Parafrase Dan Sitasi Mhd. Nur Ridha Asshaf 1718011076.docx

Poin – poin dalam Learning Skill dan Pentingnya Bagi Mahasiswa Kedokteran

Mhd. Nur Ridha Asshaf

1718011076

Pendahuluan Latar Belakang “In recent times, there has been increasing recognition that medical education must focus more on the higher order thinking processes which is required to encounter the emerging challenges in medical education. Higher order thinking has become one of the essential characteristic of future health care professionals and an essential attribute of medical professionalism. Hence, knowing and thinking about critical thinking has become the need of hour and explore the avenues for its application in medical education through appropriate means” (Zayapragassarazan, Menon, Kar, Batmanabane, 2016). Zayapragassarazan, Menon, Kar, Bastmanabane (2016) menyatakan bahwa kemampuan berpikir tingkat tinggi adalah hal yang penting didunia kedokteran dan menjadi jati diri dari dunia medis di masa depan serta termasuk hal penting untuk mencapai profesionalitas medis. Pemikiran tingkat tinggi sudah mulai dipelajari sebagai materi penting dalam dunia kedokteran yang nantinya akan berguna bagi mahasiswa untuk menghadapi masalah yang akan terjadi. “The findings showed that students need help and consultation in most areas of learning strategy. Medical education is a lifelong process, and medical students must be lifelong learners. Medical education burdens a great bulk of information with limited time. Therefore, the focus of medical education should be on the learner facilitating the learning process. Using 10 LASSI areas can determine the strengths and weaknesses of students in various areas. Awareness about their own weaknesses, students will be able to improve their study habits. Education planners and educators can design more suitable education programs through knowing the characteristics of their students. Thus, every student is recommended to be evaluated when enrolled at university, and the education program needs to be designed based on the characteristics of students. Also, given the length of medicine course and changes in the areas of study strategies throughout the study years, it is necessary to constantly monitor and evaluate the characteristics of students in order to provide the necessary

strategies for improving the students’ habits as required”( Jouhari , Haghani , Changiz ,2016). Menurut Jouhari, Haghani, Changiz (2016), pelajar sebenarnya membutuhkan bantuan baik secara lisan maupun saran mengenai learning strategy. Sifat longlife learning harus dimiliki mahasiswa kedokteran karena pendidikan kedokteran merupakan proses belajar sepanjang hayat. Materi yang banyak, tetapi selalu berubah dan berkembang merupakan ciri utama dari pendidikan kedokteran. Mahasiswa kedokteran menjadi fokus utama sekaligus fasilitator dalam pendidikan kedokteran. Pembelajaran berdasarkan karakter mahasiswa dapat meningkatkan hasil belajar mahasiswa. Pembelajaran berdasarkan karakter dan gaya belajar mahasiswa ini penting, mengingat lamanya waktu yang ditempuh untuk menyelesaikan pendidikan kedokteran. Apabila sang pengajar terus memantau dan menyesuaikan pembelajaran dengan gaya belajar mahasiswa, maka peningkatan dibidang akademik akan bisa dicapai. “It has been suggested that reading too slowly at speeds of much less than 100 words per minute can have negative effects on comprehension. Anyone who has learned to read another script knows the phenomenon of slowly sounding out the script and then having to go back and read the sentence again more fluently to see what it means. Fluency development is an essential strand in a language course. Learners need to be able to make the best use of what they already know at every stage of their learning. Giving attention to reading fluency is one part of this strand. As with the development of listening fluency, speaking fluency and writing fluency, the development of reading fluency can have clear practical and motivational benefits for a language learner”( Nation, 2009). Menurut Nation (2009), Inti dari pengembangan bahasa adalah pengembangan berbagai kefasihan. Dari berbagai kefasihan seperti mendengar, berbicara dan menulis, kefasihan membaca adalah yang paling berpengaruh dan paling penting. Didunia kedokteran, kefasihan membaca ini berguna agar seseorang mengetahui suatu informasi lebih cepat dan efisien. Sesuatu yang menghambat kefasihan atau

kecepatan membaca yaitu berbicara ketika membaca, membaca ulang kata sebelumnya harus dihilangkan agar tercapai speed reading yang diinginkan Menurut Weishaar dan Boyle (dikutip dalam Hayati dan Jalilifar, 2009), “as a result of the present study, we suggest that students should be taught the useful techniques of note-taking (such as the one tested in the present study) with a number of lecture topics. Although the Cornell note-taking technique at first may seem cumbersome, it is possible that once students master this technique they could then be taught to fade out the use of the forms and incorporate only the written prompts during note taking. Another important finding of this research is that teaching the Cornell note-taking strategy to university students can help improve students' achievement. In this way, the students will get the most benefit from learning notetaking strategies, if those strategies are practiced over the course of several months, even a full semester”. Note taking bisa mempermudah mahasiswa dalam mempelajari berbagai topic pembahasan, menurut Weishaar dan Boyle (dikutip dalam Hayati dan Jalilifar, 2009) jika mahasiswa telah memahami Note taking model Cornell, maka itu dapat membantu meningkatkan prestasi akademik mahasiswa. Kesulitan dalam awal – awal menggunakan teknik mencatat Cornell bisa diatasi dengan membiasakan menggunakannya dalam mencatat sesuatu. Mahasiswa bisa mendapatkan keuntungan yang banyak bila telah menggunakan note taking model cornell dalam kehidupan kampusnya. Menurut Hedge et al (dikutip dalam Ferris, 2015) “small group tutorials are an educational strategy that is growing in popularity in medical education. This is indicative of the movement from a traditional teacher centred approach to more student-centred learning, which is characterised by active participation and autonomous learning”. “However, small group teaching is one of the most difficult and highly skilled teaching techniques and should be planned carefully” (Rasuol, dikutip dalam Ferris, 2015). “It also demands a higher teacher: student ratio and both teachers and students should be thought how to work with it (Jacques dan Salmon, dikutip dalam Ferris, 2015).

