ASSOCIATION BETWEEN PERCEPTION OF CLINICAL LEARNING ENVIRONMENTS AND LEARNING APPROACH ON CLERKSHIP STUDENTS OF MEDICAL FACULTY

https://doi.org/10.22146/jpki.44872

Bulan Kakanita Hermasari(1*), Erinda Kusuma Wardani(2), Agus Jati Sunggoro(3)

(1) Unit Pendidikan Kedokteran Fakultas kedokteran, Universitas Sebelas Maret, Surakarta - INDONESIA
(2) Mahasiswa Program Studi Kedokteran Fakultas kedokteran, Universitas Sebelas Maret, Surakarta - INDONESIA
(3) Staf Medik Fungsional (SMF) Ilmu Penyakit Dalam RSUD Moewardi, Surakarta - INDONESIA
(*) Corresponding Author

Abstract


Background: Learning environment is one parameter to evaluate the quality of learning. The learning approach reflects how a student learns in various situations that affect learning. This study aims to know the relationship between the perceptions of the learning environment and the learning approaches in the clerkship students of Medical Faculty.

Methods: This research used an analytical observational method with cross-sectional technique. The sample selection technique used cluster sampling. Respondents consisted of 178 students from all clinical rotations. Each respondent was given two questionnaires to assess perceptions of the learning environment and learning approaches. Data were analyzed using contingency coefficient test.

Results: Student perceptions of the learning environment show similar results between the number of clinical rotations that have the category of 'good but need improvement' (9 clinical rotations) and the 'many problems' category (9 clinical rotations). Most of the students (84.27%) used the in-depth learning approach, the remaining 10.67% used the strategic approach, and 5.06% used the surface approach. There was relationship between learning environment perception and learning approach with contingency coefficient value C = 0.312, and value p = 0,001 (p <0.05).

Conclusion: There is a weak relationship between perception of clinical learning environments and learning approach on clerkship students of the medical faculty, University Sebelas Maret..



 


 


Keywords


Clinical learning environment, learning approach, medical student

Full Text:

PDF


References

1. Clapham M, Wall D, Batchelor A (2007). Educational environment in intensive care medicine-use of postgraduate hospital educational environment measure (PHEEM).Medical teacher,29(6):184-91.

2. Soemantri D, Herrera C, Riquelme A (2010). Measuring the educational environment in health professions studies: A systematic review, Medical Teacher, 32(12):947–952.

3. Veerapen K, McAleer S (2010). Students’ perception of the learning environment in a distributed medical programme, Medical Education Online,15(1):5168.

4. Parpala A, Lindblom-Ylänne S, Komulainen E, Litmanen T, Hirsto L (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines,The British journal of educational psychology,80(2):269–82.

5. Samarakoon L, Fernando T, Rodrigo C, Rajapakse S (2013). Learning styles and approaches to learning among medical undergraduates and postgraduates, BMC Medical Education,13:1.

6. Dasari, B (2009). Hong Kong students’ approaches to learning: Cross-cultural comparisons,US-China Education Review,6(12):46–58.

7. Tarabashkina L, Lietz, P (2011). The impact of values and learning approaches on student achievement gender and academic discipline influences, Issues In Educational Research,21(2):210–231.

8. Emilia O, Bloomfield L, Rotem A (2012).Measuring students’ approaches to learning in different clinical rotations,BMC medical education.,12:114.

9. Karagiannopoulou E, Naka K, Kamtsios S, Savvidou E, Michalis L (2014). Medical students’ approaches to learning before and after the cardiology problem-based learning practice. Journal of Contemporary Medical Education, 2(3):152.

10. Weurlander M, Scheja M, Hult H, Wernerson A (2014).The struggle to understand: Exploring medical students’ experiences of learning and understanding during a basic science course, Studies in Higher Education,5079(7):1–16.

11. Ward PJ (2011). Influence of study approaches on academic outcomes during pre-clinical medical education. Med Teach. ;33(12):e651-62.

12. Lassesen B,Jensen T.K (2011). Demographic and Contextual predictors of student approaches to learn and in a large sample of Danish university students. Department of Psychology and Behavioural Sciences at Aarhus University.Thesis.

13. Conn JJ, Lake FR, McCool GC, Bilszta JLC, Kron RW (2012). Clinical teaching and learning: from theory and research to application. The Medical Journal of Australia,198(6):527.

14. McParland M., Noble LM, Livingston G (2004). The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry,Medical Education,38(8):859–867.

15. Groves, M (2005).Problem-based learning and learning approach: Is there a relationship.Advances in Health Sciences Education,10(4):315–326.

16. Al Kadri HMF, Al-Moamary MS, Elzubair M, Magzoub ME, Al Mutairi A, Roberts C, Van der Vleuten C (2011). Exploring factors affecting undergraduate medical students’ study strategies in the clinical years: A qualitative study.Advances in Health Sciences Education, 16(5):553–567.

17. Stott MC, Gooseman MR, Briffa NP (2016). Improving medical students’ application of knowledge and clinical decision-making through a porcine-based integrated cardiac basic science program, Journal of Surgical Education,73(4):675–681.

18. Konsil Kedokteran Indonesia (2012).Standar Kompetensi Dokter Indonesia. http://www.kki.go.id/assets/data/arsip/SKDI_Perkonsil,_11_maret_131.pdf - Diakses Maret 2017.

19. BAKORDIK FK UNS-RSUD MOEWARDI (2016). Buku Pedoman Program Studi Profesi Dokter. http://fk.uns.ac.id/static/file/BUKU_PEDOMAN_2016.pdf - Diakses April 2017.

20. Chiu YH (2005). Clinical learning environment and approach to learning: perspectives of mature nursing students in Hong Kong. Hong Kong, University of Hong Kong. Thesis.

21. Pastavrou E, Lambrinou E, Tsangari H , Saarikoski M, Leino-Kilpi H (2010). Student nurses experience of learning in the clinical environment, Nurse Education in Practice.,10:176-182.

22. Binsaleh S, Babaeer A, Alkhayal A, Madbouly K (2015). Evaluation of the learning environment of urology residency training using the postgraduate hospital educational environment measure inventory. Advances in Medical Education and Practice., 6: 271–277.

23. Mogre V, Amalba A (2014). Assessing the reliability and validity of the Revised Factor Study Process Questionnaire in Ghanaian medical students, Journal of Educational Evaluation for Health Professions, 11:19

24. Shaik SA, Almarzuqi A, Almogheer R, Alharbi O, Jalal A, Alorainy M (2017). Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire. International Journal of Medical Education, 8:292-296.



DOI: https://doi.org/10.22146/jpki.44872

Article Metrics

Abstract views : 285 | views : 286

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Bulan Kakanita Hermasari

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:


Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

JPKI Stats