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Abstract
Latar Belakang: Evaluasi umumnya merujuk pada proses mendapatkan informasi tentang program pembelajaran untuk selanjutnya sebagai masukan dalam pengambilan keputusan. Penelitian tentang evaluasi pembelajaran ini dilakukan agar evaluasi dilakukan sebelum, saat berlangsung dan setelah program dilaksanakan. Manfaatnya adalah evaluasi dilakukan cukup ketat yang memungkinkan dapat diimplementasikan pada seluruh spektrum pendidikan kedokteran. Penelitian ini bertujuan untuk mendapatkan ambaran evaluasi pembelajaran Program Pendidikan Profesi Dokter dari perspektif mahasiswa di FKIK UNIB.
Metode: Penelitian ini merupakan penelitian kuantitatif dengan desain studi crossectional dimana pengumpulan data dilakukan pada waktu tertentu. Responden pada penelitian ini dipilih berdasarkan total sampling terhadap 30 mahasiswa yang telah melakukan rotasi.
Hasil: Hasil penelitian pada tabel di atas menunjukkan sebagian besar mahasiswa setuju bahwa assement metode evaluasi sesuai dengan tujuan pembelajaran, tujuan pembelajaran sesuai dengan kompetensi yang harus dicapai oleh mahasiswa, metode pembelajaran sesuai dengan tujuan pembelajaran, materi orientasi/pembekalan yang diberikan berjalan baik, pembimbing / pendidik klinik mudah dihubungi, wahana sesuai dengan tujuan pembelajaran dan jumlah kasus di wahana memadai.
Kesimpulan: Hasil studi menyimpulkan bahwa pembelajaran pada prodi Pendidikan profesi dokter rotasi klinik sudah diterapkan secara optimal. Bagi peneliti selanjutnya dapat melakukan penelitian yang sama tetapi menggunakan mix method dan menggunakan data primer dan data sekunder untuk penelitian selanjutnya.
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Copyright (c) 2024 Vernonia Yora Saki, Novriantika Lestari, Hesty Rhauda Ashan, Nikki Aldi Massardi, Noor Diah Erlinawati M
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References
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- Hammond S, O’Rourke M, Martina Kelly, Bennett D, O’Flynn. A Pshycometrric appraisal of dreem the dreem. Medical Education, 2012; 12(2); 2-5
- The executive Council WMFE. International standarts in medical education: assessment and accreditation of medical school’s educational programmes. A WFME position paper. Medical education, 1998, 32 (5); 549-558
- Aghamolaei T, Fazel I. Medical student perception of the educational environment at an Iranian Medical science University, 2010; 10(87); 2-7
- Roff S. The Dundee Ready Educational Environment Measure (DREEM)-a generic instrument for measuring’s student perception of undergraduate health professional curriculum. Medica teacher, 2005;27(4): 322-325
- Demiroren M, Palauglo O, Ozyurda F, ayhan IH. Perception of students in different Phases of medical education of educational environment: Ankara University faculty of medicine. Med educ online, 2008; 13(8): 1-7
- Arzurman H, Yusoff MSB, Chit SP. Big Sib student’s perception of the educational environment at shool medicine sciences, Universiti Sains Malaysia, using Dundee ready educational Environmnet Measure (DREEM) inventory. Malysian J Med Sci, 2010; 17(3): 40-47
- Musick DW. A Conceptual Model for Program Evaluation in Graduate Medical Education. Acad Med. 2006;81:759–65
- KKI. Standar pendidikan profesi dokter. Jakarta: Konsil Kedokteran Indonesia; 2012.
- KKI. Standar kompetensi dokter. Jakarta: Konsil Kedokteran Indonesia; 2012
- Haryanto. Evaluasi Pembelajaran (Konsep dan Manajemen). Yogyakarta: UNY Press; 2020
- McAleer S, Soemantri D, Roff S. Educatonal environment. A practical guide for medical teacher. Elsevier, 2009; 65-70
References
Miles S, Leinster SJ. Comparing staff and student perceptions of the student experience at new medical school. Medical Teacher, 2009; 31: 539-546
Hammond S, O’Rourke M, Martina Kelly, Bennett D, O’Flynn. A Pshycometrric appraisal of dreem the dreem. Medical Education, 2012; 12(2); 2-5
The executive Council WMFE. International standarts in medical education: assessment and accreditation of medical school’s educational programmes. A WFME position paper. Medical education, 1998, 32 (5); 549-558
Aghamolaei T, Fazel I. Medical student perception of the educational environment at an Iranian Medical science University, 2010; 10(87); 2-7
Roff S. The Dundee Ready Educational Environment Measure (DREEM)-a generic instrument for measuring’s student perception of undergraduate health professional curriculum. Medica teacher, 2005;27(4): 322-325
Demiroren M, Palauglo O, Ozyurda F, ayhan IH. Perception of students in different Phases of medical education of educational environment: Ankara University faculty of medicine. Med educ online, 2008; 13(8): 1-7
Arzurman H, Yusoff MSB, Chit SP. Big Sib student’s perception of the educational environment at shool medicine sciences, Universiti Sains Malaysia, using Dundee ready educational Environmnet Measure (DREEM) inventory. Malysian J Med Sci, 2010; 17(3): 40-47
Musick DW. A Conceptual Model for Program Evaluation in Graduate Medical Education. Acad Med. 2006;81:759–65
KKI. Standar pendidikan profesi dokter. Jakarta: Konsil Kedokteran Indonesia; 2012.
KKI. Standar kompetensi dokter. Jakarta: Konsil Kedokteran Indonesia; 2012
Haryanto. Evaluasi Pembelajaran (Konsep dan Manajemen). Yogyakarta: UNY Press; 2020
McAleer S, Soemantri D, Roff S. Educatonal environment. A practical guide for medical teacher. Elsevier, 2009; 65-70