Proceeding Book Unjani Medical Education Update

Symposium and W orkshop 2015 YXWVUTSRQPONMLKJIHGFEDCBA

U n ja n i " ic a l
E d u c a tio n U p d a te
Mercure Notellandung, W at Java
March 8-28 11IzyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
,
2015
www.umedupdate.com

'Refreshment on Student Assessment
to Improve Educational Quality"

AND ABSTRACTS
Editor:
B.P Suryo Subianto, dr., Sp.B
Hendri Priyadi, dr., M.Kes., Sp.PD
Sylvia Mustikasari, dr., M.Med.ED

w

MEDICAL EDUCATION UNIT
FACULTY OF MEDICINE - UNIVERSITAS
WEST JAVA - INDONESIA

JENDERAL ACHMAD YANI

CONFERENCE

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AND A B S T R A C T S
U n ja n i

M e d ic a l

E d u c a tio n

U p d a te

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" R e fr e sh m e n t
E d u c a tio n a l

27_28

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o n S tu d e n t

A ssesm en t

to

Im p rove

Q u a lity "

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Mercure Hotel Bandung

Secretariat:
F a c u lty

o f M e d ic in e

- J e n d e ra l A c h m a d Y a n i

JI.Terusan Jend. Sudirman PO. BOX. 148 Cimahi
Phone

: +62 (22) 664 2781

Fax.

: +62 (22) 663 1591

Email:
Website

meu_fkunjani@yahoo.co.id
: www.umedupdate.com

U n iv e r s ity

C o n fe r e n c e
U n ja n i

In recent years, medical education in Indonesia has experienced

P r o g r a m m e zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
and Abstracts

M e d ic a l

E d u c a tio n

Fakultas Kedokteran
Mercure

U p d a te

Universitas

Hotel, 27-28

th

expecially in the competence-based

20 I 5

jenderalAchmadYani

the helth institution, such as the National level of competence's
medical students.

Hak

Cipta

dilindungi

memindahkan

sebagian

secara

elektronik

curriculum approach.

In addition, various national policies in health education also has a considerable

March 2015

Hak Cipta © 2015

a significant development,

effect for

exam as an exit exam for

This policy also trigger the medical institution to improve their quality

not only in the content of curriculum, teaching and learning, but also in student assessment.
Dilarang
memperbanyak
atau
undang-undang.nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
atau seluruh

maupun

dengan sistem penyimpanan

mekanis,

isi buku ini dalam
termasuk

bentuk

memfotokopi,

lainnya tanpa izin tertulis

apapun,
merekam,

dari penulis.

baik

Student assessment

atau

achievement in students. Besides, the regulation of student assessment
in accordance

in the institutional

level should represent

with national standards. That issue becomes

the valid competence

important

has to be designed
to be discussed,

especially among health education institutions.

Penerbit:
F a k u lta s

K e d o k te r a n

jl.Terusan jenderal

U n ja n i

meeting in order to be the part of Indonesian Medical education improvement,

Sudirman

in development of student assessment.MLKJIHGFEDCBA

PO. BOX. 148 Cimahi
Telp.

: +62 (22) 6642781

Fax.

: +62 (22) 663 1591

As Dean of the Faculty of Medicine Unjani, it's been an honor for me to facilitate this

- 664282
P r ia t n a ,d r ., S p .R a d

Dean of Medical Faculty
JenderalAchmadYani

Perpustakaan

Conference

University

Nasional : Katalog dalam terbitan

Program and Abstracts

Unjani Medical Education Update 2015

iii

expecially

Refreshment on Student Assessment
to Improve Education Quality

S te e r in g C o m m ite e

Dear collagues,
Student assessment plays the important role in improving the educational quality.A failure
to articulate
the relationship
between
learning and assessment has resulted in a
mismatch between the high quality learning. Indonesia has experience on Final Board
Examination as the exit exam of medical and health education
program. Therefore,
assessment
on competence in medical and health education students has become the
major issue to improve in institutionallevel.The
ideal assessment method should be valid,
reliable, visible and has positive learning impact on student learning. On the other hand, the
main problem to improve the quality in student assessment is a lack familiarity on the part
of medical educator with the concepts of psychometrics that underlie the assessment
quality and also the other importans aspect such as learning impact and faculty
development in assessment regulation.

Pelindung

Prof. Dr. Bambang Sutjiatmo

Pengarah

Priatna, dr., Sp.Rad
lis Inayati, dr., M.Kes
Dr.Wendra, dr., M.Kes
Indarti Trimurtini, dr., M.Kes
Fransiska AP. dr., M.Kes
Muslich Mahmud, drg., Sp.Pros
B.P.Suryosubianto, dr., SpB., M.Med.Ed

O r g a n iz in g C o m m ite e

Ketua

: Sylvia MS., dr., M.Med.Ed

On behalf of the Organising committee, it gives me a great pleasure to welcome you at our
symposium and workshops UMed-Update 20 15 with the theme:
"Refreshment on Student Assessment to improve educational quality"

Wakil Ketua

Hendri Priyadi, dr., SpPD., MPd.Ked

Sekretaris

Atia Nurul S., drg., M.Kes
Ajat Sudrajat
Ihsan
Rani

Best regards,YXWVUTSRQPONMLKJIHGFEDCBA

Bendahara

Welly Ratwita, dr., M.Kes
Dewi Ratih Handayani, dr., M.Kes
Elsy Maya

Seksi IImiah

Emma Mardiyah., dr., M.Kes
Dr. Evi Sovia, dr., M.Si

SeksiAcara

Andri AR., dr., SpF., M.Kes
Asti Kristianti, dr., Sp T H T
Ratih Widyasari, drg., Sp.KG

Seksi Logistik

Badi Soerachman,
Darjiman
Darjo

Seksi Publikasi

Saepudin
Andri Nugroho
Hamdan

S y lv ia M u s tik a

S a ri

Chairman, Organizing Committee
UMed_Update 20 15
Head of Medical Education Unit
Faculty of Medicine
JenderalAchmadYani University
Cimahi,WestJava -Indonesia

vi

drg., SpKG

v ii

ram

08.00·

--....:

