Proceeding Book Unjani Medical Education Update

(1)

Symposium and W orkshop 2015

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U n ja n i " ic a l

E d u c a tio n U p d a te

Mercure Notellandung,

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March 8-28

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,

2015

www.umedupdate.com

'Refreshment on Student Assessment

to Improve Educational Quality"

A N D A B S T R A C T S

Editor:

B.P Suryo Subianto, dr., Sp.B Hendri Priyadi, dr., M.Kes., Sp.PD Sylvia Mustikasari, dr., M.Med.ED

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MEDICAL EDUCATION UNIT

(2)

C O N F E R E N C E

P R O G R A M M E

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AND

A B S T R A C T S

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Mercure Hotel Bandung

Secretariat:

F a c u lty o f M e d ic in e - J e n d e r a l A c h m a d Y a n i U n iv e r s ity

JI.Terusan Jend. Sudirman PO. BOX. 148 Cimahi

Phone

: +62 (22) 664 2781

Fax.

: +62 (22) 663 1591

Email:

[email protected]

(3)

C o n fe r e n c e P r o g r a m m e

and Abstracts

U n ja n i M e d ic a l E d u c a tio n U p d a te 2 0 I 5

Fakultas

Kedokteran

Universitas

jenderalAchmadYani

Mercure

Hotel, 27-28

th

March 2015

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©

2015

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Fax.

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Perpustakaan

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Conference

Program and Abstracts

Unjani Medical Education Update 2015

In recent years, medical education

in Indonesia has experienced

a significant development,

expecially in the competence-based

curriculum approach.

In addition, various national policies in health education

also has a considerable

effect for

the helth institution, such as the National level of competence's

exam as an exit exam for

medical students.

This policy also trigger the medical institution

to improve their quality

not only in the content of curriculum, teaching and learning, but also in student assessment.

Student

assessment

in the institutional

level should

represent

the valid competence

achievement

in students. Besides, the regulation of student assessment

has to be designed

in accordance

with national standards. That issue becomes

important

to be discussed,

especially among health education institutions.

As Dean of the Faculty of Medicine Unjani, it's been an honor for me to facilitate this

meeting in order to be the part of Indonesian Medical education

improvement,

expecially

in development

of student assessment.

MLKJIHGFEDCBA

P r i a t n a , d r . , S p . R a d

Dean of Medical Faculty

JenderalAchmadYani

University

(4)

(5)

Dear collagues,

Student assessment

plays the important

role in improving the educational

quality.A failure

to

articulate

the

relationship

between

learning

and assessment

has resulted

in a

mismatch

between

the high quality learning. Indonesia

has experience

on Final Board

Examination

as the exit exam of medical

and

health

education

program. Therefore,

assessment

on competence

in medical and health education

students

has become the

major issue to improve in institutionallevel.The

ideal assessment

method should be valid,

reliable, visible and has positive learning impact on student learning. On the other hand, the

main problem to improve the quality in student assessment

is a lack familiarity on the part

of medical educator

with the concepts

of psychometrics

that underlie

the assessment

quality

and also the

other

importans

aspect

such

as learning

impact

and faculty

development

in assessment

regulation.

On behalf of the Organising committee,

it gives me a great pleasure to welcome you at our

symposium and workshops

UMed-Update

20 15 with the theme:

"Refreshment

on Student Assessment

to improve educational

quality"

Best regards,YXWVUTSRQPONMLKJIHGFEDCBA

S y lv ia M u s tik a S a r i

Chairman, Organizing Committee

UMed_Update

20 15

Head of Medical Education Unit

Faculty of Medicine

JenderalAchmadYani

University

Cimahi,WestJava

-Indonesia

v i

S t e e r in g C o m m it e e

Prof. Dr. Bambang Sutjiatmo

Pelindung

Pengarah

Priatna, dr., Sp.Rad

lis Inayati, dr., M.Kes

Dr.Wendra,

dr., M.Kes

Indarti Trimurtini, dr., M.Kes

Fransiska AP. dr., M.Kes

Muslich Mahmud, drg., Sp.Pros

B.P.Suryosubianto,

dr., SpB., M.Med.Ed

O r g a n iz in g C o m m it e e

Ketua

: Sylvia MS., dr., M.Med.Ed

Wakil Ketua

Hendri Priyadi, dr., SpPD., MPd.Ked

Atia Nurul S., drg., M.Kes

Ajat Sudrajat

Ihsan

Rani

Sekretaris

Bendahara

Welly Ratwita, dr., M.Kes

Dewi Ratih Handayani, dr., M.Kes

Elsy Maya

Emma Mardiyah., dr., M.Kes

Dr. Evi Sovia, dr., M.Si

Andri AR., dr., SpF., M.Kes

Asti Kristianti, dr., Sp

T H T

Ratih Widyasari, drg., Sp.KG

Badi Soerachman,

drg., SpKG

Darjiman

Darjo

Saepudin

Andri Nugroho

Hamdan

Seksi IImiah

SeksiAcara

Seksi Logistik

Seksi Publikasi

(6)

Friday, March

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2 i \

2 0 1 5

--...

TIME PROGRAM&SPEAKER

08.00· 08.30 OPENING CEREMONY

--....:

08.00 - 08.10 08.10· 08.15 08.10· 08.20

08.20 • 08.30

Welcome Dance

Committee Chairman Report

Speech from Dean ofFacultyMedicine - Jend. Achmad YaniUniversity Cimahi

Speech fromRector of Jend. Achmad Yanl University Cimahi

-08.30·09.00

1st Plenary lecture

Insltutlonal Educational QualityImprovement for the National level of Exit Exam

Trl Hanggono Achmad

09.00·09.30

2nd Plenary lecture

Assessing the assessment tools

Gandes Retne Rahayu

09.30 -10.00

3rd Plenary Lecture

The new concepts to develop the quality of student assessment

JankeCohen-Schotanus

10.00-10.15 COFfEE BREAK "1

10.15 -11.30

Symposium 1 "Cognitive assessment"

Moderator: Sit! Rokhmah

10.15 · 10.35

lesson learntfromItem Analysis of MCQ Sari Puspa Dewi

10.35-10.55

Standard setting in cognitive assessment JankeCohen-Schotanus

10.55·11.15

Oral assessment: validity and reliability YunlS Pratlwl

11.15 - 11.30

learning Impact In cognitive assessment Sylvia MS

11.30 - 11.45 Question &Answer

11.45 -12.30 fRIDAY PRAYER&WNCH POSTER PRESENTATION

12.30·13.00

13.00 - 14.15

Symposium 2 "Performance based assessment" Moderator: Voyo Suhoyo

WORKSHOP A

AgUS Purwadllnto

oRAL PRESENTAnoN

13.00 - 13.20

Developing High Quality of OSCE Sankaranarayanan

13.20· 13.40

Setting Standards for Performance-Based Assessments Gandes Retno Rahayu

i

I

'0 10 ~

j

~ '6.

