Do Gender and Place of Residence Affect the Tutorial Scores of Medical Students? A Preliminary Study Conducted in a Private Medical School, Jakarta- Indonesia
Journal of Advances in Medical and Pharmaceutical Sciences,
Introduction: Medical students are future doctor candidates. They must learn about diseases, infectious and non-infectious, during their education period. What the students have to learn is being packaged in integrated blocks. Tutorial is one of the Problem Based Learning (PBL) methods in medical education whose activities are entirely learner-centered. It is a focus group discussion (FGD) based activity, consist of 7-8 students and supervised by one lecturer called tutor who will provide an assessment at the end of each session. The aim of this study is to characterize whether gender and place of residence affect the student’s tutorial score.
Methods: This retrospective cross sectional study conducted from April to May 2021 at the Faculty of Medicine, Universitas Kristen Indonesia, Jakarta-Indonesia. All data of active students gathered from education manager office. Simple descriptive statistic operation conducted whenever necessary. Data about place of residence obtained electronically using simple G-form survey.
Result and Discussion: Data comes from 607 active students were eligible for further analysis. Total mean of tutorial score based on their batch (2017, 2018, 2019, 2020): 15.53; 16.24; 15.82 and 15.06. The highest mean tutorial score is 16.34 in the group of female students who live in their own home from the class of 2018 and the lowest score is 14.74 in the group of male student who live in the boarding house from the class 2020.
Conclusion: Female students have a higher mean tutorial score compared to male students, and those who live at home with their parents also have a higher average score than those who live in a boarding house, by themselves. As our students become more senior, the better their tutorial scores.
- problem based learning
- boarding house
- non infectious
How to Cite
Bhalli MA, Sattar A, Asif M. Teaching strategies; perception of medical students, used in basic sciences years. The Professional Medical Journal. 2016;23: 614-9. DOI: 10.17957/TPMJ/16.3206.
Mourad A, Jurjus A, Hajj Hussein, I. The What or the How: a Review of Teaching Tools and Methods in Medical Education. Med. Sci. Educ. 2016;26:723–8. DOI:https://doi.org/10.1007/s40670-016-0323-y
Panduan Akademik Program Pendidikan Dokter Fakultas Kedokteran - Universitas Kristen Indonesia Tahun Akademik 2019/ 2020.
Sahu PK, Chattu VK, Rewatkar A, Sakhamuri S. Best Practices to impart clinical skills during pre-clinical years of medical curriculum. 2019;8:57. DOI:10.4103/jehp.jehp_354_18.
Gaur U, Majumder MAA, Sa B, Sarkar S, Williams A, Singh K. Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond. SN Compr Clin Med. 2020:1-6. doi: DOI:10.1007/s42399-020-00528-1.
Wun YT, Tse E, Lam TP, Lam C. PBL curriculum improves medical students’ participation in small-group tutorials. Med Teach. 2007;29(6).
Desiana, Emirelda, Sohaya D. Gambaran Pelaksanaan Seven-Jumps Pada Diskusi Tutorial Dengan Metode Problem-Based Learning. Aceh Med. 2018;2(1):19–24.
Moberly T. Number of women entering medical school rises after decade of decline. BMJ. 2018;167.
McKinstry B. Are there too many female medical graduates? Yes. BMJ. 2008; 336(7647):748.
DOI: 10.1136/bmj.39505.491065.94. PMID: 18390524; PMCID: PMC2287266.
Decena RJS. The influence of living conditions of boarding houses and dormitories on the well-being of the state university students. IAMURE International Journal of Education. 2015;15(1).
Deneisha KP, Murkati, Sumardiyono. Perbedaan motivasi belajar mahasiswa pendidikan dokter tahun pertama yang bertempat tinggal dengan orangtua dan kost di fakultas kedokteran UNS. NEXUS Pendidikan Kedokteran dan Kesehatan. 2015;4(1):46-54.
Palupi R, Findyartini A. The relationship between gender and coping mechanisms with burnout events in first-year medical students. Korean J Med Educ. 2019; 31(4):331-342.
Bergmann C, Muth T, Loerbroks A. Medical students' perceptions of stress due to academic studies and its interrelationships with other domains of life: a qualitative study. Med Educ Online. 2019;24(1):1603526.
Hill MR, Goicochea S, Merlo LJ. In their own words: stressors facing medical students in the millennial generation. Med Educ Online. 2018;23(1):1530558.
DOI: 10.1080/10872981.2018.1530558. PMID: 30286698; PMCID: PMC6179084.
Scheele F. The art of medical education. Facts Views Vis Obgyn. 2012;4(4):266- 9.
Guze PA. Using Technology to Meet the Challenges of Medical Education. Trans Am Clin Climatol Assoc. 2015; 126:260-70.
Hmelo-Silver, Cindy. Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review. 2004;16.235-66. 10.1023/B:EDPR.0000034022.16470.f3.
Barrows H. Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 2006;1996(68): 3 - 12.
Abstract View: 120 times
PDF Download: 32 times