Faculty of Medicine and Health Sciences Syarif Hidayatullah has been trying to make Islamic competent doctors. Basic Clinical Skills (BCS) are part of curriculum that has been taught among medical student since 2005. In preclinical phase, BCS learned at second until sixth semester, and will be practiced during clinical phase. Therefore we want to know the students' view on relationship BCS during preclinical phase with practical in clinic phase. Descriptive study was conducted at FMHS during January until December 2013. After students finished clinical rotation they were asked to fill up questionnaire that comprised their view whether BCS in preclinical phase help their practical in clinical phase. There were nine items questionnaire with Likert Scale of 1-5 (strongly disagree to strongly agree) and open question for comments. Fifty students of 53 students were enrolled in this study. Most of students declared that relationship BCS to practical in clinical phase was fair (3.75). Students expressed that BCS tutor's in preclinical phase less support in practical clinical phase (3.48).Students revealed that procedural skill of BCS didn't effect to their practical in clinical phase (3.62). Highest score were physical examination and communication of BCS (3.90 and 3.83), those helpful for students' practical in clinical phase. Students' view on relationship of BCS in preclinical phase with practical in clinical phase was fair. This study showed necessity to evaluate BCS curriculum in preclinical phase by involving all of stakeholders include BCS tutors and preceptors in teaching hospitals.
Since 2005 we have been teaching basic clinical skills (BCS) such as physical examination, and other procedural skills among medical students. Objective Structured Clinical Examination (OSCE) is a tool to assess those skills. On 2013 OSCE was implemented as national examination for all of Indonesian graduated medical students. National OSCE examined eight areas of competency. This study described national OSCE results to evaluate students in each area of competency and give suggestion to curriculum team to make appropriate improvement. Comparison were accomplished in each of the competency within OSCE. Results show that fifty three students enrolled in national OSCE 2013. Candidates' skills to do history taking was the best in all OSCE period, followed by patient's education and professionalism (mean over 77%). While, candidates seem less competent in diagnose and giving pharmacotherapy and non-pharmacotherapy (mean less than 60%). Physical examination and clinical procedures were quite good (mean around 60%). During preclinical phase students repeat history taking in every block. This repetition has great effect in skills mastery. While, students need more exercise to diagnose clinical case and giving treatment. This study revealed good competency in process skills (history taking, patient education and professionalism) while content skills (diagnosis and giving treatment) still need improvement.National OSCE result gave sufficient data for some improvement in learning process during preclinical and clinical phase.
Abstract-Olives has been mentioned in holly books, Quran and Bible, as medicinal and good nutritional food. People using it as a herbal medicine for centuries. However, we concern about its toxicity to some organs tissues. In this study, we observed histopathological changes on stomach, liver and kidney tissues of BALB/c mice after administrated with ethanolic extract of olive leaves (OLE). Male BALB/c mice were divided into three groups. Each group subsequently orally administrated with phosphate buffer saline (group-I), or OLE (100 mg/kg (group-II); 200 mg/kg (group-III)) for ten consecutive days before necropsy. Mice were sacrificed next day and stomach, liver and kidney tissue were observed for histopathological changes using hematoxyline-eosin. Observation using Corel Photo PX7. Stomach mucosal epithelial damage were 1.9%, 3.2% and 1.7%, hepatocyte damages were 40%, 38.1%, 63,1%, Glomerular atrophy were 11.5%, 9.9% and 11,5%, kidney tissue bleeding area were 3.7%, 3.1%, 4.1% in group-I, -II and -III respectively. Ethanolic extract of local olive leaves have mucoprotective activity on stomach tissues, but at 200 mg/kg have a toxic effect on mice liver and kidney tissues.
Abstract-Skill laboratory teaching and learning is a part of medical school curriculum. The learning involves many things such as knowledge as well as affective and psychomotor capability, tutor role, and faculty financial support. In developing country, there is not only financial burden to support skill laboratory but also lack in number of qualified medical teacher. The aim was to develop the best model for skill learning in limited resources. The study developed through January-October 2016 and we analyzed the data quantitatively and qualitatively. For quantitative data we had gained from questionnaire and qualitative data were gained from written open question on how the skill learning process was going on in our faculty and participating observation during the process. The questionnaire was assessed students' and tutor's perspectives of 51 items using Likert scale, that questioning about the process, skill laboratory design, equipment, tutor role and student motivation. Total sample were 287 students and 25 tutors. The result was divided into three different domains that were students, tutor or building/equipment. Most of respondents said that the equipment including building support such as toilet, praying room was not in appropriate needs (> 75%). This result showed that both student and tutor want to have much better learning environment. There were limited manikin (>70%), so the students find difficulties to do self-repetition. Students also noticed that tutor feedback were the best motivation for their self. The qualitative result also concluded that the capability of tutor in giving feedback and standardizing the skill could cover the gap in limited resources during the skill learning process. Making standardized video for all skill procedures is the alternative solution in lacking of manikin to self-practicing. Peer practices can also to be used in case of limited standardized patient. Based on our model, tutor is the central role to encourage the student in mastering the skill procedures.
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