1

13.40 - 14.00

Psycometrlc's evaluation in OSeE Yayl 5uryoPrabandarl

f

i

f

::> e ~ Z ~

i

~ 14.00-14.15 Question &Answer

14.30 -14.45

Symposium 3 "Developing Progress Test and Faculty Development on Student Assesment" Moderator: HendrlPriyadi

14.15 -14.30

Experience In Progress Test

Detwrrvan!

14.30-14.50

Validity and Reliabillty of Progrest Test Progress test to Improve educational quality Ardl Flndyartlnl

FacultyManagement in Student Assessment Regulation (Experience)

ustnavatt

14.50-15.05

15.05 - 15.20 I Question &Answer

15.20 - 15.30I COfFEE BREAK

viii

ram

saturday, March

28

th

, 2015

PROGRAM & SPEAKERS

TIME WORKSHOPC WORKSHOP 0

Gandes Retno Rahayu WORKSHOP B

J.nke Cohen-Sdlot.nus Sankaranarayanan

Re-Registration

08.00 - 09.00 09.00 - 10.15

Symposium 4 -Profeulon.llsm iiliHument" Moderator:Syl viaMS

Developing criteria in profeslonaUsm assessment

Aius purwadlanto Standard Settlnl Method and Psycometrlc's re v lew of ProfeslonaUsm assessment In low stakesI$"ument

YayiSUryo

Developin.8est

Quality in OSCE We PASS with A 09.25 - 09.50

09.50 - 10.15 Question&Answer

COFEE BREAK

10.15·10.30 10.30-11.45

symposium S ·Aness~nt In Community Based Approach· Moderator: Fundhy Ikhbar

10.30-10.50

Developing entertaln Community Based Assessment Diantha scemarn

Developln.8est Quality In OSCE Assessment method In communitysetting Standard Sett!n,

Mora Claramita In low stakes aunsment Experience on assessment of CBE

ArdlFlndyartlnl

We PASS wIth A

11.10-11.30

Question&Answer 11.30-11.45

lUll-Il.OO POSTER PRESENTATION

12.00-13.00 LUNCH BREAK

13.00-14.30 Symposium 6 ·Workplaced ~Ied Assessment

M

Moderator: Hendri Priyadi

13.00-13.30 The principle theory of ~tkplaced based assessment Dvafmllia

13.30-14.00 implementing Mlnl-CeX In Indonesia yoyo Suhoyo

14.00-14.30 Question&Answer

14.30-15.30 Symposium 7 -Futher Issue on Student Assessment" Moderator: Sylllia MS

14.30-14.5S E..••aluation Research In Student Assessment TitiSallltr!

14.S5-15.20 Developing IT fOf student Assessment KinikDarsono

15.20-15.35 Question&Answer 15.3S-16.00

CLOSING CEREMONY & COFFEE BREAK

(7)

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ABOOI

Agus Sunatha

M~dule O~st~trics

and Gynecology

With Specificity In The Semiringkai

2.

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Simplicia M.Anggrahini

Pediatric

Clerkship

Learning

M o d u le

-3.

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Stef D. Soka

Modul Materi Dasar IImu Bedah

pad a Kegiatan

Kepaniteraan

Klinik

di Fakultas Kedokteran

Universitas

Nusa Cendana

Kupang

4.

I

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Farida Nur Aini

Student's

Prespective

on ECG

Intepretation

Skill: A Problem

Identification

5.

I

ABOII

I

Titi Savitri Prihatiningsih

Qualitative

Analysis of Block

Evaluation at Faculty of Medicine

Universitas

Gadjah Mada

6.

I

ABOl8

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Hikmah Muktamiroh;

Student

Perception

Towards

Sancti

Sri Wahyuningsih

of Academic

Integrity Violation

7.

I

AB026

I

Ali Taufan; Sylvia MS.

Bioethic Curriculum

Evaluation and

Development

-8.

I

AB024

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Hanna Windyantini

Evaluation Of Community

Based

Medical' Education

In Medical Faculty

Of UPN "Veteran"

Jakarta,

a

Qualitative

Study

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ABOO3

Zulaika Nur AMah

Student Assessment

of The Tutor,

Lecturer, and Learning Outcomes

--

Zayadi Zainuddin

Basic Clinical Skills Learning on

2.

ABOO4

Medical Students:

Is Peer Assisted

Learning (PAL) Method

is More

Effective Compared

Expert Assisted

Learning (EAL) Method?"

3.

ABOO7

Atik Maftuhah

Reliability of Cheklist

Instrument

used in ECG OSCE Station and

Qualitative

Analysis of Students'

Pass-fail Impact

4.

ABOO8

Amandha

Boy Timor

R.

Self Directed

Learning Readiness

and

Learning Environment

Perception:

Description

on Each Year of Medical

Students

5.

ABOO9

Ratna Kusumawati

Readiness

for Self Directed

Learning

in Medical Student:

Five Years

Implementation

of Problem

Based

Learning

6.

ABOII

Siti R. Projosasmito

Student's

Made Handout

As An

Alternative

Learning Resources

7.

ABOl2

Laila lsrona

Reflection

Of Assessor

and Student

on The First OSCE Implementation

8.

AB025

Nurul Aida Fathya

Development

of OSVE in

Profesionalism

and Ethic Assessment

in First Year Medical Student

(8)

Poster Presentatio

UM ED .. Update

20 I 5

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Ariani Ratri Dewi;

Perbandingan

Tingkat Pencapaian Blok

Aris Rosida

Sensoris

Khusus I dan II Mahasiswa

Fakultas Kedokteran

2.

ABOls

Doti Wahyuningsih;

Gambaran

Hasil Perbaikan

Modul

Dini Sri Damayanti

Blok Homeostasis

3.

ABOl7

Sophie Dwiyanti;

"Using Transcript

of Patient-doctor

Dwi Tyastuti

Interview

and Case Scenario":An

Innovative

Use in A Communication

Module

4.

ABOIS

Hikmah Muktamiroh;

Study of "Background"

Description

Sri Wahyuningsih

of Academic

Integrity Violation,

A Case Study

5.

AB020

Amalia N. Setyawati

The Impact of Constructed

Laboratory

Practical Work

in Biochemistry

Integrated

Learning

Strategy

(ILS) Teaching

6.

AB023

Meita Hendrianingtyas

Venous Blood Sampling Procedure

As A Clinical Laboratory

Skill for 3rd

Semester

Medical Students

-7.

AB026

Astrin Fabiola; Sylvia MS.;

The Difference

of Learning Impact in

WellyR.

Written

and Oral Assessment

xii

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- Update

201

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Rima Zakiya;

Perbandingan

Pencapaian

Nilai Blok

Zalia Heffira

Neurosensori

I dan Neuropsikiatri

Mahasiswa FK UNISMA

2.

ABOl6

Dini Sri Damayanti;

Gambaran

Efek Perbaikan

Modul Blok

Yoyon Arif Martino

Basic Principle

I terhadap

Pencapian

Nilai Mahasiswa FK UNISMA

3.

ABOl9

Dwi Tyastuti;

Simulation

of Community-Based

DevyAriany

Interprofessional

Collaboration

(Sim-COMIC):

Strengthening

The Interprofessional

Teamwork

Among Health and Non-health

Providers

in Primary Care

4.

