DAMPAK OSCE TERHADAP PEMBELAJARAN DAN EFEK KATALITIK OSCE PADA MAHASISWA TAHUN KE I , II dan III FAKULTAS KEDOKTERAN UNIVERSITAS GADJAH MADA

Abstract

Background: OSCE has been one of the assessment tools used in the Faculty of Medicine, Universitas Gadjah Mada (UGM), Yogyakarta since 1993. The combination of the benefits of OSCE has been demonstrated, namely the validity, reliability and obyectivity. In addition to these benefits, OSCE also has a number of limitations such as creating anxiety on students and requiring resource complexity. Objective: This study aimed to explore learning impact and catalytic effects of OSCE on year I, II and III students the Faculty of Medicine, UGM. Methods: This was a qualitative study. Data collection used Focus Group Discussion. The number of participants was 25 students divided into 3 groups, consisting of year I students of 7 people, year II students of 10 people and year III students of 8 persons taken with purposive sampling. Data were collected after the students completed OSCE. The analysis was done with Atlasti version 6. Intercoding was done with the help of an expert in medical education and health professional. Credibility was performed with triangulation in term of technique and time, peer discussions, negative case analysis, member checks, and low inference descriptor. Two supervisors acted as auditors to keep the research dependency degree of and certainty. Results: OSCE had given impacts, among others, there was a shift in students learning strategy that focused more on clinical skills and learning motivation had increased. Students estimated the outline the material being tested and chose the most appropriate learning strategy. Students expected constructive feedback in the OSCE. Students were looking for help in terms of learning difficulties to friends and teaching assistant. However, OSCE caused anxiety in most students. Regarding the place to study, the most ideal place to learn skills was in the skills lab. OSCE catalytic effects in this study were that OSCE made students more aware of being diligent to study, they actively sought learning resources, they became more creative in learning, and learning became more integrated and comprehensive. In addition, social interaction with study groups or learning together increased. Conclusion: OSCE as an assessment tool shows its effectiveness by providing learning and positive effects for students. Nevertheless, to conduct OSCE well needs standardization of each observer. Observer needs to have the ability to provide constructive feedback. Stress and adaptation in the student need to be investigated more deeply. The limitation in this study is that the average time used by students to prepare for the OSCE is not explored. This research should be continued with other methods such as cross-sectional or survey or a mixed method