-

OPENING CEREMONY

08.30

08.00 - 08.10

Welcome

08.10·08.15

Committee

08.10·08.20

Speech

from

08.20 • 08.30

Speech

from Rector of Jend. Achmad

08.30·09.00

Dance

Report

Chairman

1st Plenary

lecture

Insltutlonal

Educational

Medicine

- Jend. Achmad

Yanl University

PROGRAM
08.00 - 09.00

Yani University

Cimahi

Gandes

Retne

Quality Improvement

for the National

COFfEE

-10.15

09.50 - 10.15

10.30-11.45

Rahayu

Lecture

Standard Settlnl

the quality

of student

10.30-10.50

assessment

1 "Cognitive
Sit! Rokhmah

I$"ument

Developin.8est
Quality in OSCE

We PASS with A

Developln.8est
Quality In OSCE

We PASS wIth A

Question & Answer

COFEE BREAK
symposium

S ·Aness~nt

Moderator:

Fundhy Ikhbar

11.10-11.30
11.30-11.45

learnt from Item Analysis of MCQ

Based Approach·

Community Based Assessment

Diantha scemarn

Experience on assessment

assessment"

In Community

Assessment method In community setting
Mora Claramita

"1

BREAK

Moderator:

In low stakes

YayiSUryo

Developing entertaln
to develop

10.15 -11.30
lesson

iiliHument"

10.15·10.30

Symposium

Standard Sett!n,
In low stakes aunsment

of CBE

ArdlFlndyartlnl
Question & Answer

10.15 ·10.35
Sari Puspa

Dewi

Standard

POSTER PRESENTATION

lUll-Il.OO

setting

in cognitive

assessment

10.35-10.55
Janke Cohen-Schotanus
Oral assessment:
10.55

13.00-14.30

YunlS Pratlwl
In cognitive

assessment
13.00-13.30

Sylvia MS

~Ied

Assessment

M

Hendri Priyadi

The principle theory of ~tkplaced

based assessment

Dvafmllia

Question

13.30-14.00

& Answer

implementing

Mlnl-CeX In Indonesia

yoyo Suhoyo
fRIDAY PRAYER & WNCH

11.45 -12.30

14.00-14.30

POSTER PRESENTATION

12.30·13.00

Symposium

2 "Performance

Moderator:

Voyo Suhoyo

based

Developing

14.30-15.30
WORKSHOP

assessment"

13.00 - 14.15

PRESENTAnoN

14.30-14.5S

High Quality of OSCE
14.S5-15.20

Retno

for Performance-Based

Assessments

15.20-15.35

evaluation

& Answer

Symposium

3 "Developing

Moderator:

Hendrl Priyadi

Progress

Test and Faculty

Development

on Student

14.30 -14.45
Experience

In Progress

'0

~

Test

j

Detwrrvan!

Validity and Reliabillty
Progress

Assesment"

I
10

14.15 -14.30

14.30-14.50

test

of Progrest

to Improve

Test

educational

~

in Student

Assessment

f

i

f

::>
e

CLOSING CEREMONY

~
Z

~

i
~

'6.

quality

Ardl Flndyartlnl
Faculty Management

15.3S-16.00

i

in OSeE

Yayl 5uryo Prabandarl
Question

Question & Answer

Rahayu

Psycometrlc's
13.40 - 14.00

14.00-14.15

Developing ITfOf student Assessment
KinikDarsono

Standards

13.40
Gandes

Sylllia MS

E..••
aluation Research In Student Assessment
TitiSallltr!

Sankaranarayanan
Setting

Question & Answer
Symposium 7 -Futher Issue on Student Assessment"
Moderator:

oRAL

A

AgUS Purwadllnto

13.00 - 13.20

13.20·

Symposium 6 ·Workplaced
Moderator:

Impact

11.15 - 11.30

11.30 - 11.45

LUNCH BREAK

12.00-13.00

validity and reliability

·11.15

learning

Regulation

(Experience)

1

14.50-15.05

ustnavatt
15.05 - 15.20

I

Question

15.20

I

COfFEE

- 15.30

WORKSHOP 0
Gandes Retno Rahayu

level of Exit Exam

Janke Cohen-Schotanus
10.00

WORKSHOPC
Sankaranarayanan

v iaMS

Moderator:Syl

Method and Psycometrlc's re v lew of ProfeslonaUsm assessment
09.25 - 09.50

The new concepts

10.00

WORKSHOP B
J.nke Cohen-Sdlot.nus

Aius purwadlanto

lecture

3rd Plenary

& SPEAKERS

Re-Registration
Symposium 4 -Profeulon.llsm

09.00 - 10.15

Assessing the assessment tools

09.00·09.30

2015

,

TIME

Cimahi

Achmad

2nd Plenary

28

Developing criteria in profeslonaUsm assessment

Dean of Faculty

Trl Hanggono

09.30 -

--.....

PROGRAM & SPEAKER

TIME

th

saturday, March

Friday, MarchZYXWVUTSRQPONMLKJIHGFEDCBA
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M~dule O~st~trics and Gynecology
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Pediatric Clerkship

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Modul Materi Dasar IImu Bedah
pad a Kegiatan Kepaniteraan Klinik
di Fakultas Kedokteran
Universitas Nusa Cendana Kupang

I Farida Nur Aini

ABOO3

Zulaika Nur AMah

Student Assessment of The Tutor,
Lecturer, and Learning Outcomes

2.

ABOO4

Zayadi Zainuddin

Basic Clinical Skills Learning on
Medical Students: Is Peer Assisted
Learning (PAL) Method is More
Effective Compared Expert Assisted
Learning (EAL) Method?"

3.

ABOO7

Atik Maftuhah

Reliability of Cheklist Instrument
used in ECG OSCE Station and
Qualitative Analysis of Students'
Pass-fail Impact

4.