AB021

Laila Isrona

An Analysis of One-Best

MCQ Item

of the Introduction

Midwifery Block

,

Examination

-.

S.

AB02s

Nurul Aida Fathya

Bioethic Curriculum

Evaluation:

Need Assessment

6.

AB02S

Yunitasari; Sylvia MS.;

The Correlation

Between

Student's

Dewi RH.

Perception

ofTutor

and The Quality

of Self Directed

Learning in Step 6

Tutorial.

7.

AB027

Rezanda; Irwanto;

The Anxiety of Oral Assessment

in

'---

Sylvia MS.

Undergraduate

Student

(9)

t

M E S S A G E

Dean Chairman

U M E D U P D A T E C O M M IT T E E

S C IE N T IF IC P R O G R A M M E

C O N T E N T

K E Y N O T E S P E A K E R

Institutional educational quality improvement for the National level

of exit exam

T r ! H a n g g o n o A c h m a d

P L E N A R Y S E S S IO N

Assessing the assessment tools

G a n d e s R e tn o R a h a y u

The new concepts to develop the quality of student assessment

J a n k e C o h e n - S c h o ta n u s

S Y M P O S IU M I

Lesson learnt from Item Analysis of MCQ

S a r i P u s p a D e w i

Standard setting in cognitive assessment

Oral assessment : validity and reliability

Y u n i S . P r a tiw i

Learning Impact in cognitive assessment

S y lv ia M S .

S Y M P O S IU M

2

Developing High Quality of OSCE

S a n k a r a n a r a y a n a n

Setting Standards for Performance-Based Assessments

Psycometric's evaluation in OSCE

Y a y i S u r y o P r a b a n d a r i

xiv

1

4

5

6

7

8

9

1 0 II

IJnce

S Y M P O S IU M 3

Experience of Faculty of Medicine Andalas University with Progress Test

Detty

I r y a n i

Validity and Reliability of Progrest Test

Progress test to improve educational quality

A r d i F in d y a r tin i

S Y M P O S IU M 4

Developing criteria in profesionalism assessment

A g u s P u r w a d ia n to

Method and Psycometric's review of Profesionalism assessment

Y a y i S u r y o

S Y M P O S IU M

5

Developing criteria in Community Based Assessment

D ia n th a S o e m a n tr i

Assessment method in community setting

M o r a C 1 a r a m ita

Experience on assessment of CBE

F K U N H A S

S Y M P O S IU M 6

The principle theory of workplaced based assessment

O v a E m ilia

Implementing Mini-CeX in Indonesia

Y o y o S u h o y o

S Y M P O S IU M 7

Research in Student Assessment

ridS a v itr i P r ih a tin in g s ih

Developing IT for student Assessment

K in ik D a r s o n o

FaCUltydevelopment on student assessment regulation

lis I n a y a ti

(10)

W O R K S H O P

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Developing Assessment

of Professionalism

in Undergraduate

Setting

A g u s P u r w a d ia n to

Standard Setting in low stakes assessment

Developing

Best Quality in OSCE

S a n k a r a n a r a y a n a n

We PASSWith A

A B S T R A C T S

S H O R T C O M M U N IC A T IO N

Module Obstetrics

and GynecologyWith

Specificity In The Semiringkai

A g u s S u n a th a

Pediatric Clerkship

Learning Module

S im p lic ia M .A n g g r a h in i

Modul Materi Dasar IImu Bedah pada Kegiatan

Kepaniteraan

Klinik

di Fakultas Kedokteran

Universitas

Nusa Cendana

Kupang

S te fD . S o k a

Student's

Prespective

on ECG Intepretation

Skill :A Problem Identification

F a r id a N u r A in i

Qualitative Analysis of Block Evaluation at Faculty of Medicine

Universitas

Gadjah Mada

T iti S a v itr i P r ih a tin in g s ih

Student perception

towards

sanctions of academic integrity violation

H ik m a h M u k ta m ir o h , S r i W a h y u n in g s ih

Bioethic curriculum

evaluation and development

A li T a u fa n ; S y lv ia M S ; N u r u l A id a

Evaluation Of Community

Based Medical Education In Medical Faculty

Of UPN "Veteran" Jakarta, a Qualitative

Study

H a n n a W in d y a n tin i

xvi

MLKJIHGFEDCBA

3 3

34

3 5 3 6 3 8 3 9

40

nt of the tutor, lecturer, and Learning outcomes

Student assessme

Z u la ik a N u r A fr fa h . .,

.

I"

I Skills Learning on Medical Students: Is Peer Assisted Learning (PAL)

BasiCC

[nrca

d

.

M

re Effective Compared

ExpertAssisted

Learning (EAL) Method?"

42

Metho

IS 0

Z a y a d i Z a in u d d in

Reliability of Cheklist Instrument

used in ECG OSCE Station and Qualitative

Analysis of Students' Pass-fail Impact

A tik M a ftu h a h

Self Directed Learning Readiness and Learning Environment

Perception:

Description on Each Year of Medical Students

A m a n d h a B o y T im o r R .

Readiness for Self Directed

Learning in Medical Student

: Five Years

mplementation of Problem Based Learning

R a tn a K u s u m a w a ti

Student's Made HandoutAs

An Alternative

Learning Resources

S iti R o k h m a h P r o jo s a s m ito

Reflection Of Assessor and Student on The First OSCE Implementation

L a ila I s r o n a

Development of OSVE in profesionalism

and ethic assessment

in first year

Medical Student

N u r u l A id a F a th y a

Perbandingan Tingkat Pencapaian Blok Sensoris Khusus I dan II Mahasiswa

Fakultas Kedokteran

50

A r ia n i R a tr i D e w i d o n A r is R o s id a

Gambaran Hasil Perbaikan Modul

Blok Homeostasis

52

D o ti W a h y u n in g s ih , D in i S r i D a m a y a n ti

"Using transcript of patient-doctor

interview and case scenario": an innovative

use in a communication

~odule

53

S O P h ie D w iy a n ti, D w i T y a ~ 'tu ti

StUdy of "background" description

of academic integrity violation, a case study

54

H ik m a h M u k ta m ir o h , S r i W a h y u n in g s ih

:he impact of constructed

laboratory

practical work in Biochemistry

Integrated learning strategy (ILS) teaching

55

A m a l/ia N . S e ty a w a ti

(11)

Venous Blood Sampling Procedure

As A Clinical Laboratory

Skill

For 3rd Semester

Medical Students

M e ita H e n d r ia n in g ty a s

The difference of learning impact in written

and oral assessment

A s tr in F a b io la ; S y lv ia M S ; W e lly R

Perbandingan

Pencapaian Nilai Blok Neurosensori

I dan Neuropsikiatri

Mahasiswa FK UNISMA

R im a Z a k iy a d a n Z a /ia H e ffir a

Gambaran

Efek Perbaikan Modul Blok Basic Principle

I terhadap

Pencapian

Nilai Mahasiswa FK UNISMA

D in i S r i D a m a y a n ti d a n Y o y o n A r if M a r tin o

Simulation of Community-Based

Interprofessional

Collaboration

(Sim-COMIC):

