Hanafi Muchtar, Randita Amandha Boy Timor, Ardyanto Tonang Dwi
Medical Education and Research Center, Teaching Hospital of Universitas Sebelas Maret, Sukoharjo, Indonesia.
Department of Medical Education, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia.
Adv Med Educ Pract. 2021 Mar 3;12:229-235. doi: 10.2147/AMEP.S282400. eCollection 2021.
Faculty of medicine plays a role to support the students' success in passing national exit exam through mentorship. Peer-reflection evaluates the students' learning process. We aimed to analyze the impact of peer-reflection to change the students' learning attitude and improve national exam score.
Nine test-retaker students participated in mentorship program for three months. They took two parts of faculty-level examination. After the 1st and the 2nd part of faculty exam, there were peer-reflections I and II that argued about the characters, strengths and weaknesses, suggestions. Then, they did self-reflection to conduct responses about the mentorship including the impact of peers' input and finally took national exam. The examination score before and after peer-reflection were compared. We analyzed the statement of reflection by documents and content analysis. The progress of examination score was analyzed descriptively.
The students objectively understood the strengths and weaknesses of their way of learning, and then implemented the peers' advices. Peer-reflection method provided a feeling of same purpose, then developed ways of learning that promoted them to be higher motivated. Finally, 6 of 9 students passed the exam.
Suggestions given by peers would be memorable and powerfully changed motivation. Peer-reflection explored non-academic problems that determined the pattern and the way of how students learned.
医学院通过指导来帮助学生成功通过国家结业考试。同伴反思评估学生的学习过程。我们旨在分析同伴反思对改变学生学习态度和提高国家考试成绩的影响。
九名重考学生参加了为期三个月的指导计划。他们参加了两部分的学院级考试。在学院考试的第一部分和第二部分之后，分别进行了同伴反思一和同伴反思二，讨论了性格、优点和缺点以及建议。然后，他们进行自我反思，以回应关于指导的内容，包括同伴意见的影响，最后参加国家考试。比较了同伴反思前后的考试成绩。我们通过文献和内容分析来分析反思陈述。对考试成绩的进步进行了描述性分析。
学生客观地了解了自己学习方式的优点和缺点，然后采纳了同伴的建议。同伴反思方法提供了一种目标一致的感觉，进而形成了促进他们更有动力的学习方式。最后，9名学生中有6名通过了考试。
同伴给出的建议会令人难忘，并有力地改变动力。同伴反思探讨了决定学生学习模式和方式的非学术问题。
