Discussion Result :
1. Worksheet Checklist
2. Critical reading dengan PICO: (Jeremy)
I. Problem:
adanya survei untuk menilai efek dari PBL terhadap dokter yang telah lulus dengan
kriteria analisis penilaian dari PBL dalam sekolah kedokteran, seperti cara mengajar PBL,
kompetensi dokter setelah lulus, dan kelompok kontrol lulusan kurikulum tradisional digunakan
II. Intervention:
Mencari: mencari referensi yang relevan dengan topik PBL dengan kata kunci
“problem-based learning,” “self-directed,” “learner centred”, “active learning”,
dan “practice based”
Seleksi: Memasukkan data studi asal kelompok kontrol dengan sistem pendidikan
kedokteran yang sama dan menghasilkan bahwa gelar dan usia sebelumnya
menjadi faktor utama dalam perbandingan
Abstraksi data: Mengekstrak informasi – informasi dari artikel, berkonsultasi
dengan situs sekolah kedokteran, dan memeriksa data – data yang diekstrak,
meliputi ukuran sampel, asal kelompok kontrol, jenis studi, tahun PBL yang
dilakukan, inkonsistensi metodologis, jenis kompetensi dan penilaian, tingkat
respons, dan alokasi acak.
Penilaian kesesuaian data: penilaian dengan indikator tingkat respons dan
penyesuaian statistik dan pengklasifikasian nya
Sintesis data: menggabungkan dan mengekstrak beberapa kompetensi dokter,
seperti hubungan dan dimensi afektif/moral digabungkan untuk membentuk
dimensi sosial, dimensi konteks dan kebiasaan pikiran menjadi dimensi
manajerial, dan dimensi integratif dimasukkan ke dalam dimensi kognitif.
III. Comparison:
Hasil pencarian dengan kata kunci adalah 2675, tetapi pencarian dengan
kata kunci dari kriteria akan menghasilkan 15 artikel
Pengkategorian 8 dimensi, yaitu kompetensi keseluruhan, teknis, sosial,
kognitif, manajerial, penelitian, pengajaran dan pengetahuan menghasilkan
beberapa perbandingan yang dimana:
1. Dimensi sosial paling mendukung PBL:
a. Kompetensi kuat: kompetensi keterampilan kerja tim, apresiasi
sosial dan emosional perawatan kesehatan, apresiasi aspe hukum
dan etika perawatan kesehatan, dan sikap yang tepat terhadap
kesehatan pribadi
b. Kompetensi moderat: keterampilan komunikasi dan interpersonal
2. Dimensi teknis:
a. Kompetensi kuat : kesinambungan perawatan
3. Dimensi kognitif:
a. Kompetensi kuat: kompetensi keterampilan kerja tim, apresiasi sosial dan emosional
perawatan kesehatan, apresiasi aspe hukum dan etika perawatan kesehatan, dan sikap
yang tepat terhadap kesehatan pribadi
b. Kompetensi moderat: keterampilan komunikasi dan interpersonal
4 kompetensi yang menunjukkan bukti sedang sampai kuat: ketidakpastian,
apresiasi aspek hukum dan etika keperawatan, keterampilan komunikasi, dan
pembelajaran mandiri lanjutan
Translate:
I. Problem:
There is a survey to assess the effect of PBL on doctors who have graduated with the
criteria of analysis of the assessment of PBL in medical schools, such as teaching PBL,
the competence of doctors after graduation, and a control group of graduates using a
traditional curriculum.
II. Intervention:
• Search: find references relevant to PBL topics with the keywords “problem-based learning,”
“self-directed,” “learner-centered”, “active learning”, and “practice-based”
• Selection: Incorporating study data from a control group with the same medical education
system and resulting in previous degree and age being the main factors in comparison
• Data abstraction: Extracting information – information from articles, consulting medical school
websites, and checking the extracted data, including sample size, the origin of the control group,
type of study, year of PBL conducted methodological inconsistencies, types of competencies,
and assessments, level of response, and random allocation.
• Data suitability assessment: assessment with response rate indicators and statistical adjustments
and classifications
• Data synthesis: combining and extracting several physician competencies, such as relationships
and affective/moral dimensions were combined to form the social dimension, the context and
habit dimensions of thought became the managerial dimension, and the integrative dimension
was incorporated into the cognitive dimension.
