Resensi Film Dokumenter King Gimp Mimpi dalam Keterbatasan. Media Video sebagai Sarana Pendidikan Kedokteran

https://doi.org/10.22146/jpki.25223

Jenny Maria(1*), Elisabeth Rukmini(2)

(1) Fakultas Kedokteran Universitas Katolik Indonesia Atma Jaya Jakarta
(2) Fakultas Kedokteran Universitas Katolik Indonesia Atma Jaya Jakarta
(*) Corresponding Author

Abstract


Film dokumenter yang telah meraih Penghargaan Oscar ini patut ditonton oleh berbagai kalangan, terutama oleh mahasiswa kedokteran dan profesi kesehatan sebagai salah satu bahan ajar. Materi dalam film ini dapat dikaitkan dengan aspek kedokteran umum ataupun dengan hubungan sosial dan kesehatan masyarakat. Film ini tersedia dalam versi untuk siswa sekolah umum. Versi bagi siswa ini memotong kata-kata yang dipandang vulgar atau berkaitan dengan seksualitas. Dengan demikian, film King Gimp versi siswa menjadi layak ditonton oleh segala usia.


Full Text:

PDF


References

  1. Whiteford W, Hadary SH. King Gimp; 2013.
  2. Balslev T, De GraveWS,Muijtjens AMM, Scherpbier AJJA. Comparison of text and video cases in a postgraduate problem-based learning format. Med Educ. 2005 Nov 1;39(11):1086–92.
  3. Briscoe MH, Byrne A, Hicks B, Care DA, Williams PA, Jones G. Interactive video teaching using a home microcomputer. Med Educ. 1987 Jan 1;21(1):15–7.
  4. De Leng B, Dolmans D, Van deWielM,Muijtjens A, Van Der Vleuten C. How video cases should be used as authentic stimuli in problem-based medical education. Med Educ. 2007 Feb 1;41(2):181–8.
  5. van-der-Veken J, Maeseneer M, Schuwirth J, Derese AL. Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum. Med Educ. 2009 Jul;43(7):704–13.
  6. Kolb AY, Kolb DA. The Kolb learning style inventory–version 3.1 2005 technical specifications. Boston: Hay Resource Direct; 2005.
  7. Newble DI, Entwistle NJ. Learning styles and approaches: implications for medical education.Med Educ. 1986 May 1;20(3):162–75.
  8. Dolmans DH, Schmidt HG. What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Adv Health Sci Educ Theory Pract. 2006;11:321–36.
  9. Klein HJ, Noe RA, Wang C. Motivation to learn and course outcomes: the impact of delivery mode, learning goal, orientation, and perceived barriers and enablers. Pers Psychol. 2006 Autumn;59(3):665– 702.
  10. Glynn SM, Duit R. Learning science meaningfully: constructing conceptual models. In: Glynn SM, Duit R, editors. Mahwah, N.J.: L. Erlbaum Associates; 1995. p. 3–33.
  11. Miflin, Campbell, Price. A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. Med Educ. 2000 Apr 1;34(4):299–306.
  12. Hammond M, Collins R. Self-directed Learning to Educate Medical Educators. Part 1: How do we use self-directed learning? Med Teach. 1987 Jan 1;9(3):253–60.
  13. Taylor DCM, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013 Sep 4;35(11):e1561–e1572.
  14. van Berkel HJM, Schmidt HG. Motivation to commit oneself as a determinant of achievement in problem based learning. High Educ. 2000;40(2):231–42.
  15. Delva D, Sargeant J, Miller S, Holland J, Brown PA, Leblanc C, et al. Encouraging residents to seek feedback. Med Teach. 2013 Jul 12;35(12): e1625–e1631.
  16. Armstrong GW, Wald HS. Fostering reflective capacity with interactive reflective writing in medical education: Using formal analytic frameworks to guide formative feedback to students’ reflective writing. Med Teach. 2013 Jan 25;35(3):258–258.



DOI: https://doi.org/10.22146/jpki.25223

Article Metrics

Abstract views : 2360 | views : 5530

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Jenny Maria, Elisabeth Rukmini

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:


JPKI Stats