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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: The learning achievement of students in higher education is reflected in their grade point average (GPA). Selection types in student admission, learning motivation, and learning strategies are believed to influence the effective and efficient learning achievement, thus facilitating achieving the desired learning objectives. Medical students should have good behavior and learning styles that eventually can help to make lifelong learning. Students that can organize themselves to learning tend to use a good strategy in running the study. Learning motivation and learning strategies used by the learner will affect student results. This study aimed to compare the 3 types of selection in student admission to learning motivation, learning strategies and achievement of students of the Faculty of Medicine. Method: This was a quantitative study using a cross sectional design. The subjects were preclinical students at the Faculty of Medicine of Halu Oleo University, Kendari, consisting of 161 first-year students, 137 second year students, and 148 third year students. This study used a questionnaire ‘Motivated Strategies for Learning Questionnaire (MSLQ)’ to measure learning motivation and learning strategies. The results of MSLQ and GPA were compared based on the type of student selection. Results: Within all categories of learning achievement, the highest scores were achieved by the students from selection of SBMPTN, followed by SNMPTN, then SLMPTN. Mean of extrinsic goal orientation of students with all types of student selection was high, whereas the lowest mean was learning self-confidence. Learning strategy with high score was repetition, and the lowest score was critical thinking in students with all types of student’s selection. There was a positive relationship between admission style, learning motivation, learning strategies and achievement of students. Conclusion: Students that were selected by SBMPTN have highest score of learning achievement, and the lowest score were students from SLMPTN. There was no significant different of motivation and learning strategy between all type of student selection.

Background: Self-directed learning is a form of independent learning where in the process it is advisable that students create a study planner so that the learning process is more focus and effective. A study planner can be used as a reference that will assist students in evaluating and reflecting the learning process. This study aimed to find out how the application of study planner can support the process of self-directed learning, this will be based on a literature study. Method: This research was in the form of a literature study which covered the application of study planner and its relation to self-directed learning. The literature searches were conducted with two databases (e-sources national library and ERIC), by using 11 keywords, in order to obtain more amounts of readings available, that were in relation to the utilization of study planner in order to support self-directed learning. Based on five inclusion and exclusion criteria were used to select 22 journals that obtained from the results of database searches, two journals that can be used to answer research questions were found. Data were extracted systematically by segmenting and coding. Followed by determining patterns to find broader category. Results: Based on segmenting and coding process and determining important patterns, two broad categories were found, that are (1) The benefit of study planner in self-directed learning; and (2) Factors that affect study planner and self-directed learning. Conclusion: Study planner can assist students in developing their self-directed learning skills, that will be handy to support their lifelong learning skills. Study planner can also give motivations to students in performing self-directed learning

Background: Peer-Assisted Learning (PAL) has been widely used in medical education. Training From Senior Student (TFSS) is a PAL-scheme program in Skills-Lab FM GMU which one of its aim is to facilitate students to master their cinical skills. However, failure rate in OSCE is still high. This research conducted to explore students’, assistants’ and faculty’s perceptions on the benefits of TFSS in students’ clinical skills acquisition. Method: This study used exploratory focus group discussion (FGD) and in-depth interview with respondents, which were chosen purposively. The data were then transcribed and analysed for themes using deductive content analysis. Results: Thirty-six respondents joined the study (13 medical students; 17 assitants; 6 faculty staffs). The respondents’ perceptions were categorized in 3 aspects: cognitive aspects, social aspects, and organizational aspects of clinical skills learning. As a whole, the view of each respondent was not much differents. TFSS enhanced cognitive and social aspects of both students’ and assistants’ learning, but it didn’t provide the optimal opportunity to practice their skills. Various related problems in organizing were also found. Conclusion: TFSS provided positive benefits on both cognitive and social aspects of clinical skills learning, but not for the opportunity to practice the skills. Improvements need to be done to enhance the quality and quantity of skills training.

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.

