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Background: It is very important to develop professional identity among medical students, as it will affect how they work in the future. Factors affecting professional identity in medical education context need to be explored. This study aimed to develop a model of professional identity in medical students which examine the role of motivation, self-efficacy, personal reflection, social interaction, curriculum in action perceived by students and participation in determining professional identity. Methods: A cross-sectional survey was conducted among medical students in Mataram University. A total of 303 pre-clinical (year 1 to 4) and clinical students (year 5 to 6) filled out the questionnaires. Partial least square - structural equation model analysis was performed. Results: The modification model had a good model fit (GoF 0.404). The average path coefficient was 0.303 (p

Background: Effective learning should be based on an understanding of how students learn. Students who are well adjusted will be actively involved in learning. The role of motivation will encourage individuals to have appropriate strategies to guide their learning, to depthly process the information which in turn produces better learning achievement. Environment creates a learning atmosphere that influences students learning motivation. This study was aimed to find out the correlation between students’ perception of clinical learning environment and learning motivation. Method: The study used quantitative method with cross sectional approach. 70 Ners students of Aisyiyah University of Yogyakarta academic year 2015/2016 answered the Clinical Learning Environment and Supervision (CLES) and Motivated Strategies for Learning Questionnaire (MSLQ) questionaires. Pearson test was used to analyze the data. Results: Most of the students (77.1%) showed positive perception about the clinical learning environment. They were more likely to be motivated extrinsically than intrinsically.The highest value of task value motivation subscales shows a mean value of 5.79 (SD = + 0.67) while the lowest value in the anxiety test sub-scale shows a mean of 3.52 (SD = + 1.23). The clinical learning environment of the head of the room leadership style sub-scale has a weak positive correlation with the motivation to learn (r = 0.297 and p = 0.012). Conclusion: There is a weak positive correlation between students’ perception of clinical learning environment and learning motivation. Clinical learning environment needs to be well prepared to meet the needs and improve students learning motivation.

Background: Several elements of PBL have been identified and prepared with a questionnaire to be reused. Variables of PBL elements that influence students' learning decisions are assessed using a questionnaire of PBL elements that affect students’ learning decisions. This study is one part of a study reported in a different journal of medical education. The objective of this study was to validate a questionnaire of PBL elements that influence learning decisions of students in FKIK UMY Methods: A total of 584 students from major A, B, C, and D in FKIK UMY on the introductory tutorial groups with Indonesian as discussion language were invited to fill out a questionnaire. Construct validity was assessed by testing the validity of the items, Crönbach alpha, factor analysis, convergent and discriminate validity. Results: A total of 582 students of the major A, B, C, and D FKIK UMY on the tutorial groups with Indonesian as the language of instruction participated in the study (response rate 99.6%). Data showed that the questionnaire on PBL elements that affect student learning decisions have a high construct validity. Conclusion: The questionnaire of PBL elements that influence students’ learning decisions in Indonesian version is valid and can be reused. A deeper, further qualitative research on the other PBL elements can be conducted to improve the questionnaire.

Background: In the process of becoming a doctor, a medical student experiencing the development of professional identity. In this process, students need a broad picture of medical profession. They need to orient themselves in the medical profession to determine the future professional identity as a doctor. Source of the picture of medical profession needs to be explored further. This study aims to explore the ways students get picture of the medical profession. Method: Qualitative research by conducting in-depth interviews to 17 preclinical and clinical medical students. Determinants and emergent coding performed to analyze the results of the interview. Results: Source of imagination can be derived from the curriculum and outside the curriculum. Students get two important things, first was overview of the work environment and how the physician work and second was physician professional values. Characters of role models identified primarily from student interaction with faculties. The characters include faculty’s role as teacher, as doctor, their personal atributes and how they interact with students. Conclusion: Formal curriculum plays important roles in providing and facilitating students to get overview about the work environment and how the doctors work in the health service. Although the transfer of professional value to students is determined by the hidden curriculum, but the formal curriculum can facilitate by providing activities that allows the interaction between generations or conduct review on fiction and non-fiction medical stories and histories that is obtained from media.

