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Amelia Dwi Fitri
"Lingkungan pembelajaran klinik di rumah sakit berpotensi mendorong pencapaian kompetensi IPE/IPCP mahasiswa dan meningkatkan kemampuan IPCP staf pengajar klinik. Upaya faculty development (FD) mempersiapkan staf pengajar klinik sebagai fasilitator IPE penting untuk keberhasilan implementasi kurikulum IPE. Namun, hingga saat ini belum ada model yang dapat menjadi acuan. Tujuan penelitian adalah menghasilkan model FD untuk mempersiapkan staf pengajar dari berbagai profesi kesehatan sebagai fasililitator IPE tahap klinik di rumah sakit.
Penelitian ini menggunakan metode campuran dengan desain transformasi longitudinal di FKUI, FKKKMK UG, FK UII, dan FK UNS. Penelitian dilakukan dalam tiga tahap yaitu analisis kebutuhan komprehensif dan pengembangan model FD, penerjemahan model FD dalam penyusunan modul FD, dan uji coba serta evaluasi efektivitas modul. Penelitian dilakukan pada periode Januari 2023 hingga Agustus 2024. Responden penelitian adalah pimpinan institusi, IPE champion, IPE lead, staf pengajar klinik dan mahasiswa berbagai profesi kesehatan yang pernah terlibat dalam kurikulum IPE klinik. Data dikumpulkan dengan metode wawancara mendalam, FGD dan survei menggunakan kuesioner teaching competency for interprofessional education yang diadaptasi ke dalam situasi klinik di Indonesia.
Penelitian telah menghasilkan kuesioner adaptasi yang valid dan reliabel untuk menilai persepsi staf pengajar dan mahasiswa tentang kompetensi fasilitator IPE klinik dan karakteristik pendidik klinik yang baik dalam konteks interprofesional. Hasil uji statistik menunjukkan tidak ada perbedaan bermakna antara persepsi staf pengajar dan mahasiswa. Penelitian menghasilkan model FIND yang terdiri atas empat prinsip meliputi to Foster optimal support from institution, to Involve IPE champions and IPE leads as initiator, innovator, communicator and coordinator, to Nurture faculty members’ competencies through an adequate needs analysis and faculty development, to Deliver faculty development with thorough preparation, targeted implementation and measured evaluation. Penerjemahan model FIND menghasilkan program FD yang dilaksanakan melalui modul pelatihan keterampilan memfasilitasi dinamika kelompok interprofesional di tatanan klinik. Prinsip pada model FIND diterapkan dengan cermat dalam penyusunan modul pelatihan. Kegiatan pelatihan berjalan lancar, partisipasi dan keterlibatan aktif peserta baik, tujuan pembelajaran yang disampaikan pada modul dapat tercapai. Peserta puas dengan pelatihan yang dilakukan, terdapat peningkatan persepsi sebelum dan sesudah pelatihan tentang berbagai kompetensi fasilitator IPE klinik. Dengan demikian dapat disimpulkan model FIND sesuai untuk pengembangan staf pengajar sebagai fasilitator IPE di tatanan klinik di Indonesia.

Clinical learning environment in hospitals has the potential to encourage the achievement of IPE/IPCP competencies of students and improve the IPCP abilities of clinical teaching staff. Faculty development (FD) efforts to prepare clinical teaching staff as IPE facilitators are important for the successful implementation of the IPE curriculum. However, there is no model that can be a reference. The purpose of the study is to develop an FD model to prepare teaching staff from various health professions as facilitators of IPE in the clinical stage in hospitals.
This study uses a mixed method with longitudinal transformation design in FKUI, FKKKMK UG, FK UII, and FK UNS. The research was carried out in three stages, namely comprehensive needs analysis and development of the FD model, translation of the FD model in the preparation of the FD module, and trial and evaluation of module effectiveness. This study was conducted from January 2023 to August 2024. The respondents of the study were institutional leaders, IPE champions, IPE leads, clinical teaching staff and students of various health professions who had been involved in the clinical IPE curriculum. Data were collected using in-depth interview methods, FGDs and surveys using teaching competency questionnaires adapted to clinical situations in Indonesia.
This study has produced a valid and reliable adaptation questionnaire to assess the perception of teaching staff and students about the competence of clinical IPE facilitators and the characteristics of good clinical educators in an interprofessional context. The results showed that there was no difference between the perception of teaching staff and students. This study has produced a FIND model consisting of four principles including to Foster optimal support from institution, to Involve IPE champions and IPE leads as initiator, innovator, communicator and coordinator, to Nurture faculty members' competencies through an adequate needs analysis and faculty development, to Deliver faculty development with thorough preparation, targeted implementation and measured evaluation. The translation of the FIND model resulted in a skills training module to facilitate the intreprofessional group dynamics in the clinical setting. The principles in the FIND model are carefully applied in the preparation of training modules. The training activities went smoothly, the active participation and involvement of participants was good, and the learning objectives conveyed in the module could be achieved. Participants were satisfied with the training conducted. There was an increase in perception before and after the training about the various competencies of clinical IPE facilitators. Thus, it can be concluded that the FIND model is suitable for the development of teaching staff as IPE facilitators in clinical settings in Indonesia.
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Jakarta: Fakultas Kedokteran Universitas Indonesia, 2025
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UI - Disertasi Membership  Universitas Indonesia Library
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Ken Ariata Tengadi
"Era globalisasi mendatang menuntut adanya peningkatan mutu lulusan fakultas kedokteran negeri dan fakultas kedokteran swasta. Disamping harus meningkatkan mutu pelayanan kepada masyarakat, RSUP Fatmawati sebagai mitra pelaksana pendidikan dengan Fakultas Kedokteran Universitas Trisakti sejak tahun 1969, ditantang untuk memantapkan diri sambil memperbaiki penyelenggaraan pendidikan profesi calon dokter.
Penelitian ini merupakan penelitian kualitatif formatif dan studi kasus dengan cara melakukan telaah mendalam, wawancara mendalam, pembagian /pengisian kuesioner dan melakukan observasi di empat (4) Staf Medis Fungsional atau Unit, yakni Unit Bedah, Unit Penyakit Dalam, Unit Kesehatan Anak, dan Unit Kebidanan.
Hasil akhir penelitian ini berupa informasi dan pola Kepaniteraan Klinik pendidikan Program Studi Profesi Dokter, yang diharapkan dapat dipakai sebagai acuan pendidikan di sepuluh (10) rumah sakit lainnya yang dipakai sebagai lahan pendidikan profesi dokter Fakultas Kedokteran Universitas Trisakti.
Saran yang diusulkan dapat dipakai sebagai rekomendasi bagi Direktur RSUP Fatmawati dan Dekan Fakultas Kedokteran Universitas Trisakti serta jajarannya untuk menyempurnakan penyelenggaraan Program Studi Profesi Dokter. Hasil penelitian ini diharapkan dapat bermanfaat bagi semua pihak. yang berkecimpung dalam pendidikan kedokteran di negeri yang kita cintai ini.

The Analysis of Implementation the Study Program of Medical Doctor Profession of the Faculty of Medicine of Trisakti University in the Fatmawati General Hospital, Cases Study in Four Functional Medical Staff or UnitsThe coming globalization era is going to need the improvement of graduate quality of the state and private FACULTY OF MEDICINE Besides being demanded to improve the service quality to the society, the Fatmawati General Hospital as a partner of the faculty of medicine of Trisakti University to implement the education since 1969 has been being challenged to establish itself while improving the education of medical doctor candidate profession.
This was a qualitatively formative research and cases study by doing a carefully examination, interview, questionnaire distribution, and carrying out an observation in the four Functional Medical Staff or Units ( Internal Medicine Unit, Surgery Unit, Pediatrics Unit, Gynecology and Obstetrics Unit). The final result of this research is to obtain the information and pattern of the Education of Study Program of Medical Doctor Profession, which is expected to be practicable or applicable as a reference of education in ten other hospitals which are used as the places of Education of Medical Doctor Profession of the faculty of medicine of Trisakti University.
Suggestions proposed can be used as a recommendation for the Director of the Fatmawati General Hospital and Dean of the faculty of medicine of Trisakti University and Staff to improve the implementation of the Study Program of Medical Doctor Profession. Further, this research result is expected to be beneficial for anyone involved in the education of medicine in our beloved country."
Depok: Universitas Indonesia, 2000
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UI - Tesis Membership  Universitas Indonesia Library
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Oemar Hamalik, 1936-
Jakarta: Bumi Aksara, 1999
375 OEM k (1)
Buku Teks  Universitas Indonesia Library
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Hibbert, Kathryn M.
"This book reviews the philosophies, theories, and principles that underpin assessment and evaluation in radiology education, highlighting emerging practices and work done in the field. The sometimes conflicting assessment and evaluation needs of accreditation bodies, academic programs, trainees, and patients are carefully considered. The final section of the book examines assessment and evaluation in practice, through the development of rich case studies reflecting the implementation of a variety of approaches. This is the third book in a trilogy devoted to radiology education. The previous two books focused on the culture and the learning organizations in which our future radiologists are educated and on the application of educational principles in the education of radiologists. Here, the trilogy comes full circle, attending to the assessment and evaluation of the education of its members has much to offer back to the learning of the organization.
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Berlin : Springer, 2012
e20426030
eBooks  Universitas Indonesia Library
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Riry Ambarsarie
"Latar Belakang: Model pengembangan staf pengajar akan membantu mengidentifikasiprogram pengembangan yang dapat mengakomodasi keinginan staf pengajar, kebutuhanakademik dan kebutuhan institusi. Tujuan penelitian ini adalah untuk mengeksplorasimodel pengembangan staf pengajar yang dibutuhkan oleh suatu fakultas kedokteranmelalui tinjauan kepustakaan sistematik dan eksplorasi persepsi panel ahli.