III. Comparison:
• Search results with keywords are 2675, but a search with keywords from the criteria will return
15 articles
a. Strong competence:
competence in teamwork skills, social and emotional appreciation of health care, appreciation of
the legal and ethical aspects of health care, and appropriate attitudes towards personal health
b. Moderate competence:
o technical dimensions:
a. strong competence:
continuity of care
o cognitive dimensions:
a. strong competence:
coping with uncertainty, use of computers or other sources of information, and understanding of
medicine
• 4 competencies with moderate to strong evidence: uncertainty, appreciation of the legal and
ethical aspects of nursing, communication skills, and advanced self-learning
IV. Outcomes:
o cognitive aspect
o social aspect
o because PBL method graduates have less medical knowledge than control group graduates
Opinion:
From the research conducted on the effectiveness of PBL to doctors who graduated from PBL, it
was found that PBL can be applied to medical faculty students because it has a positive impact in
various aspects, including:
• Social aspects: improve teamwork skills, social and emotional appreciation of health care,
appreciation of legal and ethical aspects of health care, and proper attitude towards personal
health
• Cognitive aspects: coping with uncertainty, use of computers, sources of information, and
understanding of medicine
In addition, generally, the knowledge of doctors who graduated with the PBL curriculum will
also be wider than the control group. However, this study showed the opposite, where doctors
who graduated from the PBL curriculum had less medical knowledge than the control group.
This happens because there are several limitations in the study, such as heterogeneity of PBL
method learning, evidence of unsupportive objective assessment, limited surveys in reliability
and validity, subjective and prone to rater bias, and discrepancies between study quality
assessment systems, evaluation of evidence, and thematic categorization.
3. Thalia
Yes, the review question is explicitly stated in the article with the sentence
Yes it is appropriate. The inclusion criteria contains the necessary elements of PICO
3. Was the search strategy appropriate?
Yes, it is adequate because the article author uses several databases for the article, such as
MEDLINE and CINAHL as a major bibliographic citation databases, EMBASE for
biomedical and pharmacology literatures, and PsycINFO
5. Were the criteria for appraising studies appropriate?
In the methods of the review, it is stated that the study uses Maudsley’s definition of
problem-based learning, which is “ both a method and philosophy involving problem-first
learning via work in small groups and independent study” There are three criterias used in
this study, which are ; problem-based learning was a teaching method in medical school,
physician competencies were assessed after graduation and a control group of graduates
of traditional curricula was used.
6. Was critical appraisal conducted by two or more reviewers independently?
Yes, the critical appraisal conducted by 4 people independently. They classified the
studies into 2 levels and consider studies to be high in quality if the score is above the
midpoint of the scoring range.
7. Were there methods to minimize errors in data extraction?
Yes, in case the information was missing, they will obtain it by looking up references in
the paper that reported the same information previously. To verify the number of years
spent in a PBL curriculum, they will consult the medical school websites.
8. Were the methods used to combine studies appropriate?
The study didn’t perform a meta-analysis since the wide variation in the outcome data, so
there were none of the methods explained in the study
9. Was the likelihood of publication bias assessed?
Since the study contains quantitative evidence only, this question will not be applicable to
the study.
10. Were recommendations for policy and/or practice supported by the reported data?
an ideal review should contain or present recommendations which should be a clear link
to the results of the review. The result of the study stated that problem-based learning
during medical school has positive effects on physician competencies, especially in the
social and cognitive dimensions. There is also a recommendation related to the result
which is a research about the effects of problem-based learning on other dimensions of
physician competency.
11. Were the specific directives for new research appropriate?
Its is appropriate because the recommendation is similar to the current research.
Translate:
Ya, review question secara eksplisit dinyatakan dalam research article yaitu untuk
mengetahui apakah problem based learning dalam sekolah kedokteran menjadikan
lulusan yang berkompeten
Disini ditemukan bahwa inclusion criteria dalam research artikel sudah menjelaskan
secara lebih detail sesuai dengan metode PICO pada review question. Hal ini sudah
dijelaskan di poin pertanyaan sebelumnya
4. (calista)
The purpose and benefit of academic reading is to give us different viewpoints and ideas.
