Pengaruh Penyuluhan dan Pelatihan Skill Moulage terhadap Pengetahuan Teknik Moulage pada Pasien Simulasi OSCE

Moulage merupakan teknik makeup effect untuk menciptakan keadaan yang mendekati nyata pada setting ujian OSCE di bidang kesehatan. Tujuan kegiatan pengabdian ini untuk mengetahui pengaruh penyuluhan dan pelatihan skill teknik moulage terhadap pengetahuan teknik moulage pada pasien simulasi OSCE. Desain pra-eksperimen dengan rancangan perlakuan ulang (one group pre and postest design) yaitu dengan memberikan penyuluhan, dan pelatihan moulage luka lebam. Peserta adalah pasien simulasi OSCE yang berjumlah 20. Peserta diberikan pretes dan postes pada akhir kegiatan sebagai evaluasi terhadap kegiatan yang dilaksanakan. Skor pengetahuan sebelum dan sesudah kegiatan dibandingkan. Data yang terkumpul dianalisis menggunakan uji Wilcoxon. Rerata skor pengetahuan sebelum kegiatan adalah 6,1 dan sesudah kegiatan 8,15 dengan hasil analisis diperoleh nilai p=0,00. Akhir kata, penyuluhan dan pelatihan teknik moulage berpengaruh terhadap peningkatan pengetahuan pasien simulasi.Moulage is a makeup effect technique to create a near real situation in the OSCE exam setting in the health sector. The purpose of this activity is to determine the effect of counseling and training on moulage technique skills on the OSCE simulation. The pre-experimental design was redesigned (one group pre and posttest design), namely by providing counseling, and training on bruising moulage. Participants are OSCE simulation returning 20. Participants are given a pretest and posttest at the end of the activity as an evaluation of the activities carried out. Knowledge scores before and before the activity were compared. The data collected were analyzed using the Wilcoxon test. The mean score of knowledge before the activity was 6.1 and before the activity was 8.15 the results of the analysis obtained a p value = 0.00. Counseling and training on moulage techniques have an effect on increasing knowledge of simulated patients

Motivasi dan Task Value Berhubungan dengan Self-Directed Learning Readiness Mahasiswa Kedokteran Tahun Pertama

Sistem pembelajaran Problem Based Learning bertujuan untuk meningkatkan Self-directed learning rediness. Self-directed learning readiness pada mahasiswa kedokteran tingkat pertama di ASIA tergolong rendah. Self-directed learning readiness di pengaruhi faktor internal dan eksternal.Tujuan penelitian ini mengetahui hubungan motivasi dan task value dengan Self-directed learning readiness mahasiswa kedokteran tahun pertama.Studi observasional analitik dengan cross-sectional design dilakukan pada Agustus 2020. Sampel penelitian adalah mahasiswa aktif tahun pertama Fakultas Kedokteran Universitas Islam Sultan Agung. Pengumpulan data menggunakan kuesioner Motivated Strategies for Learning Questionnaire (MSLQ) untuk melihat tingkat motivasi dan task value yang telah ,  sedangkan untuk melihat Self-directed learning readiness di gunakan Self Directed Learning Readiness Scale(SDLRS).Kuesioner MSLQ mempunyai nilai validitas 0,207 – 0,736 dan reliabilitas 0,865 , sedangkan Kuesioner SDLRS mempunyai nilai validitas 0,510 – 0,782  dan reliabilitas 0,967. Hubungan antar variabel dianalisis dengan uji korelasi Spearman, kemudian untuk menguji factor yang paling berpengaruh di gunakan regresi logistik multinomial.Terdapat perbedaan signifikan antara  motivasi ekstrinsik,motivasi intrinsik dan task value  dengan kesiapan belajar mandiri (p-value < 0,05).Motivasi Intrinsik merupakan factor yang paling berperan penting terhadap Self-directed learning readiness dengan nilai OR sebesar 4,274 (IK95%: 1,608 – 11,355). Mahasiswa dengan tingkat motivasi intrinsik tinggi lebih siap 4,27 kali untuk belajar mandiri. Mahasiswa yang memiliki motivasi interinsik mempunyai kemampuan mengatur waktu dengan baik, mejadikan belajar sebagai kebutuhan,dan dapat belajar dari kesalahan sehingga mereka punya semangat untuk menjadi lebih baik dalam kondisi apapun

Contributing Factors of Acceptance and Rejection to Interprofessional Education: Undergraduate Students’ Perception

Interprofessional education (IPE) is considered to be a way to introduce health profession students on the importance of teamwork in providing excellent healthcare services. There has been no report that explores students’ perception toward IPE before implementation of the program. This study aimed to examine the factors that might affect students’ attitude towards IPE and explore the underlying reasons of their attitude. The population of this study was students of final year of preclinical program of Medicine, nursing, dentistry and midwifery of Sultan Agung Islamic University (Unissula) Indonesia. Attitudes towards IPE were collected by questionnaire adapted from RIPL which has been validated with alpha Cronbach 0.885. The quantitative data were analyzed using multivariate logistic regression. Uni-profession FGs were conducted to explore the underlying reason of students’ attitude toward IPE. Qualitative data were evaluated by two experts in medical education with the help of ATLAS Ti software. The data were evaluated from 389 students. Of this total, 210 (52.8 %) of them had RIPL score low–moderate. Students’ health professional program (RR=15.99 CI95%=6.18-41.43,p= 0.000 ) and GPA (RR=2.76 CI95%= 1.54-4.92 p=0.001) were the most dominant variable of the readiness to IPE. Qualitative data revealed that motivation to enhance knowledge and clinical skills and desire to discuss the roles and responsibilities of each profession were the main reasons for students’ approval to IPE. Conversely a lack of confidence and role blurring were the reasons for rejecting IPE program