Efektivitas Longitudinal Evaluation of Performance (LEP) Sebagai Penilaian Formatif dalam Mencapai Kompetensi Klinik Pencabutan Gigi Anak
Background: At the end of the clinical learning phase, it is expected that students achieve competency already set. In the clinical study, direct observation and the provision of feedback by the clinical instructor are important. Therefore, lack of direct observation and feedback is one of the short...
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| Main Authors: | , |
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| Format: | Theses and Dissertations NonPeerReviewed |
| Published: |
[Yogyakarta] : Universitas Gadjah Mada
2013
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| Subjects: | |
| Online Access: | https://repository.ugm.ac.id/118783/ http://etd.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act=view&typ=html&buku_id=58759 |
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| Institution: | Universitas Gadjah Mada |
| Summary: | Background: At the end of the clinical learning phase, it is expected that students achieve
competency already set. In the clinical study, direct observation and the provision of feedback by the
clinical instructor are important. Therefore, lack of direct observation and feedback is one of the
shortages of current medical education
Objective: To determine the effectiveness of Longitudinal Evaluation of Performance (LEP) to
achieve competence in child tooth extraction and to determine the student�s perception of the clinical
learning process in the Child Dental Health Department (IKGA), Faculty of Dentistry, University of
Hasanuddin (FKG UNHAS).
Methods: This was a quasi-experimental study using �posttest only with control group� study design.
The subjects were 39 students of clinical rotations in the study site divided randomly into two groups,
namely the intervention group (clinical learning group with LEP) and the control group (group with
current learning method). Both groups completed the requirements of the case of the child's teeth
extraction as many as 6 cases and 1 case in the post test. The competency achievement was measured
using the long case method with using LEP assessment sheet in forms of rating scale, followed by a
discussion session. The entire samples filled out questionnaires on the perceptions of clinical learning
process. Statistical analysis used the Mann-Whitney test. Qualitative data were analyzed by 2
reviewers.
Results: The value of the procedure and communication skills in the intervention group was higher
than that in the control group (p <0.05). Students' perception of the importance of direct observation
was higher in the intervention group than that in the control group (<0.05). Level of agreement on the
importance of direct observation and feedback indicated a high value, while the qualitative data
indicated that the LEP method had several advantages such as the presence of feedback that made
students know their shortcomings during their study |
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