Strengthening

The Interprofessional

Teamwork Among

Health and Non-Health

Providers

in Primary Care

D w i T y a s tu ti, D e v y A r ia n y

An Analysis of One-Best

MCQ Item ofTthe

Introduction

Midwifery Block

Examination

L a ila I s r o n a , Y u liz a w a ti . ,

Bioethics and Humaniora

Curriculum

Evaluation at Medical Faculty

University of Jenderal Achmad Yani

S y lv ia M u s tik a , N u r u l A id a ,A /i T a u fa n ,A n d r i

A R u s m a n , A r ia Y u d is tir a

The Correlation

Between Student's

Perception

ofTutor

and The Quality

of Self Directed

Learning In Step 6 Tutorial

Y u n ita s a r i; S y lv ia M S ; D e w i R H

The anxiety of oral assessment

in undergraduate

student

R e z a n d a ; I r w a n to ; S y lv ia M S

x v iii

Ill'

1\1

(12)

Institutional

Educational

Quality Improvement

for

National

Level of Exit Exam

Assessing The Assessment

Tools

by: Gandes Retno Rahayu

by:Tri Hanggono Achmad

Dean of Faculty of Medicine, Universitas Padjadjaran

Chairperson of Asosiasi Institusi Pendidikan Kedokteran Indonesia (AIPKI)

Abstract

In order to maintain and improve it's quality, the assessment has to be

assessed.There are several aspects that should be assessed, including validity, reliability,

comparability, fairness, educational impacts, capability to stimulate self-assessment and

reflection, acceptability, and feasibility. This session will discuss criteria and indicators for

each aspect to guide the application in routine practice.

Abstract

The objective of the implementation of national exit exam for medical doctor is to

the standardization of graduate medical doctor.This examination is conducted 4 timts

year and the result should be used to evaluate the quality of medical education. How

data from national exit exam used by the institution to improve its quality

wi

elaborated in this presentation.

2

3

(13)

Lesson Learnt from Item Analysis of MCQ

The New Concepts to Develop The Quality of Stude,

Assessment

by: Sari Puspa Dewi

Dept. of Public Health, Faculty of Medicine, UniversitasPadjadjaran

by: Janke Cohen-Schotanus

~ct

Abstract

Multiple-choice question (MCQs) are the most frequent used assessment tool to

I

te knowledge of students.This type of question isimplementedbecause it can covers

evaua , .

wide variety of items and objectivity. MCQ can be analyzed as post-assessment evaluation

in less time and the result is an excellent source of information about the items. This is

useful in evaluating the quality of the item.The quality of items depends upon its difficulty

index.discrimination index and function of the distractor. Later on the items can be stored

in item bank, re-evaluate and re-use for further examination. Therefor, the result of item

analysisshould be reported to the item writer for evaluation purpose.This process should

be conducted regularly in all institution for beneficiary of the maintaining the quality of

student assessment system.

Modern medical curricula aim to prepare students for the health care of the

century within their own (cultural) context. Therefore, medical curricula

students' knowledge competences and professionalism. In order to guarantee that

students reach the required levels, their performances have to be assessed. To

correctly, the assessment program has to align with the, educational

curriculum. .,

For the assessment of knowledge several assessment instruments are available

the reliability and validity of such instruments are studied quite extensively. However,

difficult to assess some competencies and particularly professionalism till

standardized assessment instruments. Therefore, more unstandardized asSessl

methods are needed and the downside is that the measurements or judgments are

mort

subjective. For the quality of unstandardized instruments the users are important;_

independent subjective judgments may result in an objective end judgment.To gatherlllllf

judgments, longitudinal assessment programs are needed in which several c1lni

professionals participate. This development is in medical education also referred to

as:thI

shift from assessment of learning to assessment for learning.

5

(14)

Standard Setting in Cognitive Assessment

Abstract

Different methods of standard setting generate widely divergent test

general. there is no gold standard for setting pass/fail standards for tests.

nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

1ft

presentation compare the advantages and disadvantages of absolute (criterion

and relative (norm referenced) standard setting methods will be discussed.

methods are used to ascertain whether students have attained a pre-set knowledge

Relative methods are used to rank the students.Absolute fixed methods typicallypi

huge variations in failure rates and relative methods are characterised by large varial

pass levels. Standard setting methods have to be credible. defensible and. last but not

affordable

6

-

,

Oral Assessment :Validity and Reliability

by: Yuni S. Pratiwi

Fakultas Kedokteran-Universitas Padjadjaran

Abstract

Oral assessment has been develop and implemented at the Medical Faculty of

. PadJ'adJ'aran (FMUP) since 200 I. Oral assessment playa critical point to assess

UniversitaS

stUdent's clinical reasoning skills and critical thinking that are achieved during

problem-based learning (PBL) sessions. PBL curriculum facilitates understanding and application of

the knowledge rather then memorize. Since assessment needs to become a picture of

curriculum it self-especially tutorial process- FMUP develop and implement this

tailor-made oral assessment method called Structured Objective Oral Case Analysis (SOOCA).

Oral assessment has a noble history and somehow has been replaced by another

modalities of assessment due to some disadvantages. but still. this method offer some

advantages. Since competency outcome in health profession education nowadays strongly

related with attitude. communication and critical reasoning. some learning outcome or

curriculum demanding the use of oral assessment. More than a decade of implementation.

we already gain some lesson I,earned regarding validity and reliability of oral assessment.

The purpose of this session was to share the practice of oral assessment in health

profession education in the context of the core assessment constructs of validity and

reliability.Attending this session will inform participants of what has been tried previously.

(15)

Learning Impact in Cognitive Assessment

by: Sylvia MS.

Abstract

"Assessment drives learning" is an extensive Miller's quote th

whenever we correlate the assessment and learning process. Surprising~ a~

about learning impact is not as much as psychometrics research on stude~t

even though this concept is actually grounding the student's learning devel

learning strategy is mediated by the student's perception on 'the assessment

may drive learning trough the content, format, programrl)ing or regulation.

feedback on assessment also play important role in drive student's learning.

Unjani Medical Faculty has experience in developing the method on

assessment (oral assessment) in addition with multiple choice questions. We

difference on learning impact in both method of cognitive assessment. The

instrument was adapted from the

ZYXWVUTSRQPONMLKJIHGFEDCBA

A s s e s s m e n t E x p e r ie n c e Q u e s tio n n a ir e (AEQ).Our

AEQ (Indonesian version) contains two scales such as student effort, feedback

evaluation, containing 26 items.

As the result, we found the significance difference of leaning impact in

written assessment. This result may due to the different mechanism of feed

method. In oral assessment, student has to present their case analysis and marlcelt

two lectures.With this approach, students have more effort on learning and develop

ability not only in level "knows" but also "how" by solved the case analysis.This method,

can provide their motivation to the deeper learning so student will enhance their I,

quality.

We conclude that by developing our cognitive assessment method, we can

the student's learning development.

