Medical Student’s Participation for Developing Professional Identity

Susani, YP; Harsono, SU; Rahayu, GR; Sanusi, Rossi; Prabandari, YS

doi:10.15694/mep.2015.005.0007

Cited by 2 publications

(4 citation statements)

References 3 publications

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“…From previous qualitative study, participation could foster medical student's motivation. 21,30 Although the analysis of PLS-SEM can provide path coefficient which indicating the effect of predictor variables on criterion variables, this study has not been able to prove cause-effect relationship. This why we used the word "associate" instead of "influence" or "affect".…”

Section: Model Of Pre-clinical and Clinicalmentioning

confidence: 78%

“…28 The results also support the statement about the importance of student organizations which provide more chance for students to have social interaction and to participate in several medical activities which may have a role in professional identity development. 21,29 In clinical model, the results showed that the association between participation and professional identity was less significant. This may be caused by the assessment of participation which was based on the activities only in last year, whereas the assessment of professional identity was not based on certain period.…”

Section: Model Of Pre-clinical and Clinicalmentioning

confidence: 96%

“…However, in medical education, participation should not be seen as limited to clinical practice. 21 Faculty could encourage pre-clinical students to engage in social activity, education or training programmes for lay social communities and fostering reflection. Some programs for pre-clinical students, in other studies, indicated could develop a professional identity, for instance conducting clinical audit, 22 collaborative drawing, 23 or producing medical comic which shows professional characters or conflicts in medical.…”

Section: Model Of Pre-clinical and Clinicalmentioning

confidence: 99%

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Developing a Model of Professional Identity in Medical Students: The Role of Motivation and Participation

Susani

Rahayu

Sanusi

et al. 2018

JPKI

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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.

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Section: Model Of Pre-clinical and Clinicalmentioning

confidence: 78%

Section: Model Of Pre-clinical and Clinicalmentioning

confidence: 96%

Section: Model Of Pre-clinical and Clinicalmentioning

confidence: 99%

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Developing a Model of Professional Identity in Medical Students: The Role of Motivation and Participation

Susani

Rahayu

Sanusi

et al. 2018

JPKI

Self Cite

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“…Hal ini sesuai dengan literatur yang menyebutkan pentingnya partisipasi sebagai proses belajar mahasiswa. [7][8][9] Beberapa penelitian lain menghubungkan persepsi mahasiswa terhadap lingkungan belajar dengan kompetensi. Hasil penelitian Mayya & Roff 10 menunjukkan bahwa mahasiswa yang sering gagal dalam proses belajar memiliki persepsi yang buruk mengenai lingkungan belajar.…”

Section: Pembahasanunclassified

Hubungan antara Persepsi Mahasiswa Terhadap Lingkungan Belajar, Ketersediaan Kasus dan Umpan Balik terhadap Kompetensi Mahasiswa Tahap Profesi FK Unram

Susani¹,

Sari²,

Widiastuti³

et al. 2017

JKU

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Latar Belakang: Fakultas kedokteran dituntut untuk menghasilkan lulusan dokter berkualitas yang memenuhi standar kompetensi dokter. Lingkungan belajar dalam pembelajaran tahap profesi, yang diketahui berperan penting dalam proses pencapaian kompetensi, memiliki karakter khusus dan berbeda dengan tahap akademik. Tujuan: untuk mengetahui hubungan antara persepsi mahasiswa terhadap lingkungan belajar, jum- lah kasus yang dijumpai selama pendidikan klinik, umpan balik yang diterima dengan kompetensi mahasiswa. Metode: metode kuantitatif dengan pengambilan data secara potong lintang dilakukan untuk memeriksa variabel persepsi terhadap lingkungan belajar, kasus, umpan balik dan kompetensi mahasiswa. Sebanyak 120 mahasiswa tahap profesi FK UNRAM melengkapi kuesioner PHEEM dan kuesioner umpan balik, 330 Mini-CEX mahasiswa dan 67 logbook dari bagian Penyakit Dalam, Ilmu Kesehatan Anak, Obstetri dan Ginekologi serta Bedah. Analisis dengan PLS SEM dilakukan untuk menilai hubungan antar variabel. Hasil: dari seluruh data, hanya 24 subjek yang memiliki data yang lengkap untuk seluruh variabel. Dari analisis jalur didapatkan bahwa persepsi mahasiswa terhadap lingkungan belajar tidak berasosiasi dengan kompetensi (b 0,00, P 0,49), sedangkan ketersediaan kasus dan umpan balik berasosiasi positif dengan kompetensi (berturut-turut b 0,50, P < 0,01; b 0,46, P < 0,01). Dalam model ini, kompetensi mahasiswa dapat dijelaskan sebesar 46% (R2). Kesimpulan: ketersediaan kasus dan umpan balik sangat penting dalam mendukung pencapaian mahasiswa. Meskipun persepsi mahasiswa terhadap lingkungan belajar klinik belum terbukti berpengaruh langsung terhadap kompetensi, namun sangat dimungkinkan berpengaruh tidak langsung dengan dimediasi oleh variabel partisipasi mahasiswa. Penelitian selanjutnya perlu mengeksplorasi peran variabel partisipasi dalam model. Katakunci lingkungan belajar klinik, jumlah kasus, jenis kasus, kompetensi

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Medical Student’s Participation for Developing Professional Identity

Cited by 2 publications

References 3 publications

Developing a Model of Professional Identity in Medical Students: The Role of Motivation and Participation

Developing a Model of Professional Identity in Medical Students: The Role of Motivation and Participation

Hubungan antara Persepsi Mahasiswa Terhadap Lingkungan Belajar, Ketersediaan Kasus dan Umpan Balik terhadap Kompetensi Mahasiswa Tahap Profesi FK Unram

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