ABOO8

Amandha

Self Directed Learning Readiness and
Learning Environment Perception:
Description on Each Year of Medical
Students

5.

ABOO9

Ratna Kusumawati

Readiness for Self Directed Learning
in Medical Student: Five Years
Implementation
of Problem Based
Learning

6.

ABOII

Siti R. Projosasmito

Student's Made Handout As An
Alternative Learning Resources

7.

ABOl2

Laila lsrona

Reflection Of Assessor and Student
on The First OSCE Implementation

8.

AB025

Nurul Aida Fathya

Development of OSVE in
Profesionalism and Ethic Assessment
in First Year Medical Student

Student's Prespective on ECG
Intepretation Skill: A Problem
Identification

I Titi Savitri Prihatiningsih

ABOl8

I Hikmah Muktamiroh;
Sri Wahyuningsih

Student Perception Towards Sancti
of Academic Integrity Violation

7.

I

AB026

I Ali Taufan; Sylvia MS.

Bioethic Curriculum
Development

AB024

I Hanna Windyantini

Evaluation Of Community Based
Medical' Education In Medical Faculty
Of UPN "Veteran" Jakarta, a
Qualitative Study

x

Boy Timor R.

Qualitative Analysis of Block
Evaluation at Faculty of Medicine
Universitas Gadjah Mada

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Fakultas Kedokteran

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Rima Zakiya;
Zalia Heffira

Perbandingan Pencapaian Nilai Blok
Neurosensori
I dan Neuropsikiatri
Mahasiswa FK UNISMA

2.

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Doti Wahyuningsih;
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Gambaran Hasil Perbaikan Modul
Blok Homeostasis

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Yoyon Arif Martino

Gambaran Efek Perbaikan Modul Blok
Basic Principle I terhadap Pencapian
Nilai Mahasiswa FK UNISMA

3.

ABOl7

Sophie Dwiyanti;
Dwi Tyastuti

"Using Transcript of Patient-doctor
Interview and Case Scenario":An
Innovative Use in A Communication
Module

3.

ABOl9

Dwi Tyastuti;
DevyAriany

4.

ABOIS

Hikmah Muktamiroh;
Sri Wahyuningsih

Study of "Background" Description
of Academic Integrity Violation,
A Case Study

Simulation of Community-Based
Interprofessional
Collaboration
(Sim-COMIC): Strengthening
The Interprofessional Teamwork
Among Health and Non-health
Providers in Primary Care

4.

AB021

Laila Isrona

An Analysis of One-Best MCQ Item
of the Introduction Midwifery Block
Examination

5.

6.

7.

AB020

AB023

AB026

Amalia N. Setyawati

The Impact of Constructed
Laboratory
Practical Work
in Biochemistry Integrated Learning
Strategy (ILS) Teaching
Venous Blood Sampling Procedure
As A Clinical Laboratory Skill for 3rd
Semester Medical Students

Meita Hendrianingtyas

Astrin Fabiola; Sylvia MS.;
WellyR.

,

AB02s

6.

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Yunitasari; Sylvia MS.;
Dewi RH.

The Correlation Between Student's
Perception ofTutor and The Quality
of Self Directed Learning in Step 6
Tutorial.

7.

AB027

Rezanda; Irwanto;
Sylvia MS.

The Anxiety of Oral Assessment
Undergraduate
Student

-

The Difference of Learning Impact in
Written and Oral Assessment

'-----

xii

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Nurul Aida Fathya

S.

Bioethic Curriculum
Need Assessment

xiii

Evaluation:

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Chairman
UMED

S Y M P O S IU M 3

Experience of Faculty of Medicine Andalas University with Progress Test

Dean

Detty

UPDATE

S C IE N T IF IC

Ir y a n i

13

Validity and Reliability of Progrest Test

C O M M IT T E E

Progress test

PROGRAMME

CONTENT

to improve educational

12

quality

A r d i F in d y a r tin i

KEY NOTE

SPEAKER

Institutional

educational

S Y M P O S IU M 4

quality improvement

for the National

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level

of exit examZYXWVUTSRQPONMLKJIHGFEDCBA

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Method and Psycometric's

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assessment

review of Profesionalism

assessment

16

Y ayi Suryo

PLENARY

S E S S IO N

Assessing
G andes

the assessment

R e tn o

The new concepts
Janke

tools

1

S Y M P O S IU M

5

Developing criteria in Community

R ahayu

to develop the quality of student

assessment

4

Assessment

C o h e n -S c h o ta n u s

Based Assessment

17

setting

18

D ia n th a S o e m a n tr i

method

in community

M o r a C 1 a r a m ita

S Y M P O S IU M

Experience on assessment

I

5

Lesson learnt from Item Analysis of MCQ
Sari P uspa

Standard
Janke

of CBE

19

FK UNHAS

D ew i

6

setting in cognitive assessment

The principle theory

C o h e n -S c h o ta n u s

Oral assessment

S Y M P O S IU M 6

7

: validity and reliability

of workplaced

based assessment

Implementing Mini-CeX in Indonesia

Y u n i S . P r a tiw i

8

Learning Impact in cognitive assessment

20

O v a E m ilia

21

Yoyo Suhoyo

S y lv ia M S .

S Y M P O S IU M 7

2

S Y M P O S IU M

Developing

9

High Quality of OSCE

Sankaranarayanan

10

Setting Standards
G andes

R e tn o

Psycometric's
Y ayi Suryo

for Performance-Based

Assessments

R ahayu

evaluation

II
in OSCE

Research in Student Assessment

22

rid S a v itr i P r ih a tin in g s ih

Developing IT for student Assessment

23

K in ik D a r s o n o

FaCUltydevelopment

on student

assessment

lis In a y a ti

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xiv

xv

regulation

24

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Developing Best Quality in OSCE

43

A tik M a ft u h a h

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used in ECG OSCE Station and Qualitative

Analysis of Students' Pass-fail Impact

Sankaranarayanan

G andes

41

nt of the tutor, lecturer, and Learning outcomes
Student assessme

Self Directed Learning Readiness and Learning Environment

R ahayu

Perception:
44

Description on Each Year of Medical Students
Am andha

ABSTRACTS

: Five Years
45

mplementation of Problem Based Learning

S H O R T C O M M U N IC A T IO N

Module Obstetrics

B o y T im o r R .

