Efektivitas Longitudinal Evaluation of Performance (LEP) Sebagai Penilaian Formatif dalam Mencapai Kompetensi Klinik Pencabutan Gigi Anak

• Main Authors: , IRFAN SUGIANTO, , dr. Titi Savitri Prihatiningsih, MA., MMedEd
• Format: Theses and Dissertations NonPeerReviewed
• Published: [Yogyakarta] : Universitas Gadjah Mada 2013
• Subjects: ETD
• 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
• Institution: Universitas Gadjah Mada

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