Developing High Quality of OSCE

by:

Sankaranarayanan

Ramachandran

Medical Educator,The University of Manchester

Manchester AcademiC Health Science Centre, Manchester, United Kingdom

~und

.,

.

Assessment of performance and competencies IS very Important in health

profesSional education, for this purpose OSCE techniques are widely used in both

IJIICIergraduateand postgraduate programmes. The reliability and validity of any

assessment depends on the quality of the tool developed. This workshop will focus on

evidence based assessment principles primarily dealing with development of best format

to alignwith the curriculum,and effective administration of OSCE.

I'

Intended Outcomes

'

I. To develop better understanding of the academic and administrative considerations

in a high-stakes OSCE

Delegates will complete OSCE constructing exercise with special emphasis on

content selection,scoring rubrics,and standardisation of competency domains

Delegates will develop strategies to peer-review and use quality assurance

framework

l

3.

Structure

Introduction

Group discussion of principles of developing best quality OSCEs

What to considerfor quality assurance in OSCEs discussion

Discussion and close

W ho Should

Attend

Novice and intermediate level OSCE station developers and examiners

Keywords

Assessment, OSCE, Quality assurance, Medical education, Faculty development

(16)

psycometric's Evaluation in OSeE

Setting Standards for Performance-Based Assessn,

by: Gandes

Retno

Rahayu

by:Yayi Suryo

Prabandari

Faculty of Medicine

Universitas Gadjah Mada

Abstract

A standard is a statement about whether performance is good en,

particular purpose. The standard defines the boundary between passing

separates candidates who are competent from those who are not competent.1t

understood as a numerical answer to: "How much is enough?" or "How gOOd

enough?"

~ct

nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

Asone of main student assessment in medical school, Objective Structured Clinical

examination (OSCE) needs well planning and organizing. As a side of preparing the

stations, examiners and the simulated patients, instruments for measuring skills,

professionalism and knowledge which valid and reliable need to be developed. To

guarantee the quality assurance of the OSCE, psychometric evaluation should be

performed.This presentation is proposed to describe and discuss step by step in conduct

psychometric evaluation in OSCE.

A method that is supported by a body of published research is preferable

asl,

of justifying the final result, as is a method that is transparent, and thus easy to i'

and explain. Over time, a variety of different methods have evolved and they

advantages and disadvantages depending on the specific application.

Although there are various methods in determining the cutoff point, there

main categories, namely relative methods, absolute methods based on judgements

test questions, absolute methods based on judgements about individual exam in..,

compromise.

Developing instrument to measure a certain competency started from establishing

the objective of measurement that based on the blue print of OSCE, then description of

domain and its rubric. After writing down the response or detail of skills that should be

performed by students, content and face validity can be carried out. The next activity is

piloting the instrument. Construct validity and reliability can be assessed after piloting the

instrument. Methods to test the validity and reliability can be discussed further.

This session will discuss various standard setting methods used in perf01

based assessment.

Keywords:

psychometrics, evaluation, OSCE

~ 1

10

II

11,111

(17)

Experience

of Faculty of Medicine Andalas University

Progress Test

by: Detty Iryani

Faculty of Medicine Andalas University

Abstract

This paper reports on educational experiences with an assessment

assess knowledge in a problem based learning context.This so called progress

comprehensive test sampling knowledge across all content areas of medicine ref\,

end objectives of the curriculumThe test will be periodically given to all medical

in the curriculum regardless of their year of trainingThe format precludes the

for students to prepare themselves specifically, therefore preventing the often

undesirable effects of objective test such as memorization of fact and interference·

tutorial group functioning. Our first experience in Faculty of Medicine Andalas Un

nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

i

with progress test was on 2014, a collaborative progress test with Faculty of

Indonesia University and Faculty of Medicine Sebelas Maret University This coli

had some advantage especially in constructing item test and benchmark

institutions. The result test showed an increasing score i~ accordance with the

students. Perception of students about progress test was good. Although progress

need additional demands in terms of organisation, staff and finances, the progress

widely accepted within FM-Unand and has definitely proven a feasible and

assessment instrument that is congruent with our PBL curriculum.

Key word: PBL, progress test, collaborative

12

rogre

ss

Testing As a System to Improve Education Quality In

,

Medical Schools

by:Ardi Findyartini

Department of Medical Education, Faculty of Medicine Universitas Indonesia

Head of Medical Education Unit, Faculty of Medicine Universitas Indonesia

Abstract

To educate and train future medical doctors is a long and winding journey both for

stUdents and medical schools. Medical schools have been striving to implement

accountable outcome based curricula and employing best practices in teaching, learning

and assessment in response to current problems in health care. Competence achievement

of medical graduates is then very critical to assure that the students and the medical

schools are socially responsible as this will influence the quality of health care. This is a

global phenomenon and is very relevant to Indonesia's current challenges.While assuring

the achievement of final cornpetences has become the focus of our medical schools, we

often forget to secure the development of those competences during medical training and

that our students' capacity are subjects to nurture.An excellent exit exam system in fact

has been implemented for quite sometimes in Indonesia and the results have been used for

educational quality improvement in some schools.The exit examination results often fail to

drive curriculum improvement in each medical school.Some medical schools may focus on

preparing their graduates to pass this examination without necessarily taking actions to

assure the qu I'_{a Ity}₀f h_{t e education}. _{and training.}

This talk will discuss the importance of balancing assessment of competency

achievement or ' , , . t t

assessment of learning' and 'assessment for learning

usrng

progress es as

a pivoting iss p. , , I I II

ue. rogress test IS known as a written test administered regu ar y to a

students at th '. kid

. e same time In the medical program consisting of final year nowe ge

learning Object' drni , I

ives a ministered to all participants regardless the course year (Wng ey et

13

(18)

Developing Criteria in Profesionalism Assessment

by:Agus purwadianto

al, 20 12.Van derVleuten et al, 1996). A skill assessment as a progress _{test 5YStent}

been introduced (Pugh D. et al, 2014). One of the highlights of this assess

longitudinal implementation which supports a consistent feedback to stu='

students are encouraged to learn beyond memorizing the content of each

objectives (Freeman et al. 20 I 0). The progress test has been also lrn

collaboratively in three medical schools in Indonesia: Faculty of Medicine U

Indonesia. Faculty of Medicine Universitas Andalas, and Faculty of Medicine.

nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

Unh'~:;'1"10"

Sebelas Maret.The study showed that the progress test results can be used to eval

curricula in each school (Findyartini et al, 2014).

~ct

Given current evidence that progress test can be used to monitor the co~

development. especially knowledge. among medical students throughout medical

this assessment method can be incorporated in the assesment program of medical

Along with other assessment methods. progress test can be used as both formative

summative tools both for students and the schools.

