MEDICAL STUDENTS MOTIVATION AFTER TAKING A POST-TEST IN PROBLEM-BASED LEARNING

https://doi.org/10.22146/jpki.45116

Nola Agina Br Ginting(1*), Ratih Yulistika Utami(2)

(1) Medical students, Faculty of Medicine, Universitas Muhammadiyah Sumatera Utara
(2) Medical Education Unit, Faculty of Medicine, Universitas Muhammadiyah Sumatera Utara, Jl. Gedung Arca No. 53 Medan 20217.
(*) Corresponding Author

Abstract


Background: Student prior knowledge on the tutorial process (problem-based learning) is different from each batch, which affects the ability to determine the learning issue. Assessment is one of the factors that influence student motivation to learn in the tutorial; increasing students’ motivation is an essential target in PBL. The objective of this study was to determine the effect of applying a post-test at the tutorial on students’ learning motivation of FM UMSU in order to achieve the learning objectives of PBL.

Methods: This research was a quantitative study; experimental methods with post-test only control group design. This study measured the students' learning motivation using the Motivated Strategies for Learning Questionnaire (MSLQ). Samples were students of FM UMSU class 2013, divided into two groups randomly. Data were analyzed using the Mann-Whitney test.

Results: Assessment should motivate students’ learning. However, in PBL, several factors that affect students’ motivation as well as assessment. Those factors are group dynamics, scenario, and tutor’s performance that should be controlled. The validity and reliability of the assessment are also crucial issues that affect the results.

Conclusion: A proper assessment should be able to motivate students to learn. However, in PBL, several factors affect students’ motivation as well as assessment, namely group dynamics, scenario, and tutors’ performance that should be controlled. The assessment itself refers to their validity and reliability so that researchers should consider several issues before constructing the MCQs in PBL, for example, the content, type and timing of the assessment in order to motivate students to study harder by applying a strategic approach.

 

 


Keywords


problem-based learning, learning issues, motivation, post-test

Full Text:

PDF


References

  1. Dochy F, Segers M, Van den Bossche P, Gijbels D. Effects of problem-based learning: a meta-analysis. Learning and Instruction [serial on the internet]. 2003 Oct [cited 2016 May 25]. Available from: www.elsevier.com/locate/learninstruc
  2. Dolmans DHJM, Schmidt HG, Gijselaers WH. The relationship between student-generated learning issues and self-study in problem-based learning. Instr Sci. 1995; 22(4):251–67.
  3. Van den Hurk MM, Wolfhagen IHAP, Dolmans D, van der Vleuten CPM. The impact of student-generated learning issues on individual study time and academic achievement. Med Educ. 1999; 33(11):808–14.
  4. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff HJ, Van der Vleuten CPM. A model of the pre-assessment learning effect of summative assessment in medical education. Health Sci Educ. 2012; 17:39-53.
  5. Wormald BW, Schoeman S, Somasunderam A, Penn M. Assessment drives learning: An unavoidable truth?. Anat Sci Educ. 2009; 2:199-204.
  6. Jurges H, Schneider K, Senkbeil M, Carstensen CH. Assessment drives learning: the effects of central exit exams on curricular knowledge and mathematical literacy. Economics of Education Review. 2012; 31:56-65.
  7. Dolman D, DeGrave W, Wolfhagen I, Vleuten VD. Problem-based learning: future challenges for educational practice and research. Med Educ. 2005; 39:732-41.
  8. Nugent JH, Crews D. A case study in direct and indirect assessments of student learning outcomes: Is there one best method?. Social Sciences Research Network [serial on the internet]. 2013 Apr [cited 2016 May 16]. Available from: http://ssrn.com/abstract=2248873
  9. Sastroasmoro S, Ismael S. Dasar-dasar metodologi penelitian klinis. 5th ed. Jakarta: Sagung seto; 2014.
  10. Dario Cecilio-Fernandes, Janke Cohen-Schotanus & René A. Tio. Assessment programs to enhance learning, Physical Therapy Reviews. 2017. DOI:10.1080/10833196.2017.1341143.
  11. Tim Pengembangan Ilmu Pendidikan FIP-UPI. Ilmu & aplikasi pendidika: Ilmu pendidikan teoritis. 2nd ed. Bandung: PT. Imtima; 2007.
  12. Upoyo AS, Sumarwati M. Analisis fakor-faktor yang mempengaruhi motivasi mahasiswa profesi ners jurusan keperawatan Unsoed Purwokerto. The Soedirman Journal of Nursing. 2011;6(2):81-87.
  13. Herijulianti E, Indriani TS, Artini S. Pendidikan kesehatan gigi. Jakarta: EGC;2002.
  14. Hmelo-Silver CE. Problem-based learning: what and how do student learn?. Educational Psychology Review. 2004; 16(3):235-66.
  15. Schmidt HG, Rotgans JI, Yew EHJ. The process of problem-based learning: what works and why. Med Edu. 2011;45:792-806.
  16. Dolmans DHJM, Schmidt HG. What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Advances in health sciences education. 2006; 11: 321-336.
  17. Lisiswati R, Sanusi R, Prihatiningsih TS. Hubungan motivasi dan hasil belajar mahasiswa kedokteran. Jurnal pendidikan kedokteran indonesia. 2015;1(4):1-6.
  18. Cilliers, FJ., Adendorff HJ., Schuwirth LW., Vleuten CPM., Herman N. A model of the pre-assessment learning effects of summative assessment in medical education. Advance in Health Science Education. 2012, 17:39-53.
  19. Shumway JM, Harden RM. The assessment of learning outcomes for the competent and reflective physician. Taylor&Francis Health Sci. 2003:569-84.
  20. Apranadyanti N. Hubungan antara regulasi diri dengan motivasi berprestasi pada siswa kelas X SMK Ibu Kartini Semarang [thesis]. Semarang: Diponegoro University; 2010.
  21. Moss CM. SAGE handbook of research on classroom assessment. New York: SAGE publications inc; 2013.
  22. Nendaz MR & Tekian A. Assessment in Problem-Based Learning Medical Schools: A Literature Review. Teaching and learning in Medicine. 1999 11(4):232-243.
  23. Gijbels D., Dochy F., Van de Bossche P., Segers M. Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment. Review of Educational Research. 2005, 75( 1). 27–61.
  24. Walker A., Leary H. A Problem Based Learning Meta-Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. The Interdisciplinary Journal of Problem-based Learning. 2009. 3(1).
  25. Wood MJ, Ross-Kerr JC. Basic steps in planning nursing research. 6th ed. Massachusetts: Jones&Bartlett publishers; 2006



DOI: https://doi.org/10.22146/jpki.45116

Article Metrics

Abstract views : 2043 | views : 1966

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Nola Agina Br Ginting,Ratih Yulistika Utami

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