Readiness for Self Directed Learning in Medical Student

and GynecologyWith

R a tn a K u s u m a w a ti

Specificity In The Semiringkai

Student's Made HandoutAs An Alternative

46

Learning Resources

A g u s S u n a th a
S iti R o k h m a h

Pediatric Clerkship Learning Module
S im p lic ia

33

L a ila Is r o n a

Klinik

34

Soka

Skill :A Problem Identification

48

50

,i

52

11111,

A r ia n i R a tr i D e w i d o n A r is R o s id a

T iti S a v itr i P r ih a tin in g s ih

towards sanctions of academic integrity violation

38

Bioethic curriculum evaluation and development

Gambaran Hasil Perbaikan Modul Blok Homeostasis
D o ti W a h y u n in g s ih ,

S r i W a h y u n in g s ih

39

A li T a u fa n ; S y lv ia M S ; N u r u l A id a

Evaluation Of Community

II

36

Universitas Gadjah Mada

D in i S r i D a m a y a n ti

"Using transcript of patient-doctor
use in a communication ~odule

interview and case scenario": an innovative
53

S O P h ie D w iy a n ti, D w i T y a ~ 'tu ti

Based Medical Education In Medical Faculty

Of UPN "Veteran" Jakarta, a Qualitative Study
H anna

in first year

Perbandingan Tingkat Pencapaian Blok Sensoris Khusus I dan II Mahasiswa
Fakultas Kedokteran

Qualitative Analysis of Block Evaluation at Faculty of Medicine

M u k ta m ir o h ,

and ethic assessment

Medical Student

35

F a r id a N u r A in i

Student perception

Development of OSVE in profesionalism
N u r u l A id a F a th y a

Student's Prespective on ECG Intepretation

H ik m a h

47

M .A n g g r a h in i

Modul Materi Dasar IImu Bedah pada Kegiatan Kepaniteraan
di Fakultas Kedokteran Universitas Nusa Cendana Kupang
S te fD .

P r o jo s a s m ito

Reflection Of Assessor and Student on The First OSCE Implementation

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40

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54

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xvii

55

Venous Blood Sampling Procedure
For 3rd Semester
M e ita

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Skill

Medical StudentsZYXWVUTSRQPONMLKJIHGFEDCBA

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The difference of learning impact in written and oral assessment
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R

Pencapaian Nilai Blok Neurosensori

I dan Neuropsikiatri

Mahasiswa FK UNISMA
R im a Z a k iy a

Gambaran

d a n Z a /ia H e ffir a

Efek Perbaikan Modul Blok Basic Principle I terhadap

Pencapian

Nilai Mahasiswa FK UNISMA
D in i S r i D a m a y a n ti

d a n Y o y o n A r if M a r tin o

Simulation of Community-Based

Interprofessional

Collaboration

(Sim-COMIC): Strengthening The Interprofessional
Health and Non-Health

Teamwork Among

Providers in Primary Care

D w i T y a s tu ti, D e v y A r ia n y

An Analysis of One-Best

MCQ Item ofTthe

Introduction

Midwifery Block

Examination
L a ila Is r o n a , Y u liz a w a ti

. ,

Bioethics and Humaniora

Curriculum

Evaluation at Medical Faculty

University of Jenderal Achmad Yani
S y lv ia M u s tik a ,

N u r u l A id a ,A /i T a u fa n ,A n d r i nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
A R u s m a n , A r ia Y u d is tir a

The Correlation
of Self Directed
Y u n ita s a r i;S y lv ia

Between Student's Perception
Learning In Step 6 Tutorial
M S ;D e w i

RH

The anxiety of oral assessment
R ezanda;

ofTutor and The Quality

Ir w a n to ;S y lv ia

in undergraduate

student

M S YXWVUTSRQPONMLKJIHGFEDCBA

Ill'
1\1

II

x v iii

Institutional

Educational

Quality Improvement

Assessing The Assessment Tools

for

National Level of Exit Exam
by: Gandes Retno Rahayu
by:Tri Hanggono Achmad
Dean of Faculty of Medicine, Universitas
Chairperson

of Asosiasi Institusi Pendidikan

Padjadjaran

Kedokteran

Indonesia (AIPKI)

Abstract
In order

to

maintain

and

improve

it's quality, the

assessment

has to

be

Abstract

The objective

of the implementation

the standardization

of graduate

of national exit exam for medical doctor is to

medical doctor.This

examination

is conducted

assessed.There are several aspects

that should be assessed,

comparability, fairness, educational

impacts, capability to stimulate

each aspect to guide the application in routine practice.
data from

national

in this presentation.

exit exam

used

by the institution

to improve

its quality

wi

i,'

2

self-assessment

reflection, acceptability, and feasibility. This session will discuss criteria

4 timts

year and the result should be used to evaluate the quality of medical education. How

elaborated

including validity, reliability,

3

and indicators

and
for

Lesson Learnt from Item Analysis of MCQ
The New Concepts to Develop The Quality of Stude,
Assessment

by: Sari Puspa Dewi
Dept. of Public Health, Faculty of Medicine, UniversitasPadjadjaran

by: Janke Cohen-Schotanus
~ct

Abstract

Multiple-choice question
Modern

medical curricula

century

within

students'

knowledge

students

reach the required

correctly,

the

their

own

(cultural)

competences

assessment

aim to prepare

students

context.

Therefore,

and professionalism.

levels, their
program

for the health care of the
medical

curricula

In order to guarantee that

performances

in less time and the result is an excellent

have to be assessed. To

source

useful in evaluating the quality of the item.The

has to align with the, educational

curriculum.

