Approaches to learning of students in an Indonesian medical school

Abstract

This paper reports on a study of approaches to learning of undergraduate medical students in the University of Gadjah Mada, Indonesia. The Lancaster Approaches to Studying Inventory was translated into Indonesian and the translated form pilot tested. The instrument was then completed by 90 students, 30 each in first, second and fifth year in the Faculty of Medicine. It was found that Indonesian students generally gave higher rates than previous studies have reported. Factor analysis of their responses showed strong resemblances to other groups in the factors of meaning and reproducing orientation. Differences found in Indonesian students' responses were in strategic and non-academic orientations. There were differences between the response patterns of first-, third- and fifth-year students. It is concluded that the instrument is valid for use in Indonesia.

Factors influencing the approaches to studying of preclinical and clinical students and postgraduate trainees

“…The pattern of scores of SA of the undergraduates in our study, correlates with the findings of Emilia et al [15] and that of preclinical students with PGs with the findings of Richardson et al [16]. We believe that the excessive workload of the undergraduate curriculum makes the clinical students adopt a superficial, less deep approach which may favour assessments.…”

“…Our results failed to identify any significant difference, in keeping with the findings of the Indonesian study of Emilia et al [15] as well as other studies [18,19]. …”

“…The increase in the superficial approach with the progression of the undergraduate course has been described previously in Australia [14] but not seen in a study conducted in Indonesia [15]. The pattern of scores of SA of the undergraduates in our study, correlates with the findings of Emilia et al [15] and that of preclinical students with PGs with the findings of Richardson et al [16].…”

“…Though the decline in DA is surprising at first glance, this is a well described phenomenon in the West [14] but not in the East [15]. Previous articles that studied non-medical undergraduate and postgraduate trainees failed to identify any significant difference between them [16,17].…”

Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia

“…Thus for example, the overwhelming majority of the UNDANA students reported on their desire to “develop international friendships” and “improve oral/written English skills”. In addition, the UNDANA students also reported less exposure to global health content, and forms of learning such as peer learning, intercultural peer learning, and online learning compared to their UTAS counterparts (Table 2), perhaps reflective of their local educational mileau [36] and culture [37, 38]. Indonesian students usually encounter didactic teaching [36–38], and hence their motivation to participate in the RIPPLE program might well have stemmed from their desire to experience these “new” forms of learning, which are otherwise more often encountered by their UTAS counterparts (Table 2).…”