~1

14

(19)

.;

Method and Psychometric'

Review of

Professionalism

Assessment

- a case of Professional

B

el

Assessment

at Faculty of Medicine Universitas Gadjah

(FM UGM)

Developing Criteria in Community. Based Assessment

by: Diantha Soemantri

Department of Medical Education

Faculty of Medicine Universitas Indonesia

by:Yayi Suryo Prabandari

Faculty of Medicine

Universitas Gadjah Mada

Abstract

The demand for a community based medical education (CBME) is continuously

'ncreasingwith the changes in the healthcare system, especially in Indonesia. Changes in the

~s and patterns of disease coming into the hospital highlight the needs for medical

education to also be implemented outside the hospital or tertiary care setting. Another

equally important driving force for CBME is the fact that medical graduates are expected

to acquire the knowledge, skills and attitude to provide holistic healthcare to the patients.

This will mean that a student needs to understand how to care not only for the patient's

physical aspects, but also the role of the family, the psychological and sociocultural aspects

of patient's life. Abstract

Professionalism has become one of the Indonesian medical doctor comp

since a decade and assessment of professionalism is important to guarantee that

have performed as required. The aims of this presentation are I) to describe

development of professionalism education in medical school-Fl=l UGM case; 2) to d

methods to deliver and assess professionalism; and 3) to review the psychometric

professionalism assessment.

The next question that may arise is how can CBME be implemented in medical schools;

what needs to be prepared for a success CBME? Like any other educational programs,

clear definition of learning objectives is a start, followed by explicit teaching and learning

methods and also a valid assessment system. Based on the likelihood that most students

will only learn what they will be assessed against, then developing a valid and reliable

assessment method/instrument is a must in ensuring that achievementof CBME's learning

objectives.

FM UGM formed a professional behavior team (PBT) to develop professl

behavior education. Within a serial workshops, the PBT developed professional beh:

curriculum and assessment in the undergraduate level of medical school.The curricu'

consisted of a few expert lectures, integrating professional behavior into module scen:

and skills laboratory sessions. Students are assessed by simple professional behaWi'

assessment by tutor in each small group discussion across block. Professio

assessment is also integrated into OSCE. Compared to other professionalism assesSI

the professional behavior assessment of tutor carried out by FM UGM is very

Indeed, psychometric evaluation on the professionalism assessment is challenging.

This presentation ¥till start by exploring the basic principles of assessment,

specifically in the CBME setting. The discussion will ensue with listing the possible criteria

for student assessment in the CBME.These criteria should match the learning objectives of

CBME,therefore we will first look at the aims and objectives of placing the students in a

community-based setting. How community-based differs from community-oriented will

al~o be discussed in the presentation since the differences may have an influence on the

cnteria for . d

I· assessment. There is an array of possibilities on how we can develop valid an

re lable Cft . f

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t II Iena or community-based assessment, therefore experiences and ideas from

e

Ow

medical d

e ucators are of high importance.

Keywords: professionalism, assessment, methods, psychometrics

(20)

Assessment

Method

In

Community

Setting

by: Mora Claramita

Experience on AssessmeRt

of CBE;

Sha~ing From Unhas Experience

Abstract

by: Syamsuar

and Irwin Aras*

(*Board

of KKN-PK UN HAS)

Abstract

Educational assessment is the process of documenting in measurable forms,

knowledge, skill, and attitudes. Assessment can focus on the individual learner and the

learning community as an integrated educational system.Assessment is simply the process

of collecting information about student learning and performance to improve education.A

needs assessment is conducted so the target audience can verify its own level of

knowledge and skill, its interests and opinions, or its learning habits and preferences.

Collecting and analyzing needs assessment data allows the lecturer to describe the gap

between what exists and what is needed. Filling the gap becomes the purpose of the

generation on educational services and products. KKN-PK UNHAS programs specifically

target documented needs are inherently effective and marketable. Assessment includes

peer assessment and three hundred and sixty degree assessment. It reflects the goals and

values of the program and helps board refine their teaching practices and grow as

educators.The assessment provides a method to learn what has already been done and this

allows the lecturer to make informed decisions on the students.

Keywords:KKN_PK UNHAS,peer assessment and educational assessment.

nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

18

(21)

The principle theory

of workplaced

based assessm

Implementing

Mini-CeX in Indonesia

by:Yoyo Suhoyo

by: Ova Emilia

Abstract

~ct

The assessment of clinical performance in medicine is important but

There is a great changing in the practice of clinical ,assessment, from hi

unstructured, subyective to the recent reforms with workplace based ass,

Although many forms of assessment can be used to show a doctor's knowt,

competence, there is evidence that competence sometimes does not predict perfol

in clinical practice. one major advantage of workplace based assessment is its

evaluate performance in context. Another strength of workplace based assessment

formative potential.A recently published guideline for the implementation of wo'

based assessment emphasises the importance of using such tools as assessments

learning rather than solely as assessments of learning. The critical element requl'

achieve this is the provision of feedback from assessor to trainee, enabling the traI

steer his or her learning towards desired outcomes.There is now convincing evidence

systematic feedback delivered by a credible source can change clinical perfo'

although there are many complexities that influence the effectiveness of feedback

practice.

Many different workplace based assessment methods exist, all designed to

different aspects of performance.The assessment categories broadly can be grouped

observation of clinical activities, discussion of clinical cases and feedback from d'

sources. It is tempting to suggest that, because workplace based assessment requires

provision of feedback, and feedback can lead to learning and improved performance.

implementation of such assessment strategies will have a positive impact on d .

learning and performance. This review shows that multisource feedback can lead

performance improvement, although individual factors, the context of the feedback.

the presence of facilitation have a profound effect on the response. There is no evi

that alternative workplace based assessment tools (mini-clinical evaluation exercise,dI

observation of procedural skills, and case based discussion) lead to improvement

performance,although subjective reports on their educational impact are positive

t,'

(22)

Research in Student Assessment

Developing

IT

for Student Assessment

by: Kinik Darsono

by:Titi Savitri Prihatiningsih

Department

of Medical Education

Faculty of Medicine Universitas Gadjah mada

~ct

e n t

a

dalah proses

penting dalam

pendidikan. Teknologi

Informasi

bias

A s s e s s m

k

S

ebagai alat bantu dan alat dongkrak

dalam penyelenggaraan

assessment

dimanfaat an

mahasi~SiP

dasar pemanfaa?-n teknologi informasi adalah 2H2M IT yaitu Hebat, Hemat,

Mudah,Murah dan Tepat. Prinsip ini berlaku baik pada

h a r d w a r e , s o ftw a r e ,

jaringan maupun

sumber daya manusia.

'. '

Teknolog

i

informasi sangat cepat perkembangannya

yang menyebabkan

umur suatu

teknolog

i

sangat pendek dan cepat using. Strategi menerapkan

teknologi informasi adalah

ketepatan teknologi jangka pendek tetapi kontinu.

Kekeliruan pemilihan

h a r d w a r e

menyebabkan

pemborosan

dana untuk membeli

fitur yang tidak bermanfaat. Penerapan

teknologi yang tidak didasarkan

pada kesesuaian

sumber daya manusia menyebabkan teknologi di satu masih terasa asing bagi dosen dan di

sisilainterasa usang bagi mahasiswa.