(MCQs) are the most frequent

several assessment

the reliability and validity of such instruments
difficult

to

standardized
methods

assess

are needed

subjective.
independent
judgments,
professionals

some

assessment

and the downside

and

subjective judgments

more

professionalism
unstandardized

is that the measurements
instruments

till

analysisshould be reported

upon its difficulty

Later on the items can be stored

examination.

Therefor,

the result of item

to the item writer for evaluation purpose.This

be conducted regularly in all institution

for beneficiary

of the maintaining

process should
the quality of

student assessment system.

asSessl

mort

or judgments are

the users are important;_

may result in an objective end judgment.To gatherlllllf

assessment

programs

participate. This development

shift from assessment

particularly

Therefore,

For the quality of unstandardized

longitudinal

are available

are studied quite extensively. However,

competencies
instruments.

instruments

tool to

about the items. This is

quality of items depends

in item bank, re-evaluate and re-use for further
of knowledge

of information

index.discrimination index and function of the distractor.

.,

For the assessment

used assessment

te knowledge of students.This type of question isimplementedbecause
it can covers
evaua
,.
I
wide variety of items and objectivity. MCQ can be analyzed as post-assessment
evaluation

are

needed

in which

is in medical education

of learning to assessment

several c1lni

also referred to

as:thI

for learning.

5nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
4

Oral Assessment :Validity and Reliability
Standard Setting in Cognitive Assessment
by: Yuni S. Pratiwi
by: Janke Cohen-Schotanus

Fakultas Kedokteran-Universitas

Padjadjaran

Abstract
Abstract
Different

methods

of standard

setting generate

widely divergent

test

Oral assessment

has been develop

and implemented

at the Medical Faculty of

.
PadJ'adJ'aran (FMUP) since 200 I. Oral assessment playa critical point to assess
for tests.nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
1ft
UniversitaS
stUdent's clinical reasoning skills and critical thinking that are achieved during problempresentation compare the advantages and disadvantages of absolute (criterion
based learning (PBL) sessions. PBL curriculum facilitates understanding and application of
and relative (norm referenced)
standard setting methods will be discussed.
the knowledge rather then memorize. Since assessment needs to become a picture of
methods are used to ascertain whether students have attained a pre-set knowledge
curriculum it self-especially tutorial process- FMUP develop and implement this tailorRelative methods are used to rank the students.Absolute
fixed methods typically pi
made oral assessment method called Structured Objective Oral Case Analysis (SOOCA).
huge variations in failure rates and relative methods are characterised
by large varial
Oral assessment has a noble history and somehow
has been replaced by another
pass levels. Standard setting methods have to be credible. defensible and. last but not
modalities of assessment due to some disadvantages. but still. this method offer some

general.

there

is no gold

standard

for setting

pass/fail

standards

affordable

advantages. Since competency

outcome

related with attitude. communication

in health profession

education

and critical reasoning.

curriculum demanding the use of oral assessment.

nowadays strongly

some learning outcome

or

More than a decade of implementation.

we already gain some lesson I,earned regarding validity and reliability of oral assessment.
The purpose of this session
profession education

was to share

in the context

the practice

of oral assessment

of the core assessment

reliability.Attending this session will inform participants

-,

of validity and

of what has been tried previously.

and hopefully. avoid them against repeating the same mistakes.

6

constructs

in health

Developing High Quality of OSCEnmlkjihgfedcbaZYXWVUTSRQ

Learning Impact in Cognitive Assessment

by:

by: Sylvia MS.

Sankaranarayanan

Medical Educator,The

Abstract

Ramachandran

University

Manchester AcademiC Health Science Centre,
"Assessment
drives learning" is an extensive
Miller's quote th
whenever we correlate the assessment and learning process. Surprising~ a~
about learning impact is not as much as psychometrics
research on stude~t
even though this concept is actually grounding the student's learning devel
learning strategy is mediated by the student's perception on 'the assessment
may drive learning trough the content, format, programrl)ing or regulation.
feedback on assessment also play important role in drive student's learning.
Unjani Medical Faculty has experience
in developing the method on
assessment
(oral assessment)
in addition with multiple choice questions. We
difference on learning impact in both method of cognitive assessment. The
A s s e s s m e n t E x p e r ie n c e Q u e s tio n n a ir e (AEQ).Our
instrument was adapted from theZYXWVUTSRQPONMLKJIHGFEDCBA
AEQ (Indonesian version) contains two scales such as student effort, feedback
evaluation, containing 26 items.
As the result, we found the significance difference of leaning impact in
written assessment. This result may due to the different mechanism of feed
method.
In oral assessment, student has to present their case analysis and marlcelt
two lectures.With
this approach, students have more effort on learning and develop
ability not only in level "knows" but also "how" by solved the case analysis.This method,
can provide their motivation to the deeper learning so student will enhance their I,
quality.
We conclude that by developing our cognitive assessment
the student's learning development.

method, we can

~und

Assessment

of performance

and

of Manchester
Manchester,

.,

competencies

United Kingdom

IS very

.

Important

in health

profesSional education, for this purpose OSCE techniques
are widely used in both
IJIICIergraduateand postgraduate
programmes.
The reliability and validity of any
assessment depends on the quality of the tool developed. This workshop will focus on
evidence based assessment principles primarily dealing with development of best format
to alignwith the curriculum,and

effective administration

of OSCE.

I'

Intended Outcomes

'

I.

To develop better understanding

l

in a high-stakes OSCE
Delegates will complete
content selection,scoring
Delegates will develop

3.

of the academic and administrative

considerations

OSCE constructing
exercise with special emphasis on
rubrics,and standardisation
of competency domains
strategies
to peer-review
and use quality assurance

framework

Structure
Introduction
Group discussion of principles of developing best quality OSCEs
What to considerfor quality assurance in OSCEs discussion
Discussion and close
W ho Should

Attend

Novice and intermediate

level OSCE station developers

and examiners

Keywords
Assessment, OSCE, Quality assurance,

6

Medical education,

9

Faculty development

11,111

psycometric's Evaluation in OSeE

Setting Standards for Performance-Based Assessn,
by: Gandes

Retno Rahayu

by:Yayi Suryo Prabandari
Faculty of Medicine

Abstract

Universitas

A standard is a statement
particular
purpose. The standard

about whether performance
is good en,
defines the boundary between passing

separates candidates who are competent from those who are not competent.1t
understood
as a numerical answer to: "How much is enough?" or "How gOOd
enough?"

