Refleksi Pembelajaran Aplikasi Medical Writting Presentation pada Mahasiswa Semester Satu Fakultas Kedokteran

Kevin Yulianto(1*), Elisabeth Rukmini(2)

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


Background: Medical students need the ability to write and present research. Skills needed are referencing, using internet to help their research, and searching literatures through search engines. The lack of students’ ability about searching a valid and reliable literature in the field of health and medicine according to EBM principle is a profound problem. Reflective thinking is also needed for the students to be able to reach meaningful learning. This study aimed to analyze the students’ reflective writings within the Medical Writing Program.

Method: This research was a descriptive-explorative study using a qualitative approach. Subjects comprised 207 first semester medical students of Atma Jaya Catholic University of Indonesia batch 2012. Qualitative data were collected from students’ written reflections about their learning experiences in MWP program. Qualitative analysis utilized content analysis included identification, coding, categorization, and synthesis.

Results: Students found that Zotero®was helpful as reference manager program in their writings. Zotero® Volunteer Troops also helped them in learning to use Zotero® and they felt more comfortable learning from their peers. EBM helped students searching and synthetizing literatures. Students also indirectly learned soft skills such as teamwork, time management, and speed reading in English (not their natives language)

Conclusion: Students had positive views of the program and its implementation. Students understood the importances of learning the MWP and felt that they could implement their studies directly in their academic careers.


Early EBM; perception; reflection; medical writting; presentation

Full Text:



  1. Rosenberg W, Donald A. Evidence based medicine: an approach to clinical problem-solving. Brit Med J. 1995;310:1122-1126.
  2. Wadland WC, Barry HC, Farquhar L, Holzman C, White A. Training medical students in evidence-based medicine: a community campus approach. Fam Med. 1999;31(10):703–8.
  3. Jarmila P, Vladimir M, Dagmar K. Teaching Evidence-Based Medicine to undergraduate medical students: Information Specialists as Multi-Professional Team Members. European Social Fund. 2007;3 (4):49-51.
  4. Josephson SA, Whelan AJ. A new first-year course designed and taught by a senior medical student. Acad Med. 2002;77(12 Pt 1):1207–11.
  5. Srinivasan M, Weiner M, Breitfeld PP, Brahmi F, Dickerson KL, Weiner G. Early introduction of an Evidence-based Medicine course to preclinical medical students. J Gen Intern Med. 2002;17(1):58–65.
  6. Taheri H, Mirmohamadsadeghi M, Adibi I, Ashorion V, Sadeghizade A, Adibi P. Evidence-based medicine (EBM) for undergraduate medical students. Ann. Acad Med. Singap. 2008;37(9):764–8.
  7. Popay J, Williams G. Qualitative research and evidence-based healthcare. J R Soc Med. 1998;91(Suppl 35):32–7.
  8. Mann KV. Reflection: understanding its influence on practice. Med Educ. 2008;42(5):449–51.
  9. Fink LD. Creating significant learning experiences: an integrated approach to designing college courses. John Wiley & Sons; 2003.
  10. Fischer MA, Haley H-L, Saarinen CL, Chretien KC. Comparison of blogged and written reflections in two medicine clerkships. Med Educ. 2011;45(2):166–75.
  11. Brown AD. Social media: a new frontier in reflective practice. Med Educ. 2010;44(8):744–5.
  12. George DR. Using Google Docs to enhance medical student reflection. Med Educ. 2012;46(5):504–5.
  13. McGuire L, Lay K, Peters J. Pedagogy of reflective writing in professional education. Journal of the scholarship of teaching and learning. 2009;9(1):93–107.
  14. Capstick S, Fleming H. Peer assisted learning in an undergraduate hospitality course: second year students supporting first year students in group learning. Journal of Hospitality, Leisure, Sport & Tourism Education [Internet]. 1(1). Available from: /0001.pdf
  15. Ilic D, Forbes K. Undergraduate medical student perceptions and use of Evidence Based Medicine: A qualitative study. BMC Med Educ. 2010;10(1):58.
  16. Jamero DJ, Borghol A, Mihm L. comparison of computer-mediated learning and lecture-mediated learning for teaching pain management to pharmacy students. Am J Pharm Educ. 2009;73(1):5.
  17. Abdelhai R, Yassin S, Ahmad MF, Fors UG. An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt. BMC Med Educ. 2012;12(1):11.
  18. Varghese J, Faith M, Jacob M. Impact of e-resources on learning in biochemistry: first-year medical students’ perceptions. BMC Med Educ. 2012;12(1):21.
  19. Hajar T, Maede M, Iman A, Vahid A, Atefe S, Peiman A. Evidence-based medicine (EBM) for undergraduate medical students. Ann Acad Med SG. 2008;37.
  20. Cheng HM, Guo FR, Hsu TF, Chuang SY. Two strategies to intensify evidence-based medicine education of undergraduate students: a randomised control trial. Ann Acad Med SG. 2012;41:4–11.
  21. Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educ Psyc. 2003;38(1):43–52.
  22. Lau F, Bates J. A review of e-learning practices for undergraduate medical education. J Med Syst. 2004;28(1):71–87.
  23. Gokhale AA. Collaborative Learning enhances critical thinking. J Technol Educ. 1995;7(1).
  24. Misra R, Mckean M. College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. Am J Health Studies. 2000;16(1).
  25. R.L.B. N, D.A. P. Toward independent learning: curricular design for assisting students to learn how to learn. J Med Educ. 1981;56:886–93.
  26. Grant J. Learning needs assessment: assessing the need. Brit Med J. 2002;324(7330):156–9.
  27. Garrison DR. Cognitive presence for effective asynchronous online learning: the role of reflective inquiry, self-direction and metacognition. Available from:
  28. Ong R. The role of reflection in student learning: a study of its effectiveness in complementing problem-based learning environments. [cited 2013 Sep 22]Available from:
  29. Dekker H, Schönrock-Adema J, Snoek JW, Molen T van der, Cohen-Schotanus J. Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study. BMC Med Educ. 2013;13(1):94.


Article Metrics

Abstract views : 2302 | views : 40598


  • There are currently no refbacks.

Copyright (c) 2017 Kevin Yulianto, 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: