Proceedings of the International Conference on Medical Education (ICME 2021)最新文献

{"title":"Students’ Perceptions of Online Physiology Lab Work in Nervous and Musculoskeletal Systems Block","authors":"M. Pramaningtyas, T. Nurmasitoh, R. Lusiantari","doi":"10.2991/assehr.k.210930.045","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.045","url":null,"abstract":"Introduction: The pandemic situation that has been taking place in Indonesia since March 2020 has brought several changes to the learning process in medical faculty. Lab work is one of the online lessons that medical students have to complete. Online lab work carried out by students is expected to be able to achieve the learning goals. The purpose of this study was to determine students’ perceptions of the implementation of online lab work. Methods: This research was an observational study with a cross-sectional design. The samples in this study were all students who participated in the physiology lab work in the nervous and musculoskeletal block. Data were obtained from the lab work evaluation questionnaire. Results: A total of 91.12% students have read the materials in the form of videos and guidebooks uploaded through Google Classroom. Students were satisfied with the implementation of lab work (60.95%) and considered the video in Google Classroom useful (98.22%). The percentage of students who agreed that online physiology lab work is important to be carried out synchronously reached 63.31%. Qualitative data showed that some students felt the online lab work helped understand the material. The problem with lab work was that online lab work was less comfortable because students could not practice directly and were constrained by internet signals. Conclusion: Students' perceptions of online physiology lab work in nervous and musculoskeletal block are considered important and support understanding of the block materials.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129322127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Independent Stage as a Learning Model in Achieving Competency Professionalism Development Program Module in Residency Program of Obstetric and Gynecology Faculty of Medicine Hasanuddin University","authors":"N. Mappaware, D. Riu, U.P Nugraha, A. Tahir, E. Jusuf, Arlen","doi":"10.2991/assehr.k.210930.014","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.014","url":null,"abstract":"Background and Objectives: Competence and professionalism are two main aspects of an Obstetrics and Gynecology (OBGYN) specialist. A continuous learning process, introduction, development, and training are needed, both through classroom learning sessions and practice in real situations so that learning objectives can be achieved within the OBGYNs’ Doctor Education Collegium allotted time. Method: Literature research and observation of OBGYN residents learning activities in the professional development module with independent stage activities as a learning model were conducted. Result: The standard collegiate professionalism development module is prepared as a learning reference for assessing professional competence achievement. In this module learning activity, OBGYN residents carry out an independent stage in a regional education network hospital for 2 to 3 months with various activities, both in education and health services aspects. Learning objectives to achieve competence: 1) Communicating and Providing Counseling, 2) Teamwork and Leadership, 3) Administration and Service Management, 4) Negotiating and Motivating Others, 5) Carrying Out Clinical Training, and 6) Doing good medical practice and professional accountability. Conclusion and Recommendation: The independent activity stage of OBGYN residents increased professional competence achievement. The independent stage becomes a learning model for achieving the competency of the professional development module.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127040062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of Using Substitute Mannequin in the Implementation of Medical Skills of the Samara Family Block","authors":"F. J. Rachmawaty, Yaltafit Abror Jeem","doi":"10.2991/assehr.k.210930.038","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.038","url":null,"abstract":"Background: The Covid-19 pandemic has caused students to be unable to learn medical skills directly using standard mannequins. This study intends to determine the effectiveness of using a substitute mannequin in implementing medical skills of the Samara Family elective block and other aspects that need to improve in the future. Methods: This study was observational research with a cross-sectional study design. Thestudy has received approval from the ethics commission. The subjects were 40 out of 59 students who took part in the Samara Family block at the Faculty of Medicine of Islamic University of Indonesia in 2020. The inclusion criteria were students who were willing to take part in the research by signing informed consent. This research was conducted by filling out questionnaires and in-depth interviews for selected students. The analysis is conducted using the Spearman SPSS correlation test. Results: In-depth interviews showed that students could carry out the learning of the Samara Family medical skills well and the medical activities did not need to be postponed because of the uncertainty of the pandemic end. Respondents stated that instructors were very helpful in the process of implementing medical skills. Although some respondents had to spend money to provide their own substitute mannequins, they said that they were satisfied with the results of the Samara Family medical skills test they obtained. However, the results of the analysis were not statistically significant","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132447410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Perceived Competence and Learning Barriers of Medical Students in Family and Community Medicine Clerkship During COVID-19 Pandemic","authors":"Witri Pratiwi, Tissa Octavira, Ouve Rahadiani Permana","doi":"10.2991/assehr.k.210930.050","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.050","url":null,"abstract":"Medical studies during the COVID-19 pandemic faced several obstacles that may affect students’ self-perceived competence. Objectives: This study aims to determine students' self-perceived competence in family and community medicine clerkships and learning barriers faced during the COVID-19 pandemic. Methods: A cross sectional study was conducted on medical students of Medical Faculty Universitas Swadaya Gunung Jati Indonesia who underwent family and community medicine clerkships during COVID-19 pandemic. Data were collected through a validated questionnaire to determine self-perceived competence in the area of competency: Managing health problems. The core competency was broken down into 6 competency components based on Indonesian Doctor Competency Standards (SKDI-2012). The questionnaire also contains questions about the most memorable activities and learning barriers faced by the students. Results: There were 49 students who participated in this study, consisting of 28.6% male and 71.4% female. There were no students who have low self-perceived competence in all competency components. Several learning barriers were identified, whether related to COVID-19 or not. Internet connection is the main obstacle when learning online (63.3%). The limitation of health services (49%) and the risk of being infected with COVID-19 (44.4%) were the major learning barriers in public health services. Language differences (30.6%) and limited types of drugs at public health centre (12.2%) were also faced by students. Conclusions: Medical students in family and community medicine clerkship have moderate and high self-perceived competencies even though they face several learning barriers. However, actions are needed to minimize the learning barriers.