IDENTIFIKASI MOTIVASI DAN DUKUNGAN YANG DIPERLUKAN MAHASISWA RETAKER UJI KOMPETENSI MAHASISWA PROGRAM PROFESI DOKTER

https://doi.org/10.22146/jpki.48329

Romadhoni romadhoni(1*), Gandes Retno Rahayu(2), Umatul Khoiriyah(3)

(1) Fakultas Kedokteran, Universitas Muhammadiyah Semarang, Semarang - INDONESIA
(2) Fakultas Kedokteran, Kesehatan Masyarakat dan Keperawatan, Universitas Gadjah Mada, Yogyakarta - INDONESIA
(3) Fakultas Kedokteran, Universitas Islam Indonesia, Yogyakarta - INDONESIA
(*) Corresponding Author

Abstract


Background: Medical students who experience failure in the final exam are around 10%. In Indonesia, there are students who failed to pass the competency test for medical profession program students (UKMPPD) until 14 times. The impact of this failure is the occurence of mental health disorder. Students need support more than guidance on clinical knowledge and skills. This study aimed to identify the motivation and support needed by the UKMPPD retaker students in the effort to achieve graduation

Methods: This research is a qualitative research with phenomenological approach, the data was obtained by in-depth interview and focus group discussion (FGD). This research was followed by 16 respondents. The data analysis was conducted by thematic analysis method.

Results: Identified intrinsic motivation predictor originated from learning independence, relation, and low competence. The extrinsic motivation predictors are originated from external regulation, that is UKMPPD regulation. The motivation predictor is originated from anxiety and study period limit. The support needed by the respondents from medical schools are in the form of psychological approach, absolving the retaker students from selection tests, providing form of selection tests that compatible with the blueprint and rules of UKMPPD multiple choice question, also giving the opportunity to pass with other exam methods. Conditions of motivation can change with the factors that influence it. Changes in motivational conditions that may occur are an increase in motivational conditions, decreased motivational conditions, or persistent motivational conditions.

Conclusion: The motivation condition of retaker students is amotivated and motivated (external and internal motivation). Support from medical school that can increase motivation is given to students to keep their motivation level.


Keywords


medical student, motivation, student support, UKMPPD

Full Text:

