Background: There are two important characteristics that need to be considered by the institution of medical education today, the first is about the importance of using assessment as a measuring instrument and the role of curriculum in producing good quality graduates. UKDI is only one exit to be a doctor that will certainly have varied impact on students from the expected and unexpected. The purpose of this study was to determine the impact on student learning UKDI on which will follow UKDI related to the allocation of time for study, the number of hours of study, the distribution of learning, the selection of learning resources and learning materials selection.Method: The research method is qualitative study that use Focus Group Discussion to get the data. The number of participants is 61 people devided into 6 groups. That group of students at the Faculty of Medicine with the accreditation of A, B and C respectively - each of the public and private colleges.Results: The results of the qualitative analysis portrait that UKDI has an impact on the student learning. The impact of learning that occurs associated with two things, the first is related to the quality of student learning and the second related to student metacognitive regulation. The general quality of the student learning that occurs in the face of UKDI is still low quality, learn by rote. For metacognitive regulation is related to the allocation, the number and distribution of learning, the selection of learning materials, the selection of learning resources, the selection of a place of learning, learning strategies, learning to maintain consistency, and monitor the process of learning and improvement.Conclusion: UKDI have an impact on the learning of medical students, both in the quality of learning and metacognitive regulation.
Media pembelajaran adalah alat yang digunakan oleh pendidik untuk menyampaikan materi. Seiring berkembangnya teknologi, media pembelajaran hadir dalam berbagai bentuk, salah satunya adalah podcast. Tujuan dari penelitian ini adalah memaparkan proses penggunaan podcast Spotify sebagai media pembelajaran bahasa Indonesia. Metode yang digunakan pada penelitian ini adalah deskriptif-kualitatif dengan desain penelitian studi pustaka. Data penelitian ini diambil dari beberapa buku, jurnal, dan prosiding yang membahas topik serupa. Hasil penelitian ini adalah langkah-langkah pemanfaatan podcast Spotify sebagai media pembelajaran bahasa Indonesia. Adapun langkah-langkah yang dapat dilakukan oleh pendidik yaitu: (1) Mengawali pembelajaran dengan mengadakan pretes untuk menguji kemampuan analisis peserta didik; (2) Mendengarkan materi melalui podcast Spotify yang telah dipersiapkan; (3) Postes dapat diberikan usai peserta didik mendengarkan podcast. Postes ini berguna menguji pengetahuan yang dimiliki oleh peserta didik setelah mendengarkan materi di dalam Spotify. Penggunaan podcast sebagai media pembelajaran dapat melatih kemampuan menyimak peserta didik.
Detection of porcine contamination in food material by employing PCR techniques is integral in halal food confirmation. However, PCR is both costly and laborious, particularly in DNA isolation method. This study explores several different methods in DNA extraction for PCR amplification in bovine and porcine raw and boiled meat samples. Four methods for DNA extraction (conventional PCI method, DNA isolation kit, alkaline-based method, and a DNA lysis buffer-only from the same kit) was employed followed by PCR using primers from previous studies and compared for DNA quality and quantity (in six replicates) and PCR amplification on the best three DNA samples. This study shows that in all samples, the conventional method had the best DNA yield based on nanodrop measurement, followed by an alkali-based method, buffer-only method, and DNA isolation kit. Each method except lysis-buffer only had at least one sample with good DNA quality. Conventional and isolation kit showed reliable positive PCR detection for all porcine and bovine samples (92% positive). Using the alkaline-lysis method, DNA was amplified reliably on boiled meat samples (83% positive). Lysis-buffer-only method did not show consistent PCR amplification on the samples used (50% positive). The conclusion was that conventional PCI method and DNA isolation kit showed high reliability in PCR amplification of bovine and porcine meats, both raw and boiled. While high DNA yield was obtained using the alkaline-lysis method, PCR amplification was only successful on boiled samples. Lysis-buffer only method yielded in poor DNA quality and was not able to result in reliable DNA amplification.