Background: Motivation is the force that drives a person to do something. Motivation can affect student learning achievement. The purpose of this study was to examine the relationship between motivation and student learning achievement. Method: This research method was a cross sectional survey. The study was conducted at the Medical Faculty of Lampung University. The study population was students that taking Medical Basic Science (MBS) blocks 3. Samples were from all population. The instrument used to assess motivation was Motivated Strategies of Learning Questionnaire (MSLQ). The questionnaire comprises 6 dimensions divided into 31 questions that intrinsic, extrinsic, task value, control of learning beliefs, self-efficacy and anxiety. Learning achievement were measured by the MCQ which. Questionnaire data were taken at the end of the block MBS3, which analyzed using Pearson Product Moment correlation. Results: The correlation between intrinsic motivation and student’s achievement obtained -0.020 with 0.805 significance (p> 0.05). Relationships intrinsic motivation and student’s achievement showed an inverse relationship. Extrinsic motivation and student’s achievement obtained 0.670 with 0.397 significance (P> 0.05). The correlation task value and student’s achievement 0.066 with 0.403 significance (p> 0.05). The correlation control of learning beliefs and student’s achievement of 0.054 with 0.339 significance (p> 0.05). The correlation of self-efficacy and student’s achievement of 0.054 with 0.496 significance (p> 0.05). The correlation test anxiety and student’s achievement -0.060 with 0.447 significance (p> 0.05). The correlation of total score of motivation and student’s achievement 0.034 with 0.670 significance (p> 0.05). All correlation dimension obtained motivation was weak and not significance. Conclusion: The results showed very weak positive correlation between the total score of motivation to learning achievement.

Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training. Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collected Result: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.

Background: Short version instruments are being developed to meet the needs of social sciences researchers who simulataneously use a number of instruments. The Approaches to Learning and Studying Inventory (ALSI) is a short version instrument to measure learning approaches used by students. This analysis is part of a study that is published in different medical education periodicals. The objective of this assessment was to validate the ALSI in a population of second year medical students of the Gadjah Mada University Faculty of Medicine (GMU FM), Yogyakarta. Method: 225 second year students in the regular program at the GMU FM were invited to complete the ALSI questionnaire. To suport construct validities of ALSI, an item’ validity, Crönbach alpha, factor analysis, convergent validity, and discriminant validity were measured. Results: A total of 160 students participated in this study (71,11% response rate). The data collected did not support the construct validities of ALSI. Conclusion: ALSI requires improvement, in particular the items of the surface approach subscale. Instead of the initial five subscales, it is probably more appropriate if the instrument is divided in only three subscales - surface approach, effort management-organized studying, and deep approach-monitoring studying.

Background: Peer teaching is a teaching method that widely applied in many medical institutions. This research was designed to evaluate group discussion effectiveness, intrinsic motivation, and student achievement differences between peer tutor−facilitated students and faculty tutor−facilitated students. Method: This research is an experimental research using post−test only control group design during the implementation of third and fourth module of the Cardiovascular Block (consist of five modules). Fifty-nine third year students were randomly assigned into two groups. Three experimental groups (n= 30) was facilitated by peer tutors (PT) and three control groups (n= 29) was facilitated by faculty tutors (FT). Two students were randomly elected from each PT group as peer tutor. A six hour training was given to the peer tutors. In the end of the third and fourth module, group discussion effectiveness, intrinsic motivation, and student achievement in those modules were evaluated using Tutorial Group Effectivenes Instrument (TGEI) questionnaire, Intrinsic Motivation Inventory (IMI) questionnaire, and 20 multiple choice questions, respectively. Mean differences between groups were measured by Cohen's d with the practical significance at Cohen's d > 1. Results: There was no significant differences of group discussion effectiveness (Cohen’s d= -0.41) and intrinsic motivation (Cohen’s d= -0.83) between two groups. Significant difference in student achievement is found between those groups, peer tutor−facilitated students score higher than faculty tutor−facilitated students (Cohen’s d= 2.96). Peer tutors showed higher achievement than discussants (Cohen’s d= 1.86). Conclusion: The results showed that peer tutor can facilitated group discussion as well as faculty tutor in group discussion effectiveness, intrinsic motivation and student achievement paramaters. There was advantage for students who given role as peer tutor.