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Background: Student perceptions of the learning environment can influence student participation in learning. Both of these variables can possibly affect students' academic performance. The purpose of this study was to assess the correlation between perceptions of the learning environment, participation in PBL tutorials, and academic performance of the pre-clinical stage students of the Faculty of Medicine Universitas Mataram.Methods: This was a cross-sectional study. Student perceptions of the learning environment were assessed using The Dundee Ready Education Environment Measure (DREEM) questionnaire. Participation in PBL tutorials was measured by an instrument that assess preparation for the tutorial, interactions during the tutorial, and students' self-management. Academic performance was measured from the block's main exam score. A total of 286 out of 303 medical students from year 1 to year 4 (94.39%) participated in this study. Results:The mean of the total DREEM score, participation score, and academic performance respectively were 135.94 ± 17.27; 83.20 ± 9.48; and 61.48 ± 13.47. There was a correlation between student participation and academic performance (r 0.569, p < 0.001), student perceptions of the learning environment and student participation (r = 0.225, p < 0.001), and student perceptions of the learning environment and academic performance (r = 0.190, p < 0.001).Conclusion: Student participation in tutorials is related to student academic performance. Participation possibly mediates the relationship between student perceptions of the learning environment and academic performance. ABSTRAKLatar belakang: Persepsi mahasiswa terhadap lingkungan belajar dapat berpengaruh pada keterlibatan mahasiswa dalam pembelajaran. Kedua variabel tersebut dimungkinkan berpengaruh pada performa akademik mahasiswa. Tujuan penelitian ini adalah untuk mengetahui hubungan antara persepsi mahasiswa terhadap lingkungan belajar, partisipasi mahasiswa kedokteran dalam tutorial PBL, dan performa akademik mahasiswa tahap pre-klinik Fakultas Kedokteran Universitas Mataram.Metode: Penelitian ini merupakan penelitian cross-sectional. Persepsi mahasiswa mengenai lingkungan belajar dinilai menggunakan kuesioner The Dundee Ready Education Environment Measure (DREEM). Partisipasi dalam tutorial PBL diukur dengan instrumen yang menilai aspek persiapan mahasiswa menghadapi tutorial, interaksi dalam diskusi, dan manajemen diri. Performa akademik diukur dari nilai ujian utama blok. Sebanyak 286 dari 303 total mahasiswa kedokteran tingkat 1-4 (94,39%) berpartisipasi dalam penelitian ini.Hasil: Rerata skor total DREEM, skor partisipasi, dan performa akademik secara berurutan, yaitu 135,94 ± 17,27; 83,20 ± 9,48; dan 61,48 ± 13,47. Didapatkan korelasi antara partisipasi dengan performa akademik (r 0,569, p < 0,001), persepsi mahasiswa terhadap lingkungan belajar dengan partisipasi mahasiswa (r = 0,225, p < 0,001), persepsi mahasiswa terhadap lingkungan belajar dengan performa akademik (r = 0,190, p < 0,001).Kesimpulan: Partisipasi mahasis...

Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.

Background: It is very important to develop professional identity among medical students, as it will affect how they work in the future. Factors affecting professional identity in medical education context need to be explored. This study aimed to develop a model of professional identity in medical students which examine the role of motivation, self-efficacy, personal reflection, social interaction, curriculum in action perceived by students and participation in determining professional identity. Methods: A cross-sectional survey was conducted among medical students in Mataram University. A total of 303 pre-clinical (year 1 to 4) and clinical students (year 5 to 6) filled out the questionnaires. Partial least square - structural equation model analysis was performed.Results: The modification model had a good model fit (GoF 0.404). The average path coefficient was 0.303 (p<0.001) and the adjusted average R square was 0.321 (p<0.001). Forty percent of variance in professional identity could be explained by motivation (β=0.51, p<0.001, f2=0.281) and participation (β=0.32, p<0.001, f2=0.118).Conclusions: Motivation and participation of medical students may influence the professional identity. Based on the model, within the medical education processes, academic motivation of students should be maintained and fostered and participation should be supported.

ObjectivesTo determine the relationship of personal reflection ability and moral reasoning ability of medical students of the Faculty of Medicine Universitas Gadjah Mada (UGM). MethodsA cross-sectional study was conducted by distributing questionnaires to 293 medical students in Year-3 at the Faculty of Medicine, Public Health, and Nursing after obtaining their agreement to participate in this research by signing an informed consent form. Personal reflection ability was measured by the Groningen Reflective Ability Scale (GRAS) questionnaire; moral reasoning ability was measured by the Defining Issues Test (DIT) questionnaire. Descriptive statistics, T-test, and regression analysis were used to analyze the anonymized results. ResultsThe mean GRAS score of all students was 89.59 (SD = 6.80) (GRAS score ranged 0-110) which showed a high level. The mean score of Principled Morality Score (P) DIT of all students was 32.39 (SD=11.04), ranging between 28-41 which indicated a moderate level. In general, personal reflection ability scores of all students were positively correlated with their moral reasoning ability score. However, this correlation was not significant statistically (r=0.080, p=0.239). ConclusionsPersonal reflection ability of medical students was correlated positively with their moral reasoning ability, however, statistically it was not significant . The high level of personal reflection ability needs to be maintained. The moderate moral reasoning ability needs some efforts to improve it. Further studies are necessary to assess other factors which influence the moral reasoning ability so that appropriate interventions can be developed.