TINGKAT PENCAPAIAN KOMPETENSI MAHASISWA PROGRAM PROFESI DOKTER DI FAKULTAS KEDOKTERAN UNIVERSITAS PATTIMURA
Sari
Clinical education constitutes a crucial phase in the development of professional competence among medical students. Evaluating the level of competency achievement during the clerkship phase is essential to ensure that the implementation of clinical education aligns with the Standa Kompetensi Dokter Indonesia (SKDI). This study aimed to assess the level of medical competency achievement among clerkship students at the Faculty of Medicine, Universitas Pattimura (FK UNPATTI).
A descriptive quantitative study with a cross-sectional design was conducted involving 171 clerkship students who had completed clinical rotations in the Departments of Obstetrics and Gynecology, Psychiatry, Ophthalmology, Otorhinolaryngology–Head and Neck, and Neurology in September 2024. Data were collected using a structured questionnaire based on the SKDI 2012 disease list and competency levels, employing a 1–5 frequency scale. Data analysis was performed using Microsoft Excel.
The results showed that most respondents were from the 2018 batch (39.2%). The majority achieved competencies at level 3 (diagnosing, performing initial management, and referring) and level 4 (diagnosing and managing independently). The most frequently encountered cases included normal pregnancy (82.5%), tension headache, insomnia, and acute otitis media, whereas the least encountered cases were neurogenic bladder and complete spinal transaction.
In conclusion, the overall competency achievement among FK UNPATTI clerkship students is satisfactory. These findings indicate that the clinical learning environment effectively supports the acquisition and consolidation of professional competencies among medical students.
Keywords: medical competency, clinical education, SKDI, clerkship students
Teks Lengkap:
PDFReferensi
Alfarabi M, Prabandari YS, Findyartini A. Mapping clinical exposure and competence achievement among Indonesian clerkship students. J Med Educ Pract. 2022;13(4):45–54.
De Jong J, Bornstein G, Lanting B, et al. Patient mix and clinical learning: A BEME systematic review. Med Teach. 2020;42(5):507–520.
Dornan T, Conn R, Monaghan H, Kearney G, Gillespie H. Experience-based learning: a model linking the processes and outcomes of medical students’ workplace learning. Med Educ. 2019;53(9):944–957.
Fainshmidt S, Chen G, Smith W. Understanding the variability of clinical competency achievement among medical students: an integrative framework. Adv Health Sci Educ. 2021;26(4):1027–1043.
Findyartini A, Nugraheni MDF, Soemantri D, Mustika R. Learning in the clinical environment: Students’ perceptions of challenges and their suggested solutions. BMC Med Educ. 2020;20(1):2–10.
Frenk J, Chen L, Bhutta ZA, et al. Transforming medical education for the future of health systems. Lancet Glob Health. 2022;10(8):e1157–e1171.
Khalil MK, Aziz M, Rahman NAA. Reinforcing feedback culture in medical education: a transformative approach to clinical supervision. Front Med Educ. 2023;2:100–112.
Kim SY, Park J, Chae SJ. Impact of clinical rotation diversity on competency achievement: insights from an integrated clerkship model. BMC Med Educ. 2022;22(1):842.
Noija S, Suhoyo Y, Hidayah RN. Clinical education during COVID-19 pandemic: exploring medical students and clinical supervisors’ experiences. Jurnal Pendidikan Kedokteran Indonesia. 2023; 12 (1): 49-56.
Rahman N, Yahya N, Azmi Z. Integrating programmatic assessment in medical clerkships: lessons from Asian medical schools. Front Med Educ. 2021;1(3):55–63.
Rees CE, Monrouxe LV, Dornan T. Workplace learning in clinical settings: rethinking theory for the twenty-first century. Med Educ. 2021;55(3):295–303.
DOI: https://doi.org/10.33559/eoj.v8i1.3466
Refbacks
- Saat ini tidak ada refbacks.
Negara Pengunjung
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional.