Designing An Ideal Model For Skill Laboratory Teaching And Learning In Developing Country, Lesson Learnt From Indonesian Medical School

DOI

10.2991/ichlas-17.2017.7How to use a DOI?

Keywords

skill laboratory; teaching; learning

Abstract

Skill laboratory teaching and learning is a part of medical school curriculum. The learning involves many things such as knowledge as well as affective and psychomotor capability, tutor role, and faculty financial support. In developing country, there is not only financial burden to support skill laboratory but also lack in number of qualified medical teacher. The aim was to develop the best model for skill learning in limited resources. The study developed through January-October 2016 and we analyzed the data quantitatively and qualitatively. For quantitative data we had gained from questionnaire and qualitative data were gained from written open question on how the skill learning process was going on in our faculty and participating observation during the process. The questionnaire was assessed students' and tutor's perspectives of 51 items using Likert scale, that questioning about the process, skill laboratory design, equipment, tutor role and student motivation. Total sample were 287 students and 25 tutors. The result was divided into three different domains that were students, tutor or building/equipment. Most of respondents said that the equipment including building support such as toilet, praying room was not in appropriate needs (> 75%). This result showed that both student and tutor want to have much better learning environment. There were limited manikin (>70%), so the students find difficulties to do self-repetition. Students also noticed that tutor feedback were the best motivation for their self. The qualitative result also concluded that the capability of tutor in giving feedback and standardizing the skill could cover the gap in limited resources during the skill learning process. Making standardized video for all skill procedures is the alternative solution in lacking of manikin to self-practicing. Peer practices can also to be used in case of limited standardized patient. Based on our model, tutor is the central role to encourage the student in mastering the skill procedures.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Erike Anggraini S.
AU  - Dyah Ayu W. Setyaningrum
AU  - Riva Auda
PY  - 2017/12
DA  - 2017/12
TI  - Designing An Ideal Model For Skill Laboratory Teaching And Learning In Developing Country, Lesson Learnt From Indonesian Medical School
BT  - Proceedings of the 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017)
PB  - Atlantis Press
SN  - 2468-5739
UR  - https://doi.org/10.2991/ichlas-17.2017.7
DO  - 10.2991/ichlas-17.2017.7
ID  - AnggrainiS.2017/12
ER  -