| Summary: | Background. The medical education institution should have two important
characteristics as the institution�s consideration, the first is about the
importance of using the right assessment as a measuring instrument and
the role of curriculum in producing good quality graduates. UKDI is only
one exit to be a doctor that will certainly have varied impact on students
from the expected and unexpected.
Objectives. The purpose of this study was to determine the impact on
student�s UKDI learning, on which will follow UKDI, related to the
allocation of time for study, the number of hours of study, the distribution
of learning, the selection of learning resources and learning materials
selection.
Methods. The research method on this study is qualitative study that uses
Focus Group Discussion to get the data. The number of participants is 61
students divided into 6 groups. The groups of students is at the Faculty of
Medicine with the accreditation of A, B and C respectively - each of the
public and private colleges.
Results. The results of qualitative analysis portrayed that UKDI has an
impact on the student learning. The impact of learning that occurs
associated with two things, the first is relate to the quality of student
learning and the second related to student metacognitive regulation. The
general quality of the student�s learning that occurs in facing UKDI is still
low, which is learning by memorizing. For metacognitive regulation is
relate to the allocation, the number and distribution of learning, the
selection of learning materials, the selection of learning resources, the
selection of a place of learning, learning strategies, learning to maintain
consistency, and monitoring the process of learning and improvement.
Conclusion. UKDI have an impact on the learning of medical students,
both in the quality of learning and metacognitive regulation.
|
|---|