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126488022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Learning Effectiveness of Nurses Participating in a Simulated Management of Fall Risk Factor Assessment","authors":"Chih-Ying Tu, Sheng-Hong Lin","doi":"10.2991/assehr.k.210930.017","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.017","url":null,"abstract":"Background: Fall injuries are common causes of dangerous inpatient conditions and should be prevented in neurosurgery inpatient wards. An adequate survey and evaluation of risk factors for falls is therefore crucial for the development of prevention and intervention strategies in inpatient care. Purpose: To investigate the learning effectiveness of a simulated management system for improving nurses' fall risk assessments and management. Method: A total of 12 nurses at a hospital in one health system in northern Taiwan who had ever used a “fall risk factor assessment” tool for patients undergoing neurosurgery were enrolled in this quasi-experimental study. A single group with a pre-test and post-test (6 weeks after intervention) approach was constructed. For our simulated model of a fall risk factor assessment, we used a strategy of teaching/practice on the simulated model. The outcomes were evaluated with a “questionnaire for fall risk factor assessment”. Results: The within-subject effects indicated notable improvement in knowledge of fall risk factors after our strategy of teaching/practice with simulated model training was implemented. The mean scores on knowledge of fall risk factors were 3.25 and 9.13 on the pre-test and post-test, respectively. We found a remarkable improvement in the post-test scores compared with the pre-test results among participants who implemented our training strategies. Conclusion: The simulated method for fall risk factor assessment with a teaching/practice training process demonstrated a significant and favorable benefit on learning outcomes, especially as a new staff training program. We recommended incorporating a simulated system with teaching/practice into clinical nursing education and training strategies to improve training courses.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125304353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of Career Choice Motivation and Academic Achievement on Academic Resilience","authors":"Uly Pramuditya Isnaini, W. Setyonugroho, E. Rochmawati","doi":"10.2991/assehr.k.210930.027","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.027","url":null,"abstract":"Background: The world faces a labor crisis and high incidence of dropouts. A shortage of health workers is predicted to reach 12.9 million by 2035. Being dropped out of school is marked by a decline in students’ achievement due to the loss of orientation and motivation. A declining achievement is an indicator of students’ low academic resilience. Aim: This study aimed to analyze the influence of career choice motivation, CBT, and OSCE scores on academic resilience. Methods: This study was a quantitative study with a cross-sectional design conducted in an undergraduate nursing program. The respondents were selected using the convenience sampling technique, which resulted in 325 students as the research participants. The data collection used the HCC and ARS-30 questionnaires. Results: The results of this study showed that career choice motivation influenced academic resilience while CBT and OSCE scores did not affect academic resilience. Career choice motivation, CBT, and OSCE scores simultaneously affected students’ academic resilience by 38.7%. Conclusion: Academic resilience is influenced by career choice motivation, CBT scores, OSCE scores, and other factors not examined in this study. Other possible contributing factors in academic resilience are educational environment and student personality.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131112216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nudging to Improve: Impact of Nudges on Students’ Progress and Academic Performance","authors":"F. Azam, A. Shaheen, Khurram Irshad, Hania Ahmer","doi":"10.2991/assehr.k.210930.004","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.004","url":null,"abstract":"Nudge is a concept introduced by behavioral sciences to ameliorate the attitude and behavior of individuals by utilizing the concept of positive reinforcement. The execution of nudges in a targeted and proper way has the potential to induce motivation in learners by identifying and making amends in the potential learning gaps. The present study used repeated nudges for a targeted group of students who performed subpar in the summative assessment of an integrated module and followed their performance in repeated online formative assessments. The identified students were sent multiple nudges through social media in the subsequent module. The summative scores of these students during both modules were compared with the rest of the students of the same class. The mean score of the study participants showed a significant improvement in comparison to the mean score of the rest of the class at the end of the second module. A significant improvement in the attendance, MCQ score and the overall score of the nineteen students in the second summative assessment were observed after frequent nudging. Students responding more frequently to our nudges showed more improvement in overall scores and attendance as compared to the participants who were less responsive to nudges. Nudging resulted in significant consequential improvement in the summative scores and attendance in comparison to other students. Nudging could be an effective strategy to incentivize students and allow them to identify their weak areas and put more effort into their studies and hence improve grades.