Background: Education world has a very important role in improving the quality of human resources, as it is the environment in which the process of the formation of professional behavior through a series of teaching and learning process. Professional behavior should be clearly seen as an aspect of personal identity and character developed over time. Based on this, the focus of professionalism began to shift from individual to the institution and stated that professionalism must be embedded in an educational institution with a complete integration of the culture of professionalism that involves the institution leader, staffs, lecturers, and students. The purpose of this study is to investigate the professional behavior of the institution of Sekolah Tinggi Ilmu Kesehatan Guna Bangsa Yogyakarta. Methods: This study is a descriptive qualitative research. Subjects were the institutional leader, lecturers, staffs and students are determined by purposive sampling. Interview instruments include altruism, honor and integrity, caring and compassion, respect for others, responsibility and accountability, excellence and scholarship, and leadership. Participant at the data collection focused group discussion (FGD) is 10 persons and on interview data collection is 21 persons. Efforts to achieve the credibility of the informant are done by triangulation and discussions with colleagues. Research supervisor role as auditors, maintain dependency and certainty degree of this research. Results: Participants considered that the lecturers, staffs, students and institutional leader have done with the guidance of a good, high integrity, good communication, mutual respect, responsibility and provide exemplary. However, some behavioral components still require improvement such as the level of lecturers’ discipline, staffs’ job and responsibility distribution, student discipline and responsibility, and supervisor leadership patterns. Conclusion: As there are still some components of professional behavior that needs any improvement, requires institutions to increase self-understanding and awareness to professional behavior. Institutions need to consider any strategies to be taken to overcome any problems faced by the institution to achieve professional behavior.

Background: Mini-CEX was developed to assess the clinical skills of students through direct observation and constructive feedback on student achievement. To test Mini-CEX well as assessment methods, it is necessary to evaluate the implementation of Mini-CEX as Mini-CEX assessment methods and benefits of the learning process, as well as the professional development of students as future doctors, in the form of assessment of students’ perceptions of the Mini- CEX implementation. The objective of this study are to validate an instrumen for measuring the level of student perceptions in the implementation of Mini-CEX in Faculty of Medicine, Universitas Gadjah Mada’s clerkship program, to know the student’s opinions about the implementation of Mini-CEX as a method of assessment in clerkship program and benefits to student learning and professional development, to know the relationship students’ Mini-CEX point to student’s perception in the implementation of Mini-CEX in clerkship program medical faculty of GMU, and to compare the perceptions of students in Mini-CEX implementation in clerkship program Medical Faculty of GMU based on the characteristics of the department. Method: Research was conducted with a cross sectional study design. The research utilized closed questionnaires, each contained 5 likert scales. The questionnaires were given to the students who conducted clerkship in Faculty of Medicine, Universitas Gadjah Mada during the period of September 2010–March 2011. A total number of 103 students who become subjects in this study, which are consisted of 72 students in Internal Medicine Department and 32 students in Neurology Department. The correlation between student perception and Mini-CEX score was analyzed by using spearman correlation test. Mann-Whitney test was used to analyze the differences student perception between both Departments. Results: Students who are conducting clerkship program in Internal Medicine Department and Neurology Department Faculty of Medicine Universitas Gadjah Mada agree that Mini-CEX can be as assessment and learning tools, and promote the development of student professionalism. Perceptions of students towards the implementation of Mini-CEX in clerkship are not associated with Mini-CEX score. There was no significant difference in students’ perceptions towards the implementation of Mini-CEX between Internal Medicine Department students and Neurology Department students. Conclusion: Students perceived the Mini-CEX to be a practical assessment tool with a positive impact on their learning and professionalism development during clerkship.

Background: Mini-CEX was developed to assess clinical skills by direct observation. Mini-CEX as a clinical skills assessment tool had to fulfill four requirements: validity, reliability, effects on students, and practicality. The purpose of this study is to understand validity, reliability, and feasibility of Mini-CEX as a clinical skills assessment tool in medical core clerkship program at Faculty of Medicine Universitas Gadjah Mada. Method: Seventy four clerkship students from Internal Medicine and 42 clerkship students from Neurology Department were asked to do an observed Mini-CEX encounter for minimum amount of four in Internal Medicine and two in Neurology Department in the period of September 2010 to January 2011. The validity was analyzed with Kruskal-Wallis method for Internal Medicine, and Mann-Whitney Method for neurology Department, reliability was analyzed based on G coefficient, and feasibility was analyzed using descriptive statistic. Results: Mini-CEX’s validity is shown by p < 0,001 in Internal Medicine and p = 0,250 in Neurology Department, G coefficient for Internal Medicine and Neurology Department is 0,98 and 0,61 respectively. Feasibility in Internal Medicine and Neurology Department is 79,7 % and 100% respectively. Conclusion: Mini-CEX is valid and reliable in Internal Medicine but not in Neurology Department. Feasibility is good for both Internal Medicine and Neurology Department.