PDF


References

  1. Holland C. Critical review: medical students’ motivation after failure. Adv in Health Sci Educ. 2016; 21(3): 695–710.
  2. Patel RS, Tarrant C, Bonas S, Shaw RL. Medical students’ personal experience of high-stakes failure: case studies using interpretative phenomenological analysis. BMC Medical Education. 2015; 15: 86.
  3. Azari S, Baradaran HR, Fata L. Causes of academic failure of medical and medical sciences students in Iran: a systematic review. Medical Journal of the Islamic Republic of Iran. 2015:1-9.
  4. Najimi, et al. Academic failure and students’ viewpoint. Journal of Education and Health Promotion, 2013; 2: 1–4.
  5. Cleland J, Arnold R, Chesser A. Failing finals is often a surprise for the student but not the teacher: Identifying difficulties and supporting students with academic difficulties. Medical teacher. 2005; 27: 504–8.
  6. Khoshhal KI, et al. Exam anxiety in the undergraduate medical students of Taibah University. Med Teach. 2017: 1–6.
  7. Ludwig AB, et al. Depression and stress amongst undergraduate medical students. BMC Medical Education. 2015. 15: 141.
  8. Ashaeryanto, Kristina TN, Hadianto T. Perbandingan jenis seleksi mahasiswa terhadap motivasi belajar, strategi belajar dan prestasi belajar [Thesis]. Yogyakarta: Univ. Gadjah Mada; 2016.
  9. Cook DA, Artino AR. Motivation to learn: an overview of contemporary theories. Medical Education 2016: 50: 997–1014.
  10. Sandars J, Patel R, Steele H, McAravey M. Developmental student support in undergraduate medical education: AMEE Guide No. 92. Medical Teacher. 2014: 1–12.
  11. Greenhill J, Fielke KR, Richards JN, Walker LJ, Walters LK. Towards an understanding of medical student resilience in longitudinal integrated clerkships. BMC Medical Education. 2015; 15: 137.
  12. Shumway JM, Harden RM. AMEE Education Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher. 2003; 25(6): 569–84.
  13. Firmansyah M, et al. Studi Kualitatif Dampak Uji Kompetensi Dokter Indonesia terhadap Pembelajaran pada mahasiswa Kedokteran [Thesis]. Univ. Gadjah Mada, Yogyakarta. 2014.
  14. Linn RL, Gronlund NE, Miller MD. Measurement and Assessment in Teaching, 10th Edition. Pearson Educational International. New Jersey. 2009.
  15. Panitia Uji Kompetensi Mahasiswa Program Profesi Dokter. Laporan UKMPPD November 2017. Jakarta: PNUKMPPD. 2018.
  16. Kusurkar RA, Croiset G, Thj TC. Twelve tips to stimulate intrinsic motivation in student through autonomy-supportive classroom teaching derived from self-determination theory. Medical Teacher. 2011; 33: 978–82.
  17. Bennett SR, Morris SR, Mirza S. Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning. J Surg Educ. 2018; 75(6): 1471–4.
  18. Chan Lin LJ. Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International. 2012; 49(3): 319–31.
  19. Johnson RD, Gueutal H, Falbe CM. Technology, trainees, metacognitive activity and e-learning effectiveness. Journal of Managerial Psychology. 2009; 24(6): 545–66.
  20. Michinov N, Brunot S, Le Bohec O, Juhel J, Delaval M. Procrastination, participation, and performance in online learning environments. Computers & Education, 2011; 56(1): 243–52.
  21. Puzziferro M. Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 2008; 22: 72–89.
  22. Klink JL, Byars-Winston A, Bakken LL. Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education. 2008; 42: 572–9.
  23. Itzhaki M, Hildesheimer G, Barnoy S, Katz M. Family involvement in medical decision-making: Perceptions of nursing and psychology students. Nurse Educ Today. 2016; 40: 181–7.
  24. Khan MS, Mahmood S, Badshah A, Ali SU, Jamal Y. Prevalence of Depression, Anxiety and their associated factors among medical students in Karachi, Pakistan J Pak Med Assoc. 2006; 56(12): 583–6.
  25. Dyrbye LN, Thomas MR, Shanafelt TD. Systematic Review of Depression, Anxiety, and Other Indicators of Psychological Distress Among U.S. and Canadian Medical Students. Academic Medicine, 2006; 81: 354–73.
  26. Aronsson P, Booth S, Hägg S, Kjellgren K, Zetterqvist A, Tobin G, Margareta. The understanding of core pharmacological concepts among health care students in their final semester. BMC Med Educ. 2015; 15: 235.
  27. Assiri GS, Shebl NA, Mahmoud MA, Aloudah N, Grant E, Aljadhey H, Sheikh A. What is the epidemiology of medication errors, error-related adverse events, and risk factors for errors in adults managed in community care contexts? A systematic review of the international literature. BMJ Open. 2018; 8(5).
  28. Leape LL, Bates DW, Cullen DJ, et al. Systems analysis of adverse drug events. ADE Prevention Study Group. JAMA. 1995;274(1):35–43.
  29. Lesar TS, Briceland L, Stein DS. Factors related to errors in medication prescribing. JAMA. 1997 Jan 22-29; 277(4): 312–7.
  30. Chew BH, Zain AM, Hassan F. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study. BMC Med Educ 13, 2013: 44.
  31. Duvivier RJ, Dent JA. Student support. In: Dent, J.A. & Harden R.M. editors: A Practical Guide for Medical Teachers, ed 4, Elsevier. 2013: 362–8.
  32. Kusurkar RA, Croiset G. Autonomy support for autonomous motivation in medical education. Med Educ Online. 2015; 6: 1–3.
  33. Saravanan C, Kingston R. A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students. J Res Med Sci. 2014; 19(5): 391–7.
  34. Guck TP, Kavan MG. Medical student beliefs: spirituality’s relationship to health and place in the medical school curriculum, Medical Teacher, 2006; 28(8): 702–7.
  35. Jafari M, Sharifi Ebad T, Rezaei M, Ashtarian H. Association between Spiritual Health and Depression in Students. Health Spiritual Med Ethics. 2017; 4(2): 12–16.
  36. Bamber MD, Schneider JK. Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review. 2016; 18: 1–32.
  37. Tavakol M, Sandars J. Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II, Medical Teacher. 2014; 36(10): 838–48.



DOI: https://doi.org/10.22146/jpki.48329

Article Metrics

Abstract views : 2179 | views : 2397

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Romadhoni, Gandes Retno Rahayu, Umatul Khoiriyah

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