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132757705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of Professionalism of Medical Undergraduate Students of Tadulako University by Grade","authors":"Indah P.Kiay Demak, Ria Sulistiana, Andrew, Sindi Safira","doi":"10.2991/assehr.k.210930.051","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.051","url":null,"abstract":"Introduction. The medical profession demands are increasingly high, along with the medical education institutions' needs producing competent doctors who are ready to perform the best medical services in the future. One of the indicators of the competence of a doctor is to become a professional. A doctor needs to be competent in knowledge, skills and also have to be professional. Methods. This was an analytical observational study with a cross-sectional approach. The subject was 565 undergraduate medical students of Tadulako University. Respondents were completed an online questionnaire about the perspective of professionalism, which comprises 20 questions about commitment to self, commitment to patients, commitment to profession, and commitment to society. The comparative Kruskal-Wallis test analyzed data. Results. In preclinical students, the first year's perception of professionalism is higher than in the upper-year in all categories. The highest mean perception score is in the category commitment to patient, and the lowest value is on commitment to society. There was no significant difference between student grades and perceived professionalism in all categories (p value> 0.05). In clinical students, there is a trend of increasing the value of the perception of professionalism in all categories. Meanwhile, the mean scores in all categories are almost the same. There was a significant difference between the perception of professionalism and grade (p-value <0.05). Conclusion. In preclinical students, perception scores tend to decrease with increasing years of education. On the other hand, there was an increase in clinical students from the first year to the third year.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"103 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113991501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lecturers’ Readiness in Online Teaching During COVID-19 Pandemic","authors":"Daniel Ardian Soeselo, Veronica Dwi Jani Juliawati, G. Anastasia, Sandy Theresia, Sanny Winardi","doi":"10.2991/assehr.k.210930.002","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.002","url":null,"abstract":"Background: The COVID-19 pandemic has caused a sudden shift towards online learning in education system. The readiness of lecturers in conducting online learning is one of the essential pre-conditions for online learning in medical education system. Aims: This study aims to measure lecturers’ attitudes towards online teaching competencies and their differentiating factors. Methods: This descriptive-analytic study was conducted in June-July 2020, which was three months after full-online learning was implemented in Atma Jaya Catholic University of Indonesia. The Faculty Readiness to Teach Online (FRTO) questionnaires with four sub-scales (course design, course communication, time management, and technical competency) as the instruments were given to the medical lecturers to evaluate their readiness to teach online. The validity and reliability of lecturers’ responses were examined. We used multivariate analysis of variance (MANOVA) to analyse the differences in lecturer’s attitude towards online teaching competencies with reference to gender, age, education level, academic rank, and years of teaching. Results: A total of 63 lecturers from our institute participated in this study, 35% were males and 65% were females, with the mean age group of the respondents was between 41.63 ± 7.95 years old. The FRTO questionnaires results show overall high rates (3.50 ± 0.74) of the lecturers’ attitudes to teach online. Course communication were rated the highest (3.79±0.66), followed by course design (3.46±0.76), technical competence (3.39±0.71), and time management (3.35±0.82). Results from multivariate analysis show significant differences in gender (p<0,05), age (p<0,05), and years of teaching (p<0,05) for lecturers’ attitudes towards online teaching competencies. Conclusions: The findings of this study show a good level of lecturers’ readiness to teach online. General training for lecturers should be conducted to accommodate the differences in their readiness levels.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129341893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Correlational Study on Medical Parasitology Practical Work and Students’ Achievement on Parasitology Materials on the Final Exam","authors":"F. Rochmah, N. Lusiyana","doi":"10.2991/assehr.k.210930.047","DOIUrl":"https://doi.org/10.2991/assehr.k.210930.047","url":null,"abstract":"Background and aims: Parasitology practical work is expected to strengthen the retention of parasitology materials for medical students in block of adult problems. The aim of this study was to determine the correlation between the laboratory assessment and the achievement of parasitology materials on final exam in block of adult problems. Methods: This is a cross sectional study using secondary data of some classes of medical students in block of adult problems, which comply with the inclusion criteria. The data were divided into laboratory assessment score and achievement of parasitology materials on block of adult problems in the final exam. The achievement of parasitology materials on final exam was counted from the average true answer for all questions, divided by all parasitology questions. The data were analyzed for the normality and median value. A descriptive analysis, Spearman correlations test, was performed to find out the correlation between laboratory assessment and parasitology materials in block of adult problems. Results: The data of laboratory assessment score and achievement of parasitology materials which fulfill the criteria were on 2015’s and 2017’s class. The median score of both data on each class were (75.75; 71.43) and (61.75; 50) with normality test score of p > 0.05. The median score of practical work on 2015’s was higher than that of 2017’s class. The Spearman rank test between the 2 parameter on 2017’s and 2015’s class showed that the laboratory assessment and achievement of parasitology materials in final exam were not related (p≥0.05). Conclusions and Recommendation: There was no correlation between the laboratory assessment and the achievement of parasitology materials on the final exam in block of adult problems. Thus, it is necessary to improve students’ achievement on parasitology materials was. Some factors to influence the retention of students’ knowledge on parasitology should be evaluated as the basis to improve the learning methods.","PeriodicalId":239200,"journal":{"name":"Proceedings of the International Conference on Medical Education (ICME 2021)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124383315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}