ONLINE ASSESSMENT DRIVE LEARNING MODEL FOR COMPUTER-BASED TEST PREPARATION OF MEDICAL STUDENTS

https://doi.org/10.22146/jpki.70473

Elda Nazriati(1*), Zulharman Zulharman(2), Firdaus Firdaus(3)

(1) Departemen Ilmu Pendidikan Kedokteran Fakultas Kedokteran Universitas Riau, Pekanbaru – INDONESIA
(2) Departemen Ilmu Pendidikan Kedokteran Fakultas Kedokteran Universitas Riau, Pekanbaru – INDONESIA
(3) Departemen Ilmu Pendidikan Kedokteran Fakultas Kedokteran Universitas Riau, Pekanbaru – INDONESIA
(*) Corresponding Author

Abstract


Background: Computer Based Test (CBT) preparation is important to face the final national exam. During the covid-19 pandemic, it is necessary to modify these preparations online. Assessment can strengthen the learning process, and improve student performance in learning. The purpose of this study was to determine the increase in the ability to do CBT in participants and whether the online drive learning assessment model was well received.

Methods: An analytical study was carried out using mixed methods. The research sample were the participants of the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) preparation for May and August 2021 at FK Unri who met the inclusion criteria, totalling 37 people. Data were collected through questionnaires, FGDs, and secondary data. Hypotheses were tested using Friedman rank test, continued with Wilcoxon signed rank test

Results: There was a significant difference between the four integration tests carried out ( firedman test p < 0.001 and Wilcoxon test p <0.005 ), where the highest score was on the 4th integration test. The results showed that 68% of participants were in the satisfied category and 25% of participants were in the very satisfied category. Some of the themes obtained were organization, methods, benefits, learning load, and comparison with similar programs outside campus.

Conclusion: The online assessment drive learning model has been proven to improve the ability of participants to take the CBT test for the preparation of UKMPPD. Participants' satisfaction was quite good both quantitatively and qualitatively.


Keywords


Online, Assessment drive learning, Computer based test

Full Text:

PDF


References

  1. Konsil Kedokteran Indonesia. Standar Pendidikan Profesi Dokter Indonesia. Jakarta: Konsil Kedokteran Indonesia; 2012
  2. Undang-Undang RI Nomor 20 Tahun 2013 tentang Pendidikan Kedokteran.
  3. Badan Akreditasi Nasional Perguruan Tinggi (BAN PT). Panduan Penyusunan Laporan Evaluasi Diri. Jakarta: BAN PT; 2019.
  4. Andriaty SN, Findyartini A, Werdhani RA. Studi Eksplorasi Kemungkinan Penyebab Kegagalan Mahasiswa Dalam Uji Kompetensi Dokter Indonesia, Studi Kasus Di Fakultas Kedokteran Universitas Abulyatama. Jurnal Serambi PTK, 2016: III: 2. 1-12
  5. Sahara NN, Anisa R, Damayanti DS. Pengaruh Bimbingan Belajar Pra UKMPPD Terhadap Angka Kelulusan CBT UKMPPD Mahasiswa Fakultas Kedokteran Universitas Islam Malang Periode Februari Dan Mei 2019. Jurnal Bio Komplementer Medicine 2019; 6 : 3 : 1-9
  6. Wormald BW, Schoeman S, Somasunderam A, Penn M. Assessment Drives Learning: An Unavoidable Truth?. Anatomical Sciences Education, October 2009. DOI: 10.1002/ase.102
  7. Paff, Bradley A. The Effect of Test Retakes on Long-Term Retention,Master Paper. University of Wilconsin. River Falls. 2012
  8. Black P, Wiliam D. Assessment and Classroom Learning, Assessment in Education: Principles, Policy & Practice. 1998: 5:1, 7-74, DOI: 10.1080/0969595980050102
  9. Vleuten CVD, Schuwirth LWT, Driessen EW, Dijkstra J, Tigelaar D, Baartman LKJ, Tartwijk JV. A model for programmatic assessment fit for purpose. Medical Teacher. 2012; 34: 205–214. DOI: 10.3109/0142159X.2012.652239 · Source: PubMed
  10. Suswati I, Rahayu. Validitas Prediktif Uji Kompetensi Mahasiswa Program Profesi Dokter (Ukmppd) Pada Tahap Profesi. https://www.researchgate.net/publication/326348623 diakses 8 Maret 2021
  11. Barteit S, Guzek D, Jahn A, B€arnighausen T, Jorge MM, Neuhann F. Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review. Computers & Education 2020 :145 103726. https://doi.org/10.1016/j.compedu.2019.103726
  12. Pei L, Wu H Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online; 2019:24: 1666538 https://doi.org/10.1080/10872981.2019.1666538
  13. Johnson MT. Impact of Online Learning Modules on Medical Student Microbiology. Journal Of Microbiology & Biology Education, 2008:9: 25-29
  14. AlQhtani A, AlSwedan K, Almulhim A, Aladwan R, Alessa Y, AlQhtani K, et al. Online versus classroom teaching for medical students during COVID-19: measuring effectiveness and satisfaction. BMC Medical Education, 2021; 21:452 https://doi.org/10.1186/s12909-021-02888-1
  15. Lameris AL, Hoenderop JGJ, Bindels RJM, Eijsvogels TMH. The impact of formative testing on study behaviour and study performance of (bio)medical students: a smartphone application intervention Study. BMC Medical Education 2015; 15:72 DOI 10.1186/s12909-015-0351-0
  16. National Research Council. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. 2003. Washington, DC: The National Academies Press. https://doi.org/10.17226/10024.
  17. Faghihi A. The Influential Factors in the Performance of Medical Students in the Clinical Competency Exam: A Qualitative Study. Educ Res Med Sci. 2020;9(1):e104620. doi: 10.5812/erms.104620
  18. Tangjitgamol S, Tanvanich S, Pongpatiroj A, Soorapanth C., 2013. Factor related to the achievement of the national license examination part 1 of medical students in faculty of medicine Vajira hospital, Navamindradhiraj University. South East Asian Journal of Medical Education, 2013;7: 51-60.
  19. Scott IM. Beyond ‘driving’: The relationship between assessment, performance and learning. Med Educ. 2020; 54:54–59. https ://doi.org/10.1111/medu.13935
  20. Woud D, Regehr G, A Call for an Integrated Program of Assessment. American Journal of Pharmaceutical Education 2017; 81 (4) Article 77
  21. Wood T. Assessment not only drives learning, it may also help learning. Medical Education 2009; 43: 5–6. doi: 10.1111/j.1365-2923.2008.03237.x
  22. Al-Balas M, Al-Balas HI, Jaber HM, Obeidat K, Al-Balas H, Aborajooh EA, et.al. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Medical Education, 2020; 20:341 https://doi.org/10.1186/s12909-020-02257-4
  23. Elshami W, Taha MH, Abuzaid M, Saravanan C, Al Kawas S, Abdalla ME. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. MEDICAL EDUCATION ONLINE 2021; 26:1 https://doi.org/10.1080/10872981.2021.1920090



DOI: https://doi.org/10.22146/jpki.70473

Article Metrics

Abstract views : 1017 | views : 1082

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 elda nazriati, Firdaus Firdaus, Zulharman Zulharman

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