PENGUKURAN KEMAMPUAN BELAJAR MANDIRI PADA MAHASISWA PENDIDIKAN PROFESI DOKTER

Eti Poncorini Pamungkasari; Ari Probandari

doi:10.21831/pep.v16i2.1128

PENGUKURAN KEMAMPUAN BELAJAR MANDIRI PADA MAHASISWA PENDIDIKAN PROFESI DOKTER

Eti Poncorini Pamungkasari, Fakultas Kedokteran Universitas Negeri Surakarta, Indonesia
Ari Probandari, Fakultas Kedokteran Universitas Negeri Surakarta, Indonesia

10.21831/pep.v16i2.1128

Abstract

Kemampuan belajar mandiri adalah otonomi pembelajar dalam me-ngontrol proses pembelajarannya. Kemampuan belajar mandiri bisa dikem-bangkan dalam proses pembelajaran. Penelitian terdahulu tentang pembel-ajaran pendidikan profesi dokter menyatakan masih adanya hambatan dalam kemampuan belajar mandiri mahasiswa. Tujuan penelitian ini adalah mengetahui perbedaan kemampuan belajar mandiri mahasiswa tahap pen-didikan profesi sebelum dan sesudah menjalani pembelajaran di suatu departemen klinik. Penelitian ini merupakan penelitian observasional de-ngan pendekatan comparative cross sectional. Subjek penelitian adalah maha-siswa pendidikan profesi dokter yang menjalani pendidikan profesi di satu bagian dengan masa pembelajaran 4 minggu, selama Agustus- September 2012, sejumlah 33 orang, dengan teknik purposif sampling. Lokasi peneli-tian di salah satu rumah sakit pendidikan di Surakarta. Instrumen yang digunakan merupakan alih bahasa dan modifikasi kuesioner yang dikem-bangkan oleh Fischer, King dan Tague tahun 2001. Analisis data dilakukan dengan uji-t. Hasil penelitian menunjukkan tidak ada perbedaan yang sig-nifikan secara statistik antara rerata kemampuan belajar mandiri mahasiswa sebelum (149,6) dan sesudah (151,9) menjalani pembelajaran tahap pendi-dikan profesi di satu bagian pendidikan profesi dokter (p=0,47). Ini berarti tidak ada perbedaan yang signifikan secara statistik antara kemampuan belajar mandiri mahasiswa sebelum dan sesudah menjalani pembelajaran tahap pendidikan profesi di satu departemen. Perlu penelitian lebih lanjut tentang alternatif intervensi yang perlu dilakukan untuk meningkatkan kemampuan belajar mandiri mahasiswa dalam pembelajaran profesi dokter.

Kata kunci: kemampuan belajar mandiri, pendidikan profesi dokter, mahasiswa pendidikan profesi dokter

______________________________________________________________

MEASUREMENT ON SELF-STUDY PERFORMANCE OF MEDICAL EDUCATION PROFESSIONALS STUDENT

Abstract The ability of self directed learning is learners’ autonomy to control their learning process. The ability to perform self-directed learning can be developed during the learning process. Previous studies showed potential barriers to perform self-directed learning among medical students. This study aimed to analyse difference of self-directed learning ability among medical students before and after undergoing professional education program in a certain clinical department.This study was an observational study with comparative cross-sectional approach. The subjects were medical students on the professional education program at a certain clinical department at a teaching hospital Surakarta city. Thirty-three students undergoing a 4-week program from August to September 2012, were selected by purposive sampling. The instrument used from Fischer, King and Tague was further translated into Bahasa Indonesia and validated. Data was analysed using t-test. The study found no statistically significant difference on average self-directed learning ability before (149,6) and after (151,9) following the professional education program at a certain clinical department (p=0,47). More studies are needed particularly to investigate alternatives of interventions to increase self-directed learning ability in the professional phase of medical education.

Keywords: self-directed learning, medical professional education, medical students

Full Text:

PDF

References

Abela, J. (2009). Adult Learning Theories and Medical Education: a Review. Malta Medical Journal, 21(1), 11-18.

Al-Haqwi, A. I., Van der Molen, H. T., Schmidt, H. G., & Magzoub, M. E. (2010). Determinants of Effective Clinical Learning: A Student and Teacher Perspective in Saudi Arabia. Education for Health, 23(2), 1-14.

Bansal, R. K. (2004). Enhancing Education and Practice, Need for Strengthening of Internship (Rotatory Housemanship) Training in India. Education for Health, 17(3), 332-338.

Brockbank, A., & McGill, I. (2007). Facilitating Reflective Learning in Higher Education (2nd ed.). London: McGraw Hill.

Cox, M., & Irby, D. M. (2007). "Continuity" as an Organizing Principle for Clinical Education Reform. The New England Journal of Medicine, 356(8), 858-866.

Devi, V., Devan, D., Soon, P. C., & Han, W. P. (2012). Comparison of Self-Directed Learning Readiness Among Students Experiencing Hybrid and Traditional Curriculum. Journal of Clinical and Diagnostic Research, 6(6), 1047-1050.

Fischer, T., Chenot, J., Simmenroth-Nayda, A., Heinemann, S., Kochen, M. M., & Himmel, W. (2007). Learning Core Clinical Skills—a Survey at 3 Time Points During Medical Education. Medical Teacher, 29, 397-399.

Hays, R. (2005). Teaching and Learning in Clinical Setting. London: Radcliffe Publishing Ltd.

Lee, Y. M., Mann, K. V., & Frank, B. W. (2010). What Drives Students’ Self-Directed Learning in a Hybrid PBL Curriculum. Advances in Health Sciences Education, 15, 425–437.

Murrad, M. H., & Varkey, P. (2008). Self-Directed Learning in Health Professions Education. Annals Academy of Medicine Singapore, 37, 580-590.

Murti, B. (2006). Desain dan Ukuran Sampel untuk Penelitian Kuantitatif dan Kualitatif di Bidang Kesehatan (hal. 136). Yogyakarta: Gadjah Mada University Press.

Nara, N., Suzuki, T., & Tohda, S. (2001). The Current Medical Education System in The World. J Med Dent Sci, 58, 79-83.

O’Brien, B., Cooke, M., & Irby, D. M. (2007). Perceptions and Attributions of Third-Year Student Struggles in Clerkships: Do Students and Clerkship Directors Agree? Academic Medicine, 82, 970-978.

Omrod, J. E. (2009). Human Learning (5th ed.). New Jersey: Pearson Education.

Reilly, B. M. (2007). Inconvenient Truths about Effective Clinical Teaching. Lancet, 370, 705-711.

Thornton, K. (2009). Sharing Reflections: Enhancing Learners’ Experiences of Self-Directed Learning. In A. M. Stoke (Ed.), JALT2009 Conference Proceedings. Tokyo: JALT.

Tsai, T., Lin, C., Harasym, P. H., & Violato, C. (2007). Students’ Perception on Medical Professionalism: the Psychometric Perspective. Medical Teacher, 29, 2-3.

Watmough, S. D., O’Sullivan, H., & Taylor, D. C. M. (2010). Graduates From a Reformed Undergraduate Medical Curriculum Based on Tomorrow’s Doctors Evaluate the Effectiveness of Their Curriculum 6 Years After Graduation Through Interviews. BMC Medical Education, 10(65), 1-8.

DOI: https://doi.org/10.21831/pep.v16i2.1128