Metode: Penelitian menggunakan metode kualitatif dengan pendekatan fenomenologiyang didahului dengan tinjauan kepustakaan sistematik yang menggunakan duapangkalan data, yaitu PubMed dan ERIC, dilanjutkan dengan proses wawancara denganpanel ahli bidang pendidikan kedokteran sebagai informan yang berasal dari beberapafakultas kedokteran yang dipilih berdasarkan keterwakilan wilayah Asosiasi InstitusiPendidikan Kedokteran Indonesia AIPKI dan keterwakilan institusi pendidikan negeridan swasta di Indonesia.
Hasil: Terdapat 10 kepustakaan yang dilibatkan dalam proses tinjauan kepustakaansistematik yang mendasari penyusunan konsep model pengembangan staf pengajar danterdapat 10 wawancara dengan pakar bidang pendidikan kedokteran. Seluruh informanmenyepakati sebagian besar komponen dalam model dan memberikan sejumlahmasukan untuk menyempurnakan model tersebut. Informan menyepakati tigakomponen utama dalam model pengembangan staf, yaitu komponen sistem, proses dankonten. Informan juga mengemukakan gambaran proses pengembangan staf pengajarsaat ini di Indonesia serta tantangan yang akan dihadapi dalam implementasi model.
Diskusi: Tiga komponen utama dalam model menjadi salah satu syarat yang harusdipenuhi institusi pendidikan kedokteran jika ingin meningkatkan kualitas pendidikanmelalui program pengembangan staf yang komprehensif. Komponen konten yang terdiridari pengembangan instruksional, profesional, softskill, kepemimpinan dan spiritualmenjadi panduan penentuan konten atau materi yang diperlukan dalam suatupengembangan staf pengajar. Komponen proses menggambarkan berbagai aspek yangmempengaruhi program pengembangan akan mempermudah institusi dalammempersiapkan program pengembangan secara berkelanjutan. Komponen sistemmerupakan gambaran peran sistem pendidikan yang mempengaruhi pelaksanaanprogram pengembangan, terdiri dari aspek pimpinan, kebijakan institusi danketersediaan tenaga ahli.
Kesimpulan: Model pengembangan staf pengajar yang disusun peneliti merupakanmodel yang ideal dan mampu diterapkan di Indonesia. Selain karena sifatnya yangkomprehensif, model ini juga disusun berdasarkan tinjauan kepustakaan sistematik,yang didukung oleh tinjauan para ahli dari perwakilan berbagai fakultas kedokteran diIndonesia yang membuat model ini sesuai dengan karakteristik pendidikan kedokterandi Indonesia. Melalui model ini, diharapkan institusi dapat mempersiapkan programpengembangan staf pengajar secara lebih komprehensif dan berkelanjutan.

Background: Faculty development model will helping to identify developmentprograms that can accommodate faculty, academic and institutional needs. The purposeof this study is to explore the faculty development model that needed by a medicalschool through systematic literature review and expert panel perception exploration.
Methods: This qualitative study with phenomenology approach is preceded by asystematic literature review that using two database, Pubmed and ERIC followed by aninterview process with panel expert as informant from several medical school thatselected based on representation of region of Association of Indonesian Medical School AIPKI and representation of public and private medical school in Indonesia.
Results: There are 10 literatures involved in systematic literature review that underliesthe drafting of faculty development model and supported by 10 interviews with panelexpert. All informants agree on three main components of the model, that consist ofsystem, process and content components. The informants also presented an overview ofthe current faculty development process in Indonesia as well as the challenges that willbe faced in model implementation.
Discussion: The three main components become one of the condition that medicalschool must be fulfilled if they want to improve their educational quality through acomphrehensive faculty development programs. Content component consist ofinstructional, professional, softskill, leadership and spiritual development, it will helpthe determination of content that needed in faculty development. The processcomponent describe the various aspects that will affecting the development program itwill help the institution to preparing the sustainable development program. The systemcomponent describe the role of education system that influences the implementation offaculty development program, consist of leader aspect, institutional policy and theavailability of experts.
Conclusion: Faculty development model that construct by the author is an ideal modeland can be applied in Indonesia. Beside the comphrehensiveness, developing based on asystematic literature review and supported by a review expert that represented variousmedical school in Indonesia made this model appropriate with Indonesia medical schoolcharacteristics. Through this model, the institutions are expected to prepare the facultydevelopment program more comphrehensive and sustainable.
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Jakarta: Fakultas Kedokteran Universitas Indonesia, 2018
T58567
UI - Tesis Membership  Universitas Indonesia Library
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Cambridge, UK: Harvard University Press, 1968
610.7 TEA
Buku Teks SO  Universitas Indonesia Library
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Harden, Ronald M.
Edinburgh: Churchill Livingstone, 2012
610.71 HAR e
Buku Teks SO  Universitas Indonesia Library
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Malden: West Sussex Wiley-Blackwell, 2014
610.76 UND
Buku Teks  Universitas Indonesia Library
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