Gadjah Mada

~ctnmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
As one of main student assessment

in medical school, Objective

examination (OSCE) needs well planning and organizing.
A method that is supported by a body of published research is preferable asl,
of justifying the final result, as is a method that is transparent, and thus easy to i'
and explain. Over time, a variety of different methods have evolved and they
advantages and disadvantages depending on the specific application.
Although there are various methods in determining the cutoff point, there
main categories, namely relative methods, absolute methods based on judgements
test questions, absolute methods based on judgements about individual exam in..,
compromise.

stations, examiners

and

the

simulated

professionalism and knowledge
guarantee the quality assurance
performed.This presentation

which
of the

is proposed

patients,

will discuss various

standard

setting methods

used in perf 01

measuring

the
skills,

to be developed.

To

evaluation

be

should

and discuss step by step in conduct

psychometric evaluation in OSCE.
Developing instrument

to measure

the objective of measurement

a certain competency

started

from establishing

that based on the blue print of OSCE, then description

domain and its rubric. After writing down the response
This session
based assessment.

for

need

OSCE, psychometric
to describe

Clinical

As a side of preparing

instruments

valid and reliable

Structured

performed by students, content
piloting the instrument. Construct

of

or detail of skills that should be

and face validity can be carried

out. The next activity is

validity and reliability can be assessed

after piloting the

instrument. Methods to test the validity and reliability can be discussed further.

Keywords: psychometrics, evaluation, OSCE

~1

10

II

\111

Experience of Faculty of Medicine Andalas University
Progress Test

rogre

ss

Testing As a System to Improve Education Quality In
, Medical Schools
by:Ardi Findyartini

by: Detty Iryani
Department

Faculty of Medicine Andalas University

of Medical Education, Faculty of Medicine Universitas

Head of Medical Education

Indonesia

Unit, Faculty of Medicine Universitas

Indonesia

Abstract
Abstract
This paper
assess knowledge
comprehensive

reports

on educational

in a problem

of the curriculumThe

in the curriculum

regardless

with an assessment

based learning context.This

test sampling knowledge

end objectives

experiences

across all content

test will be periodically given to all medical

of their year of trainingThe

for students

to prepare

themselves

undesirable

effects of objective

so called progress
areas of medicine ref\,

specifically, therefore

test such as memorization

format precludes the
preventing

the often

To educate and train future medical doctors
stUdents and medical schools.
accountable outcome

Medical

based curricula

and assessment in response to current
of medical graduates

is a long and winding journey both for

schools

and employing
problems

have been

striving

best practices

to

in teaching, learning

in health care. Competence

is then very critical to assure

implement

that the students

achievement

and the medical

of fact and interference·

schools are socially responsible as this will influence the quality of health care. This is a
i
in Faculty of Medicine Andalas UnnmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
global phenomenon and is very relevant to Indonesia's current challenges.While
assuring
with progress test was on 2014, a collaborative progress test with Faculty of
the achievement of final cornpetences
has become the focus of our medical schools, we
Indonesia University and Faculty of Medicine Sebelas Maret University This coli
often forget to secure the development of those competences
during medical training and
had some advantage
especially in constructing
item test and benchmark
that our students' capacity are subjects to nurture.An excellent exit exam system in fact
institutions. The result test showed an increasing score i~ accordance with the
has been implemented for quite sometimes in Indonesia and the results have been used for
students. Perception of students about progress test was good. Although progress

tutorial

group functioning.

need additional
widely

accepted

assessment

demands
within

instrument

Our first experience

in terms
FM-Unand

of organisation,

staff and finances, the progress

and has definitely

that is congruent

proven

with our PBL curriculum.

a feasible and

educational quality improvement
drive curriculum improvement
preparing their graduates

in some schools.The

exit examination

in each medical school.Some

to pass this examination

assure the qu a I'Ity 0f t h e education
.

without

results often fail to

medical schools may focus on
necessarily

taking actions to

and training.

Key word: PBL, progress test, collaborative
This talk will discuss the importance
of balancing assessment
achievement or '
, , .
assessment of learning' and 'assessment for learning usrng
a pivoting iss
p.
, ,
ue. rogress test IS known as a written test administered
students at th
'.
.
e same time In the medical program consisting of final
learning Object'
drni
ives a ministered to all participants regardless the course

13
12

of competency
t t
progress es as
I I
II
regu ar y to a
kid
year nowe ge
, I
year (Wng ey et

fill
I

Developing Criteria in Profesionalism Assessment
al, 20 12.Van derVleuten
been introduced
longitudinal
students

et al, 1996). A skill assessment

(Pugh D. et al, 2014). One

implementation

are encouraged

objectives

(Freeman

collaboratively
Indonesia.

et

in three

which
to learn

medical

Faculty of Medicine

Sebelas Maret.The

beyond

a consistent
memorizing

progress

schools

test

in Indonesia:

Universitas

by:Agus purwadianto

of the highlights of this assess

supports

al. 20 I0). The

as a progress test 5YStent

feedback

to stu='

the content
has

been

of each

~ct

also lrn

Faculty of Medicine U

Andalas, and Faculty of Medicine.nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
Unh'~ :;'1"10"

study showed that the progress

test results can be used to eval

curricula in each school (Findyartini et al, 2014).

Given current
development.

especially knowledge.

this assessment

assessment

methods.

tools both for students

test can be used to monitor the co~

among medical students

method can be incorporated

Along with other
summative

evidence that progress

in the assesment

progress

throughout

medical

program of medical

test can be used as both formative

and the schools.