Hedge et al., (dikutip dalam Ferris, 2015) menyatakan pengalihan dari teacher-centred learning menjadi student-centered learning dapat ditempuh melalui small group discussion dan juga mahasiswa kedokteran telah mengaplikasikan skill ini dalam bentuk tutorial. Partisipasi mahasiswa secara aktif menjadi ciri khas dari small group discussion ini, dan dosen/pengajar hanya bersifat sebagai fasilitator. Menurut Rasuol (dikutip dalam Ferris, 2015) small group teaching termasuk salah satu teknik belajar yang perlu kematangan perencanaan dan skill yang tinggi dalam mengajar. Menurut Jacques dan Salmon (dikutip dalam Ferris, 2015) tidak hanya peran pelajar saja yang penting dalam small group discussion ini, tetapi peran pengajar juga diperlukan. Menurut Mahfouz, Alsahli (2016) The students reported higher levels of stress. The most frequently occurring stressors among the students were related to academic and psychosocial domains. The associations between stressed cases and female gender, occurrence of academic and psychosocial stressors needs to be further tested by prospective studies. Recommendations 1. Presenting a psychological, social, and family consulting to the students who are highly stressed. 2. Educate the students According to the nature of the problems they face, clarify its causes, and how to treat it. 3. Encourage the students to pay attention to the lectures and the seminars that deals with the psychological and emotional disorders in different stages of life, also to pay attention to the awareness programs derived from religious and Islamic culture which the Saudi society is enjoyed for the university students, which provide them with hope and optimism, and helps them to Resist frustration that may face them. 4. Take advantage of the media to increase the social awareness of the problems and disorders that may increase the stress level of the students. 5. Create a university environment that satisfy the needs of the students. Mahfouz, Alsahli (2016) menyatakan bahwa penyumbang stress terbesar dari mahasiswa adalah dari bidang akademik dan psikologis. Strategi mengatasi stress yaitu membawa penderita ke psikologis, membantu mahasiswa mengatasi masalahnya, menenangkan batin mahasiswa tersebut dengan mengikuti seminar psikologis serta beribadah, memberitahukan hal – hal yang dapat menyebabkan stress

dikalangan mahasiswa kepada khalayak ramai, membuat mahasiswa merasa nyaman dengan lingkungannya. Berdasarkan data yang didapat Tanriseven (2014) in light of the study results, it can be said that pre-service teachers should plan classroom activities by using mind maps, and also endeavor to ensure that these activities can be implemented in real classroom environments. The effect of these mind map-based classroom activities on the perception of self-sufficiency can also be investigated. As they will be capable of better organizing their time, their activities and the classroom environment, preservice teachers will have greater motivation to teach, and will also serve as better models for the development of self-regulation among students Menurut Tanriseven (2014) mindmapping sangat menguntungkan dalam proses belajar mengajar. Mahasiswa menjadi lebih baik dalam mengatur waktu, aktivitas, dan lingkungan kelas jika dosen menggunakan mindmapping dalam proses perkuliahan, dan memberikan motivasi kepada dosen dan juga menjadi percontohan yang bagus untuk kemajuan kedepannnya.

Daftar Pustaka Zayapragassarazan Zayabalaradjane, Vikas Menon, Sitanshu S.Kar, Gitanjali Batmanabane.2016. Understanding Critical Thinking to Create Better Doctors. JOURNAL OF ADVANCES IN MEDICAL EDUCATION AND RESEARCH.1(3):12.

Jouhari ZAHRA, Fariba Haghani, Tahereh Changiz.2016. Assessment of medical students’ learning and study strategies in self-regulated learning. Journal of Advances in Medical Education & Professionalism.4(2):77-78.

Nation P.2009. Reading Faster. International Journal of English Studies.9(2):143.

Hayati A.Majid, Alireza Jalilifar.2009. The Impact of Note-taking Strategies on Listening Comprehension of EFL Learners. English Language Teaching.2(1):104-105.

Ferris Helena.2015. The Use of Small Group Tutorials as an Educational Strategy in Medical Education. International Journal of Higher Education.4(2):227.

Mahfouz Rasha, Haya Alsahli.2016. Perceived Stress and Coping Strategies Among Newly Nurse Students in Clinical Practice. Journal of Education and Practice.7(23):127.

Tanriseven Isil.2014. A Tool That Can Be Effective in the Self-regulated Learning of Pre-service Teachers: The Mind Map. Australian Journal of Teacher Education.39(1):76-77.