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.
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.
Background: Anatomy is one of basic science in medicine. As doctors are obligated to assure their service is safe and efficient, they need to master anatomy science to support their work on comprehend the patient condition. In another condition, there is a shifting on medical curricula that impacted on decrease of anatomy instructional hours. This condition result in lower of anatomy academic achievement among medical students. The third of ten question Harden in curriculum development, that is what content should be included? need to be resolved so that the limited time available can be utilized as well as possible. This study aims to achieve national scope consensus among anatomical expert about anatomical material course that must be delivered to medical students.Method: This study was design in qualitative approach with specified method of two round Delphi Technique. Using purposive sampling method, the subject of study involved was 20 experts of anatomical science in Indonesia. The questionnaire as instrument in this study arranged based on anatomy text book. The first Delphi purpose to select the anatomical course material and additional course material. The second Delphi round intent to provide level range from 1-4. The consensus level established by the researcher at 80% point.Results: The first Delphi round result in 760 anatomy topics consist of 636 original material arranged by researcher and 124 additional material added by the Delphi panel. Additional materials are osteomyology and sesnsory system. The second Delphi round agree 64% material of first Delphi round (489).Conclusion: Indonesian anatomical experts agree in which not all of anatomy material need to be learned by medical student. Their consensus is about 64% of all the material that must be learned.
Kepuasan belajar mahasiswa menjadi salah satu tolok ukur keberhasilan sistem pendidikan yang diterapkan di sebuah institusi. Kepuasan belajar juga merupakan salah satu faktor yang dapat memprediksi hasil belajar. Sebagai upaya meningkatkan kepuasan belajar mahasiswa pada pembelajaran keterampilan klinik, perlu bagi institusi pendidikan untuk memberikan inovasi pembelajaran berbasis teknologi. Metode yang ditawarkan adalah Online peer-assisted learning. Tujuan dalam penelitian ini adalah untuk mengetahui perbedaan kepuasan belajar pemeriksaan fisik thorak sebelum dan setelah diterapkan metode Online peer assisted learning. Penelitian ini menggunakan desain Quasy Experimental, dengan pendekatan post-test control group design. Populasi penelitian ini adalah mahasiswa keperawatan tahun kedua STIKes Surya Global sebanyak 140 mahasiswa. Jumlah responden 70 diambil dengan tekhnik simple random sampling menjadi kelompok kontrol dan intervensi. Kelompok intervensi diberikan model pembelajaran Peer-assisted learning (PAL) dengan bantuan teknologi video call dalam whatsapp. Kelompok kontrol dengan model pembelajaran Peer-assisted learning face to face seperti yang selama ini dilakukan. Instrumen kepuasan belajar dalam penelitian ini diadopsi dari penelitian Cohen dan Baruth. Analisis data menggunakan uji independet t test untuk membandingkan rata-rata nilai posttest kepuasan belajar. Hasil analisis menunjukan terdapat peningkatan kepuasan belajar secara signifikan dengan nilai p value 0.001. Rerata nilai kepuasan belajar metode Online Peer Asisted Learning (OPAL 41,65 (SD = 2,85), dan nilai rerata kepuasan belajar dengan metode Peer Asisted Learning (PAL) 39,05 (SD =3,10). Metode Online peer assisted learning (OPAL) terbukti mempunyai pengaruh yang signifikan terhadap kepuasan belajar keterampilan pemeriksaan fisik thorak pada mahasiswa keperawatan. Student learning satisfaction is one of the benchmarks for the success of the education system implemented in an institution. Learning satisfaction is also one of the factors that can predict learning outcomes. In an effort to increase student learning satisfaction in clinical skills learning, it is necessary for educational institutions to provide technology-based learning innovations. The method offered is online peer-assisted learning. The purpose of this study was to determine differences in learning satisfaction in the physical examination of Thorax before and after the online peer assisted learning method was applied. This study used a Quasy Experimental design, with a post-test control group design approach. The population of this study were 140 students of the second year of STIKes Surya Global nursing students. Respondents 70 were taken by simple random sampling technique into the control and intervention groups. The intervention group was given a Peer-assisted learning (PAL) learning model with the help of video call technology in WhatsApp. The control group uses the face-to-face peer-assisted learning model as has been done so far. The learning satisfaction instrument in this study was adopted from Cohen and Baruth's research. The data analysis used the independent t test to compare the average posttest scores for learning satisfaction. The analysis showed that there was a significant increase in learning satisfaction with a p value of 0.001. The mean value of learning satisfaction with the Online Peer Asisted Learning method (OPAL 41.65 (SD = 2.85), and the average value of learning satisfaction with the Peer Asisted Learning (PAL) method is 39.05 (SD = 3.10). Online peer assisted method Learning (OPAL) is proven to have a significant effect on the learning satisfaction of Thoracic physical examination skills in nursing students.
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.
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