~1

15
14

.;

Method and Psychometric'
Professionalism Assessment
Assessment

Developing Criteria in Community. Based Assessment

Review of

- a case of ProfessionalnmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
Bel
by: Diantha

at Faculty of Medicine Universitas Gadjah
(FM UGM)
by:Yayi Suryo

Department

Faculty of Medicine Universitas

Indonesia

Abstract

Prabandari

Faculty of Medicine
Universitas

Soemantri

of Medical Education

The demand for a community

based medical education

'ncreasingwith the changes in the healthcare

Gadjah Mada

~s

and patterns

of disease coming into the hospital

education to also be implemented

Abstract

outside

(CBME) is continuously

system, especially in Indonesia. Changes in the
highlight the needs for medical

the hospital or tertiary

care setting. Another

equally important driving force for CBME is the fact that medical graduates
to acquire the knowledge, skills and attitude
Professionalism

has become

one of the Indonesian

since a decade and assessment

of professionalism

have performed

The

development
methods

as required.

of professionalism

professionalism

consisted

assessment

of a few expert

by tutor

Keywords:

lectures, integrating

in each

behavior

Indeed, psychometric

behavior

a serial workshops,

sessions.

Students

team

professional

are assessed

small group

of tutor

assessment,

discussion

and sociocultural

aspects

The next question that may arise is how can CBME be implemented
for a success

CBME? Like any other

in medical schools;

educational

programs,

clear definition of learning objectives

is a start, followed

methods and also a valid assessment

system. Based on the likelihood that most students

will only learn what they will be assessed
assessment method/instrument
objectives.

against, then

by explicit teaching and learning
developing

a valid and reliable

is a must in ensuring that achievementof

CBME's learning

behavior into module scen:

across

behaWi'

assesS

out by FM UGM is very
assessment

is challenging.

This presentation

¥till start

by exploring

the

basic

principles

of assessment,

specifically in the CBME setting. The discussion will ensue with listing the possible criteria

block. Professio

to other professionalism

carried

curricu'

by simple professional

methods, psychometrics

16

professional beh:

level of medical school.The

evaluation on the professionalism

professionalism,

(PBT) to develop professl

the PBT developed

into OSCE. Compared
assessment

how to care not only for the patient's

of patient's life.

and 3) to review the psychometric

in the undergraduate

is also integrated

the professional

I) to describe

are expected
to the patients.

in medical school-Fl=l UGM case; 2) to d

professionalism;

a professional

and assessment

and skills laboratory
assessment

are

needs to understand

physicalaspects, but also the role of the family, the psychological

what needs to be prepared

education. Within

curriculum

This will mean that a student

to guarantee that

assessment.

FM UGM formed
behavior

is important

aims of this presentation

education

to deliver and assess

medical doctor comp

to provide holistic healthcare

I

for student assessment in the CBME.These criteria should match the learning objectives
CBME,therefore we will first look at the aims and objectives
community-based setting. How community-based

of placing the students

differs from community-oriented

of
in a
will

al~o be discussed in the presentation
since the differences may have an influence on the
cnteria for
.
d
·
assessment.
There
is
an
array
of possibilities on how we can develop valid an
re Ilable Cft . fZYXWVUTSRQPONMLKJIHGFEDCBA
I ena
or community-based
assessment, therefore experiences and ideas from
t II
e Ow medical d
e ucators are of high importance.

17

Experience on AssessmeRt of CBE;
Assessment

MethodYXWVUTSRQPONMLKJIHGFEDCBA
In Community Setting

Sha~ing From Unhas Experience

by: Mora Claramita
by: Syamsuar

Abstract

and Irwin Aras*

(*Board of KKN-PK UN HAS)

Abstract
Educational assessment

is the

process

knowledge, skill, and attitudes. Assessment
learning community as an integrated

needs assessment

is conducted

knowledge and skill, its interests

in measurable

can focus on the individual learner

educational

of collecting information about student

of documenting

system.Assessment

learning and performance

so the target
and opinions,

audience

and the

is simply the process
to improve education.A

can verify its own

or its learning

forms,

level of

1·.1

habits and preferences.

Collecting and analyzing needs assessment

data allows the lecturer

to describe

the gap

between what exists and what is needed.

Filling the gap becomes

the purpose

of the

generation on educational
target documented

services and products.

needs are inherently

peer assessment and three hundred
values of the program
educators.The assessment

KKN-PK UNHAS programs

effective and marketable.

and sixty degree assessment.

and helps board

refine their

teaching

Assessment

specifically
includes

It reflects the goals and
practices

and grow

as

provides a method to learn what has already been done and this

allows the lecturer to make informed decisions on the students.

Keywords:KKN_PK

18

UNHAS,peer

assessment

and educational

assessment.nmlkjihgfedcbaZYXWVUTSRQP

Implementing

Mini-CeX in IndonesianmlkjihgfedcbaZYXWVUTSRQPO

The principle theory of workplaced based assessm
by:Yoyo Suhoyo
by: Ova Emilia

~ct
Abstract
The assessment
There

is a great

unstructured,
Although

subyective

many forms

competence,

based

potential.A

assessment

learning

to the

in medicine

practice

recent

of assessment

reforms

rather

recently

published

of feedback

based assessment

to trainee, enabling the traI

by a credible

are many complexities

of wo'

of learning. The critical element requl'

from assessor

systematic

there

is its

based assessment

of using such tools as assessments

desired outcomes.There

although

knowt,

guideline for the implementation

the importance

delivered

based ass,

does not predict perfol

of workplace

steer his or her learning towards
feedback

but
from hi

workplace

sometimes

strength

than solely as assessments

achieve this is the provision

with

of workplace

in context. Another

emphasises

is important

of clinical ,assessment,

can be used to show a doctor's

one major advantage

performance

formative

in the

there is evidence that competence

in clinical practice.
evaluate

of clinical performance

changing

source

is now convincing evidence
can change

that influence

clinical perfo'

the effectiveness

of feedback

practice.
Many different workplace
different aspects
observation
sources.
provision

assessment

of clinical activities, discussion

It is tempting

of such assessment

and performance.