S o ftw a r e L e a r n in g M a n a g e m e n t S y s te m

(LMS) bisa dikembangkan

sendiri,

mernbeli

yang sudah jadi atau memanfaatkan

s o ftw a r e o p e n

source yang tidak berbayar. Sebaiknya

selalu memilih software yang open source sehingga bisa dimodifikasi sesuai kebutuhan.

LMS

o p e n s o u r c e

gratis memberi beberapa keuntungan yaitu hemat dana, memenuhi

standard dan fitur yang berlaku internasional

dan bisa dimodifikasi sesuai kebutuhan.

Abstract

Student Assessment

is a system. It is not a single method, but it is rather an

system designed to assess students'

achievement

of learning outcome. As a s

consists

of input, process,

output, and outcome.

Therefore,

an evaluation of a

assessment

system covers those aspects. For doing this, an

evaluation

research could

used. Evaluation research

is aimed to value the quality, eff~ctiveness and efficieny

system. It is used as the basis for evidence-based

policy

making -

in this case is

assessment

system.

Evaluation is different with monitoring.

Monitoring

is a contil

process that investigate what is happening within a system and uses the data collected

inform

system

implementation

and

day-to-day

maangement

and decisions.

evaluation

is a periodic and objective

assessment

of a planned, on going or compl

policy

or

system.

Evauations

usually answer

specific

questions

d

implementation

and results of a policy or a system.

Evaluation

is carried out at dis

points in time and often collect outside perspsectives.

Ada

beberapa

fltur

untuk

assessment mahasiswa yang tersedia

di LMS. Perlu dilakukan

beberapa

modifikasi agar fitur yang ada bisa

lebih

optimal

untuk

assessment

mahasiswa kedokteran.

Assignment

~

SCORM

Quiz

~

\ . t ~

".,.

Secara umum LMS memiliki

to o ls

assessment

seperti

gambar

Samping:

Gradebook

Slog

b~

22

Glossary

Forum

(23)

Faculty Management

in Student Assessment

Regulal

(Experience)

by: lis Inayati

Abstract

In competence based curriculum, student assessment has impact the q

academic management in health institution. Therefore, the assessment regulation

become the focus on faculty development. The criteria of good assessment are

reliability, feasibility, educational impact and acceptability. From those criteria, the

involvement is not only for feasibility but also the other important criteria such as

and reliability.

There are many problem during the assessment regulation, such as

preparation phase (e.g. develop blueprint; item review, etc), implementation (e.••

management, punishment, etc) and also evaluation of the assessment method and

Those problem should be solve by a good program of faculty development such as

professional development; (2) instructional development; (3) leadership; and

organizational development.

As conclusion, in order to receive the good criteria of assessment, the

development has to focus on the assessment regulation.

nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

(24)

Developing Assessment

of Professionalism in Unde

Setting

MLKJIHGFEDCBA

r g

by:Agus Purwadianto

Abstract

26

Standard Setting in Low Stakes Assessment

~ct

After a written test is administered, the standard for passing or failing has to be set.

h tend

to favour absolute standards, because they like to ensure that students

Teac ers

attained the required level of mastery. To set an absolute standard in a defensible way,

expert panels are needed to determine the minimally acceptable level per item. However,

panel procedures are too costly for in-house tests. As a consequence, absolute minimum

pass levels are usually established in the form of a fixed percentage of test questions that is

to be answered correctly. Different countries have different traditions in defining minimum

pass levels. Unfortunately, the use of fixed standards often causes substantial variation in

pass/fail decisions, because of test difficulty. On the other hand, relative standards can

result in unacceptable low pass levels. In both cases, there is an undesirable mismatch

betWeen test results and expectations which diminishes the credibility and defensibility of

the standard.To minimise these disadvantages, compromise methods have been developed.

During the workshop different standard setting methods will be discussed and

applied to the same data set.

(25)

Developing The Best Quality

OSeE

by: Sankaranarayanan

Ramachandran

Medical Educator, The University of Manchester

Manchester Academic Health Science Centre, Manchester, United KingdOl1'l

Abstract

Background

Assessment of performance and competencies is very important in

professional education, for this purpose OSCE techniques are Widely used In

undergraduate and postgraduate programmes. The reliability and validity

assessment depends on the quality of the tool developed. This workshop will

fi

evidence based assessment principles primarily dealing with development of best

to align with the curriculum, and effective administration of OSCE.

Intended

Outcomes

I. To develop better understanding of the academic and administrative conside,

in a high-stakes OSCE

2. Delegates will complete OSCE constructing exercise with special emphasis

content selection, scoring rubrics, and standardisation of competency domains

3. Delegates will develop strategies to peer-review and use quality asSUI

framework

Structure

Introduction

Group discussion of principles of developing best quality OSCEs

What to consider for quality assurance in OSCEs discussion

Discussion and close

Who Should Attend

Novice and intermediate level OSCE station developers and examiners

Keywords

Assessment, OSCE, Quality assurance, Medical education, Faculty development

'e PASS with A:A Comprehensive

Approach for Designing

Competency-Based

Assessment

by: Gandes Retno Rahayu

Abstract

Student assessment is a crucial aspect for successful teaching and learning. As

competency consists of complex whole of knowledge, skills, and attitudes, no single

assessment method is sufficient to assess competence.Therefore, combination of different

assessment methods could enable teachers to better capture the complexity of

competency and as such generate a more valid picture of the students' development.The

assessment of competency consequently calls for an assessment programme-approach.

WE PASS with A is an approach designed to guide step by step planning,

implementing and evaluating a comprehensive assessment. It covers from the very first

step that is writing the assessment blue print to evaluation of the assessment itself.

After this workshop it is expected that the participants will be able to apply the WE

PASSwith A approach in their own contexts.

Interactive approach will be applied during the workshop.

28

(26)

(27)

ID:

ABOOI

Module Obstetrics

and GynecologyWith

Specificity

Semiringkai

by:Agus Sunatha

Faculty of Medicine, University of Nusa Cendana

Abstract

Introduction: Medical students at the stage of clinical work education is

perform the initial management of the problem in a comprehensive ob

gynecology. Through module clinical practice obstetrics and gynecology at

the

basic obgyn examination, normal delivery care, delivery care pathological,

cases; students must have competency in accordance with the relevant national CI

in the field of internal medicine for the treatment of problems of health care p

and able to manage cases obgyn with particularity in the field of "medical semlrl,

medicine islands (archipelagomedicine) which leaves efficacy marungga,sei,tatobl

rods.

Methods: Clinical Practice Module preparation of Obstetrics and Gynecology

data search 10of cases of disease in hospitalized patients and determination

included in the section medicine semi"ringkai through meetings and brai

literature studies, preparation of modules with mentoring, tryout or test trnplem

module, evaluation or feedback stage module aims to evaluate the learning oute

young doctor with a formative evaluation (pretest and post-test, as well as min

refinement module.

Results: Application Module Obgyn through the orientation phase to sharpen hi

and physical examination on a young doctor; stage of training to improve clinical pral

inpatient and poly Obgyn, with presentation case report, guard duty, bedsite

morning report, the evaluation phase to assess learning outcomes with a comprel

examination in patients with mini-CEX assessment methods.