Introduction: Rifampicin is one of anti-tuberculosis drugs are reported to have hepatotoxic effects through increasing ROS (Reactive Oxygen Species) so thattriggering necrosis of liver cells and stimulates the formation of TNF-α. Essential oil of Annona muricata Linn. contains linalool, β-caryophyllen, trans-caryophyllen, germacrene A, germacrene B, germacrene D, sesquisterpene, β-canidine, γ-canidine. The objective of this study is to investigate the effect of essential oil of Annona muricata Linn. on levels of Tumor Necrosis Alpha(TNF-α) liver in male wistar rats which induced by rifampicin.Methods: This was an invivo experimental study with control group post test only design and use 25 male wistar rats and divided into 5 groups, they are KN (corn oil), KP (Rifampicin), P1 (Rifampicin + Essential oil 1,5%), P2 (Rifampisin + Essential oil 3%), P3 (Rifampisin + Essential oil 6%) for 6 weeks and then levels of TNF-α liver will be checked. Analysis of the data using One Way (ANOVA) test and then tested by post hoc test using Least Significant Difference (LSD). The result significant if p<0,05.Result: Induced rifampicin can increased levels of TNF-α liver than group KN (p<0,05). Treatment of essential oil of Annona muricata Linn. on P1, P2, and P3 can reduced levels of TNF-α liver than group KP (p<0,05). Allegedly this is due to the active ingredient in the essential oils act as antioxidants and antiinflammatory.Conclusion: Essential oil of Annona muricata Linn. at all doses can reduced levels of TNF-α liver in male wistar rats which induced by rifampicin.Keywords:rifampicin,essential oil of Annona muricata Linn., TNF-α liver
Indonesia has applied for a national competency exit examination for medical graduates since 2014. This examination has an impact on students. There is limited literature that describes the impact mechanism of the national examination. This study aimed to identify the determinant factors of the learning behavior of medical students in the national medical competency examination during the COVID-19 pandemic in Indonesia. This qualitative study was conducted using semi-structured in-depth face-to-face interviews with 13 medical students from the Faculty of Medicine Universitas Islam Malang and online interviews with 13 medical students from the Faculty of Medicine Universitas Gadjah Mada, Indonesia. Theoretical sampling was carried out by including three medical students from a faculty of medicine in east Indonesia. Semi-structured in-depth interviews with respondents from FK Unisma were conducted offline with strict health protocols. Meanwhile, communications with respondents from FK-KMK UGM and the eastern Indonesia medical faculty were conducted online by telephone or through Zoom meetings. Transcribed interviews were coded openly. Themes were finalized through discussion to reach a consensus. The extracted concepts from our study were classified into 10 categories that describe the determinant factors of learning behavior and two categories of learning behavior. These categories include task value, goal orientation, weakness, impact failure, benefits of passing the examination, self-efficacy, beliefs, barriers to learning, environment factors, and test anxiety. The learning behavior itself consists of two categories: quality of learning and regulation of learning. The conclusion is determinant factors consisting of internal and external factors. Internal factors include task value, goal orientation, weakness, benefits of passing the examination, self-efficacy, belief, and test anxiety. The external factor includes the environmental factor. These factors determine the medical student learning behavior in the national medical competency examination during the COVID-19 pandemic in Indonesia, both in quality and regulation of learning. The impact of failure only determines the regulation of learning, while the barrier to learn only determines the quality of learning.
Background: The government implemented the regulation for higher education during the pandemic Covid-19 about the method of learning with an online system. This online learning model will affect self-regulated learning and academic achievement. Self-regulated learning for online learning has not been widely studied. Previous research has written that self-regulated learning in offline learning was formed by several factors. This research was conducted to find out that self-regulated learning and the factors that shape them are still relevant in online learning. The objectives of the study were to analyze the factors and relationships that influence self-regulated learning in online learning during the pandemic Covid-19.Methods: This research was conducted with confirmatory factor analysis (CFA) on the survey results of 175 respondents. The questionnaire consisted of 54 validated questions on the Likert scale. Calculations were done using PLS-SEM data analysis (Smart PLS version 3.0).Results: This study produces a good and strong model with a GoF value> 0.34. Path analysis shows that all O-sample values are positive with t statistic > 1.97 and p-value < 0.025. Thus, each factor has a significant positive effect on forming self-regulated learning.Conclusion: The factors that have been researched on offline learning that forming self-regulated learning are still relevant to use in online learning. These factors are mastery goal orientation, task value perception, academic self-efficacy, metacognitive knowledge awareness, prior learning experiences, good grades, employment prospects, successful future, support from teaching staff, peers, and family.
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