exist, all designed to
broadly can be grouped

workplace

based assessment

can lead to learning and improved
strategies

This review

shows

will have a positive
that

multisource

impact on d

feedback

improvement,
of facilitation

have a profound

effect on the response. There is no evi

workplace

based assessment

tools (mini-clinical evaluation exercise,dI

of procedural

performance,although

skills, and case based

subjective

reports

discussion)

on their educational

.

can lead

the presence
observation

individual factors, the context

requires

performance.

performance
that alternative

although

methods
categories

of clinical cases and feedback from d'

to suggest that, because

of feedback, and feedback

implementation
learning

based assessment

of performance.The

of the feedback.

t,'

lead to improvement
impact are positive

21

20

DevelopingYXWVUTSRQPONMLKJIHGFEDCBA
IT for Student Assessment

Research in Student Assessment

by: Kinik Darsono
by:Titi Savitri Prihatiningsih
Department

of Medical Education

~ctZYXWVUTSRQPONMLKJIHGFEDCBA
dalah proses penting dalam pendidikan. Teknologi Informasi bias
ent a
A s s e s s m ebagai alat bantu dan alat dongkrak dalam penyelenggaraan
assessment
dimanfaatkan S
mahasi~SiP dasar pemanfaa?-n teknologi informasi adalah 2H2M IT yaitu Hebat, Hemat,
Mudah,Murah dan Tepat. Prinsip ini berlaku baik pada h a r d w a r e , s o ftw a r e , jaringan maupun

Faculty of Medicine Universitas Gadjah mada

Abstract

Student Assessment

is a system. It is not a single method, but it is rather an

system designed to assess students'

achievement

of learning outcome. As a s

consists of input, process, output, and outcome. Therefore,
assessment

system covers those aspects. For doing this, an evaluation research could

used. Evaluation research

is aimed to value the quality, eff~ctiveness and efficieny

system. It is used as the basis for evidence-based
assessment

an evaluation of a

system.

policy making - in this case is

Evaluation is different with monitoring. Monitoring is a contil

process that investigate what is happening within a system and uses the data collected
inform

system

implementation

and day-to-day

maangement

evaluation is a periodic and objective assessment
policy or system.
implementation

Evauations

usually answer

and decisions.

sumber daya manusia.
'. '
Teknologi informasi sangat cepat perkembangannya yang menyebabkan umur suatu
teknolog sangat pendek dan cepat using. Strategi menerapkan teknologi informasi adalah
i
ketepatan teknologi jangka pendek tetapi kontinu.
Kekeliruan pemilihan h a r d w a r e menyebabkan pemborosan dana untuk membeli
fitur yang tidak bermanfaat. Penerapan teknologi yang tidak didasarkan pada kesesuaian
sumber daya manusia menyebabkan teknologi di satu masih terasa asing bagi dosen dan di
sisilainterasa usang bagi mahasiswa.

S o ftw a r e L e a r n in g M a n a g e m e n t
S y s te m (LMS) bisa dikembangkan sendiri,nmlkjihgfedcbaZYXWV
mernbeli
yang sudah jadi atau memanfaatkan s o ftw a r e o p e n source yang tidak berbayar. Sebaiknya
selalu memilih software yang open source sehingga bisa dimodifikasi sesuai kebutuhan.
LMSo p e n s o u r c e gratis memberi beberapa keuntungan yaitu hemat dana, memenuhi
standard dan fitur yang berlaku internasional dan bisa dimodifikasi sesuai kebutuhan.

of a planned, on going or compl
specific questions

related to d

and results of a policy or a system. Evaluation is carried out at dis

points in time and often collect outside perspsectives.

Ada beberapa fltur untuk
assessment mahasiswa yang tersedia
di LMS. Perlu dilakukan beberapa
modifikasi agar fitur yang ada bisa
lebih optimal untuk assessment
mahasiswa kedokteran.

Assignment
Quiz

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Secara umum LMS memiliki
assessment seperti
gambar
Samping:

".,.

Gradebook

to o ls

Slog

Glossary
Forum

22

SCORM

~

23

b~

Faculty Management

in Student Assessment

Regulal

(Experience)
by: lis Inayati
Abstract

In competence
academic
become

management

based curriculum,

assessment

in health institution. Therefore,

the focus on faculty development.

reliability, feasibility, educational
involvement

student

has impact the q

the assessment

The criteria

regulation

of good assessment

impact and acceptability.

are

From those criteria, the

is not only for feasibility but also the other important

criteria such as

and reliability.

There
preparation
management,
Those

are

organizational

punishment,

during
blueprint;

the

assessment

development;

regulation,

such as

item review, etc), implementation

etc) and also evaluation

of the assessment

should be solve by a good program
(2) instructional

of faculty development

development;

(e.••

method and
such as

(3) leadership;

and

development.

As conclusion,
development

problem

phase (e.g. develop

problem

professional

many

in order

to receive

has to focus on the assessment

the good

criteria

of assessment,

the

regulation.nmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA

24

Developing Assessment

Standard Setting in Low Stakes Assessment

of Professionalism in Unde
SettingMLKJIHGFEDCBA r g

by: Janke Cohen-Schotanus

by:Agus Purwadianto
Abstract
~ct

After a written test is administered,

the standard

for passing or failing has to be set.

to favour absolute standards, because they like to ensure that students
Teachers tend
attained the required level of mastery. To set an absolute standard
in a defensible way,
expert panels are needed to determine
panel procedures

the minimally acceptable

are too costly for in-house tests. As a consequence,

pass levels are usually established

in the form of a fixed percentage

to be answered correctly. Different countries
pass levels. Unfortunately,

result in unacceptable

of test difficulty. On the other

different

that is

variation

hand, relative standards
is an undesirable

compromise

standard

applied to the same data set.

27

setting

methods

methods

in
can

mismatch

which diminishes the credibility and defensibility

the standard.To minimise these disadvantages,

During the workshop

minimum

in defini