Comparison of Small-Class Versus Large-Class Tutorial Discussions

https://doi.org/10.22146/jpki.25366

Indah Dewi Ridawati(1*), Titi Savitri Prihatiningsih(2), Widyandana Widyandana(3)

(1) Master Student on Nursing, Faculty of Medicine, Universitas Gadjah Mada - Indonesia
(2) Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada - Indonesia
(3) Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada - Indonesia
(*) Corresponding Author

Abstract


Background: Not all small tutorial discussion groups discuss national integrated antenatal care. Tutorial discussion in a large class provide discussion together among small discussion groups of the seventh jump.

Method: This study was an explanatory design, mixed-methods study. The research sample amounted to 60 students of 2.6 block in the Gadjah Mada University Bachelor Nursing Program and semi-structured interviews conducted on 10 respondents were included in the quantitative study. The data collection conducted on April 14 until June 16 2016. Antenatal knowledge instrument consists 35 multiple choice questions valid and reliable that created on antenatal module. The effect of tutorial measured after day 3 from the treatment time. Nine-eleven student in 3 small tutorial discussion groups in the different room and 30 students in a large tutorial discussion group divided into 3 small discussion groups in the same room got 4 times tutorial in 2 weeks. Materials provided include antenatal delivery.

Results: Based on paired sample t test in get difference the average value of knowledge before and after the tutorial discussion, average increase of knowledge in small tutorial discussion was 0.09 (p=0.93, p<0.05) and 3.62 (p=0.02, p<0.05) in a large tutorial discussion. The qualitative data analysis showed that discussion together among small discussion groups of the seventh jump can increase knowledge acquisition.

Conclusion: The results showed discussion tutorial in a large class more effective increase antenatal care knowledge acquisition than small class. 


Keywords


Tutorial discussion, student, small, large

Full Text:

PDF


References

  1. WHO. 2014. Available on http://www.who.com.[accessed 12 Aug 2014] Suryani. Kualitas Pelayanan Antenatal Care di Puskesmas Kota Jambi Tahun 2010. Universitas Gadjah Mada; 2011.
  2. Kemenkes RI. Pedoman Pelayanan Antenatal Terpadu. Jakarta: Kemenkes RI; 2010.
  3. Astuti et al. Gambaran Pelaksanaan Pelayanan Kebidanan pada Penanganan Bayi Baru Lahir oleh Bidan Delima di Kabupaten Bantul Yogyakarta Tahun 2008.
  4. Jurnal Kebidanan dan Keperawatan. 2008;4: 75-84.
  5. Menpen R&B. Pedoman Pelaksanaan Program Manajemen Pengetahuan (Knowledge Management): Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 14 Tahun 2011.; 2011. Available on http://rb.ristek.go.id [accessed 20 Oct 2015]
  6. Notoatmodjo. Promosi Kesehatan Global. Jakarta: PT Rineka Cipta; 2013.
  7. Tim Blok. Seksualitas dan Reproduksi Blok 2.3. Yogyakarta: PSIK FK UGM; 2015.
  8. Pastritik P. Using Problem-Based Learning in a Large Classroom. Nurse Educ Pract. 2006;6:261-7.
  9. Tin L, Qin D. Challenges of Conducting Problem-Based Learning in a Large Class. Chinese Education and Society. 2014;47(3):106-10.
  10. Roberts C. The Introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation. Med Teach. 2005;27(6):527-33.
  11. Sugiyono. Metode Penelitian Kombinasi (Mixed Methods). Bandung: Alfabeth; 2016.
  12. Pembe AB, Carlstedt A, Urassa DP, Lindmark G, Nystrom L, Darj E. Quality of antenatal care in rural Tanzania: counseling on pregnancy danger signs. BMC Pregnancy Childbirth. 2010;10(35).
  13. Kusurkar RA, Groiset G, Cate OJT. Twelve Tips to Stimulate Intrinsic Motivation in students Through Autonomy-supportive Classroom Teaching Derived From Self-Determination Theory. Med Teach. 2011;33:978-82.
  14. Brissette A, Howes D. Motivation in Medical Education: a Systematic Review. Med Educ. 2010;1(12).
  15. WMC001261. Nicholl T, Lou K. A Model for Small-Group Problem-Based Learning in a Large Class Facilitated by One Instructor. American Journal of Pharmaceutical Education. 2012;76(6).
  16. Ormrod JE. Human Learning. 5th ed. Pearson International Edition. Pearson Prentice Hall; 2009.



DOI: https://doi.org/10.22146/jpki.25366

Article Metrics

Abstract views : 1716 | views : 1382

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Indah Dewi Ridawati, Titi Savitri Prihatiningsih, Widyandana Widyandana

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