International Journal of Healthcare Sciences ISSN 2348-5728 (Online) Vol. 8, Issue 1, pp: (72-78), Month: April 2020 - September 2020, Available at: www.researchpublish.com
OVERVIEW OF EDUCATION ENVIRONMENT AND OSCE GRADUATION OF FIFTH SEMESTER IN MEDICAL FACULTY UDAYANA UNIVERSITY Ida Ayu Laksmi Devi Faculty of Medicine, Udayana University, Bali Indonesia
Abstract: Students' overview of education environment is essential in order to achieve the sole purpose of the study. The educational environment is the implication of learning environment or academic atmosphere experienced by a student in implementing curriculum. OSCE has been widely used as an assessment tool to test the minimum standards received from students while studying in the medical faculty. In order to achieve the maxium score of OSCE, a medical university made an entire a simulation obased on clinical practice called basic clinical skill. Basic clinical skills (BCS) become a learning process tool that combines aspects of knowledge, skills, and attitudes in clinical practice, and supports OSCE learning. This study aims to determine the differences in the fifth semester of OSCE graduation for 2015/2016 and 2016/2017 students at the Faculty of Medicine, Udayana University. This study uses the DREEM questionnaire to see students' perceptions of education environment in FK Unud. Samples were taken using the hypothesis test formula of the proportion of two populations. The research results were processed with SPSS through the Pearson correlation test. The results showed that education environment had no relationship with OSCE graduation in 2015/2016 and 2016/2017 (p <0.01). This study can provide an overview of the results of the OSCE graduation, in two different strengths at the Faculty of Medicine, Udayana University. Keywords: education environment, OSCE, OSCE graduation, DREEM.
I. INTRODUCTION The educational environment is the implication where the learning environment or academic atmosphere experienced by a student in implementing a curriculum (Rothman & Ayoade, 2015). According to Hussain et al. (2014), the curriculum is described as six partial and interrelated pairs, where the curriculum is said to be structure, curriculum as a process, curriculum as content, curriculum as teaching, curriculum as learning and curriculum as activities. In the implementation of the curriculum, especially in medical education, there are several stages including students learning the material received when conducting lectures, implementing course material in the form of clinical basic skills training, and testing clinical knowledge and skills with a series of examinations called objective structured clinical examination (OSCE). Basic clinical skills training or commonly called basic clinical skills has been received by students of the Faculty of Medicine of Udayana University since the first year of lecture. Basic clinical skills are a means of the learning process that combines aspects of knowledge, skills and attitudes in clinical practice. The provision of basic clinical skills training aims to bridge the courses received by students in the classroom with the clinical situation that will be received when handling patients as clinical partnership students. With basic clinical skills training provided from the start, students will be more familiar with the clinical situation. In addition, this can increase student interest in learning and provide more preparation to undergo a period of clinical partnership or the so-called co-ass. The material provided in clinical basic skills training is guided by SKDI (KKI, 2012).
Page | 72 Research Publish Journals