Conclusion: Module Obgyn with particularity in the field Semirln

(archipelagomedicine) used in the Registrar's Office section OBGYN clinic to pi

students to become doctors are able to survive working in remote areas in the

semiringkai, application modules in clinical practice is able to be applied on a young

with good results.

Keywords: module obgyn, medical semiringkai

32

ID:AB002

Pediatric Clerkship Learning Module

I

. 'a M Anggrahini, Irene K.L.A. Davidz, Regina Maya Manubulu

SimP lei .

bY=

Nusa Cendana Faculty of Medicine - Kupang

~ct.

.

Pediatric clerkship of Nusa Cendana University is prepared for the medical

uct:

n ~he competition in medicine. During the clerkship, student will learned about

SOJCIenttO I

dce att'ltude and practice management of issues that should fill the

die

knOWe ge,' ,

lesas a primary health care doctor In the remote area.

c:ompetedncl

cewith the vision of Undana Faculty of Medicine that is:"The leading faculty in

Inaccor an ' .

h. lago medicine", it is necessary to prepare doctors that can continue developing

arc Ipe_{themselves,especially in dealing Wit In ants an}.h i f d hild_{c I ren cases In a}lnaf Id_re _{Wit some}ith I'"_Imitations

offacilities and resources. Therefore, there are lots of concern of the character building and

the development of the ability to survive as a doctor in the remote area.

Objective: To prepare the learning module for the pediatric clerkship program of Nusa

Cendana Faculty of Medicine

Method: Preparations of the Pediatric Clerkship Learning Module includes: data search,

literature study, consulent review, Focus Group Discussion of the pediatricians, Focus

Group Discussion of the clerkship student, mentoring of preparation module, tryout,

implementation and evaluation of the module, and also refinement of the module.

Result:Child Health Departement has finished the module ofThe Basic Materials Book (Ten

Main Diseases), equipped with Guide Book of Pediatric Clerkship, Student Log Book, and

Supervisor Log Book.

Discussion: Pediatric clerkship program consist of several phase: orientation and basic

lecture, to sharpen the clinical judgement, mentoring in managing pediatric out and in-patient

according the pediatric divisions, and comprehensive evaluation system, During this overall

~gram, we need a guideline which can help the student.

Ma~~~dule will be use as a learning tools in pedatric clerkship program.Thrcugh this Basic

ish ria ~oOk about Ten Main Diseases, which include neonatology and pediatrics materi, it

ped~laPte,t_{nc ield}fiatthe_andstudents will have competencies_Id _I _. in accordance with national curiculum in

We h Id h cou so ve the child health problems professionally.

e t e try 0 t f h'

quitego dUO t ISmodule to the students. Most of them explain that the module is

o and very helpful in the processs of the clerkship program,

keYWord: Lea ' M

Medicine rmng odule,Ten Main Diseases, Pediatric Clerkship of Undana Faculty of

(28)

ID:

ABOOS

Modul Materi Dasar IImu Bedah pa?a K~giatan Kepan

Klinik di Fakultas Kedokteran

Universitas

Nusa Cen

Kupang

by: Stef D. Soka,Aldes

Nitbani,

Jean

Pello, Widhitomo,

Doni

Abstrak

Pendahuluan

Mahasiswa

kedokteran

pada tahap

pendidikan

praktik

kepaniteraan

diharapkan

mampu

melakukan

pengelolaan

terhadap

masalah

kesehatan

komprehensif. Melalui modul materi dasar kepaniteraan

klinik ilmu bedah

yang

materi bedah

e m e r g e n c y d a n n o n e m e r g e n c y

dalam delapan subdivisi Bedah dl

mahasiswa dapat memiliki kompetensi sesuai dengan kurikulum nasional.

Dengan adanya perubahan

visi FK UNDANA

yaitu "Fakultas terdepan dl

kedokteran

semiringkai

( a r c h iP e la g o m e d ic in e )

yang mendunia

pada tahun 2030",

dilakukan penyesuaian pada isi modul ini untuk mencerminkan

visi tersebut.Terkait

visi terse but, perlu dipersiapkan dokter di daerah terpencil yang dapat terus mengem,

dirinya, terutama

dalam menghadapi

kasus-kasus

e m e r g e n c y

bedah di lapangan

berbagai keterbatasan

saranaJ sumber daya.

Metode

Penyusunan

Modul

I.

Wawancara terhadap mahasiswa

2.

Penelitian pendahuluan

3.

Wawancara terhadap dosen

4.

Studi literatur

S.

Review oleh narasumber/

r e v ie w e r

Diskusi

Berkaitan

dengan pengembangan

kedokteran

semiringkai maka beberapa

dasar khususnya dalam segi teknik operasi sengaja diajarkan hingga tingkat kompetensi

dengan harapan sebagai seorang dokter umum dapat melakukan pertolongan awal dalatn

pembedahan

sebelum merujuk pasien ke fasilitas pelayanan kesehatan yang lebih I,

Materi berdasarkan

acuan penyakit terbanyak serta kasus krusial berkaitan dengan

wilayah kepulauan yang i menjadi faktor hambatan proses rujukan. Sebagai contoh

yang meliputi teknik operasi hingga level kompetensi em pat :

Kateterisasi

Sirkumsisi

Sistostomi

Torakosintesis dan TorakostomiWSD

dll

Kata kunci: Moduillmu Bedah FK Undana

34

ID:AB006

, d

t's Prespective on ECG Intepretation

Skill :A Problem

,tLI

en

Identification

by: Farida

Nur Aini ; Rini Setyaningsih

Medical Faculty of Sebelas Maret University

~ct

8a£kgro

und

.

ECG (Electrocardiography)

represented

of skills that has 4th A level in SKDI (Standart

r<ompetensi Dokter

Indonesia)

2012 . ECG intepretation

skills in Medical Faculty of

Sebelas Maret University is given to the students

before they get cardiovasculer

block.

oSeE scores of ECG intepretation

skill shown low level of passed. In 2014 from 237

stUdents, IS3 (64%) students was uncompeten

(OSCE score <70),and 84 (36%) students

wascompeten (OSCE score 70-1 00).

Objective

Toidentify ECG intepretation

skill's problems on student's

prespective.

Methode

A qualitative methode, data was collected

using focus group discussion for 69 second year

medicalstudents ofSebelas Maret University.AII students

had got ECG intepretation

skill's

trainingand selected by simple random sampling.

Results

Students reported

that the number of lectures

of ECG intepretation

skill was too less,

there were too much students

in one class that made uneffective training, time allocation

for training ECG intepretation

skill not enough. Students trained

ECG intepretation

skill

before they get cardiovasculer block.

Conclucions

The outline cause the high rate of failure in ECG intepretation

skill examination

are time

all~cati~n for training not enough, unbalance ratio of lecturer for students, incongruity

of

skillsWith block.To increase OSCE achievement

by increase the number of lecture,

time

allocation and

ti

Imlng a [ustrnent of ECG intepretanon

d'

..

s I s training an

k'II'

..

d bl

oc.

k

keYWords

Medical t d

s u ent- ECG intepretation

skill-- focus group