the representative of tutors, and the leadership of the study program and faculty. Results: there were eight categories of perception in the tutorial discussion assessment. The perceptions included the perception of tutor and student knowledge about the assessment tutorials, the conformity tutorial discussion assessment with the concept of PBL, the technical assessment, the deviation judgment, the assessment objectivity, the assessment impact of the tutorial process, the learning/educational impact of tutorials assessment, and the recommendation of tutorial assessmentConclusion: Based on eight categories of perception in the tutorial discussion assessment, this study recommended three things, recommendation to keep doing the assessment of tutorial, to improve the objectivity of ratings tutorial by improving various components related to the assessment of tutorials, and to prevent the occurrence of irregularities in tutorial assessment.
Validitas dan Reliabilitas Ujian SOCA (Students Oral Case Analysis): Studi di Salah Satu Fakultas Kedokteran di Indonesia Putranti, Rizka Aries; Emilia, Ova; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 3 (2016): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.25374

Abstract

Background: Medical faculty has to make sure that the students meet the minimal competence needed using apropriate exam. While the exam itself should facilitate students to learn. Oral examination has known for its ability to facilitate students learn but low in validity and reliability. Medical faculty of Lampung University (FK Unila) apply the student oral case analysis (SOCA) exam as one of block assessment component, as with MCQ, tutorial, and laboratory exam. This study aimed to evaluate validity and reliability of SOCA examination at FK UnilaMethod: Video of 65 students doing SOCA examination and 28 question rubrics had taken when odd semester exam year 2014-2015 has been carying out at FK Unila. Video and question rubrics were assessed by 5 panelis and analysed using Lawshe's content validity ratio (CVR) to determinate its content validity. Students performance on the video were re-assessed by another assessor to see inter-rater reliability, than analysed using kappa Cohen. Two expert in medical education assessed the cognitive comlpexity of the question rubrics. Data of SOCA's student's mark from year II, III, and IV were analysed for construct valdity and internal consistency.Results: 93,7% of the overall question in 65 video were valid (CVR>99%) and 71,8% question number in 28 question rubrics also valid according to 5 panelis. SOCA cognitive complexity were at level of analyse, know how and 4a. Inter-rater reliability analysis showed 0,549 (moderate agreement) kappa value. Mann Whitney analysis for construct validity showed no significant difference of all year. Cronbach alpha analysis showed internal consistency at the point 0,575.Conclusion: FK Unila's SOCA of odd semester examination year 2014-2015 has sufficient content validity, sufficient cognitive complexity and sufficent inter-rater reliability but lack in construct validity and internal consistency. Keywords: SOCA, validity, reliability
Study Concurrent Validity Antara script Consordance Test (SCT dan Multiple Choice Questions (MCQ) dalam Menilai Penalaran Klinik Mahasiswa Kedokteran Cahyaningrum, Yeny Dyah; Rahayu, Gandes Retno; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 3 (2016): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.25376

Abstract

Background: In the teaching process at medical faculty, there are many measuring devices have been used to evaluate the clinical reasoning ability. Each measuring device has the advantage and disadvantage. MCQ and SCT are the clinical reasoning measuring device. In the previous study, both methods have been validated. SCT is a more recent method to measure clinical reasoning compared to MCQ. This study aims to evaluate the concurrent validity between MCQ and SCT.Method: Forty-three students who had already passed the Paediatric clinical rotation were asked to complete 100 items of MCQ. The next day, they did 100 items of SCT. The concurrent validity is measured using correlation analysis.Results: Concurrent validity between MCQ and SCT did not show strong correlation (coefficient of rank spearman correlation= 0.291 with the probability = 0.058).Conclusion: Concurrent validity between MCQ and SCT do not have strong correlation in evaluating the clinical reasoning. SCT is used as complement to evaluation of clinical reasoning in order to be more specific and close to real setting.