This critical reading experience can help us to know and wrestle with ideas and beliefs
and develop a better understanding of how others’ views differ from our own. Searching
for quick reference can be done with academic reading to find particular information. To
ensure we get the most out of our reading, we have to be active such as making notes,
questions, and keeping a vocabulary list. To overcome reading difficulties, we can review
it again and consult with our lecturer.
Translate :
Tujuan dan manfaat membaca akademis adalah untuk memberikan kita pandangan dan
ide yang berbeda. Pengalaman membaca kritis ini dapat membantu kita untuk mengetahui
dan bergulat dengan ide-ide dan keyakinan dan mengembangkan pemahaman yang lebih
baik bagaimana pandangan orang lain berbeda dari kita sendiri. Pencarian referensi cepat
dapat dilakukan dengan membaca akademik untuk menemukan informasi tertentu. Untuk
memastikan kita mendapatkan hasil maksimal dari bacaan kita, kita harus aktif seperti
membuat catatan, pertanyaan, dan menyimpan daftar kosakata. Untuk mengatasi
kesulitan membaca, kita dapat membaca kembali dan berkonsultasi dengan dosen kita.
5. What is the difference between the descriptive, analytical, persuasive and critical types of
academic writing?
a. Descriptive :
Its purpose is to provide facts or information.
An example would be a summary of an article or a report of the results of an
experiment.
The kinds of instructions for a purely descriptive assignment include: 'identify',
'report', 'record', 'summarise' and 'define'.
b. Analytical :
Analytical writing includes descriptive writing, but also requires you to re-
organise the facts and information you describe into categories, groups, parts,
types or relationships.
Sometimes, these categories or relationships are already part of the discipline,
while in other cases you will create them specifically for your text. If you’re
comparing two theories, you might break your comparison into several parts, for
example: how each theory deals with social context, how each theory deals with
language learning, and how each theory can be used in practice.
The kinds of instructions for an analytical assignment include: 'analyse',
'compare', 'contrast', 'relate', and 'examine'.
To make your writing more analytical:
1. spend plenty of time planning. Brainstorm the facts and ideas, and try
different ways of grouping them, according to patterns, parts, similarities
and differences. You could use colour-coding, flow charts, tree diagrams
or tables.
2. create a name for the relationships and categories you find. For example,
advantages and disadvantages.
3. build each section and paragraph around one of the analytical categories.
4. make the structure of your paper clear to your reader, by using topic
sentences and a clear introduction.
c. Persuasive :
Persuasive writing has all the features of analytical writing (that is, information
plus re-organising the information), with the addition of your own point of view.
Most essays are persuasive, and there is a persuasive element in at least the
discussion and conclusion of a research article.
Points of view in academic writing can include an argument, recommendation,
interpretation of findings or evaluation of the work of others. In persuasive
writing, each claim you make needs to be supported by some evidence, for
example a reference to research findings or published sources.
The kinds of instructions for a persuasive assignment include: 'argue', 'evaluate',
'discuss', and 'take a position'.
d. Critical :
Critical writing is common for research, postgraduate and advanced
undergraduate writing. It has all the features of persuasive writing, with the added
feature of at least one other point of view. While persuasive writing requires you
to have your own point of view on an issue or topic, critical writing requires you
to consider at least two points of view, including your own.
For example, you may explain a researcher's interpretation or argument and then
evaluate the merits of the argument, or give your own alternative interpretation.
Examples of critical writing assignments include a critique of a journal article, or
a literature review that identifies the strengths and weaknesses of existing
research. The kinds of instructions for critical writing include: 'critique', 'debate',
'disagree' and 'evaluate'.
Terjemahan :
a. Deskriptif:
Tujuannya adalah untuk memberikan fakta atau informasi.
Contohnya adalah ringkasan artikel atau laporan hasil eksperimen.
Jenis instruksi untuk tugas deskriptif murni meliputi: 'identify', 'report', 'record',
'summarise' dan 'define'.
b. Analitik :
Penulisan analitik mencakup penulisan deskriptif, tetapi juga mengharuskan Anda
untuk mengatur kembali fakta dan informasi yang Anda gambarkan ke dalam
kategori, kelompok, bagian, jenis, atau hubungan.
Terkadang, kategori atau hubungan ini sudah menjadi bagian dari disiplin,
sementara dalam kasus lain Anda akan membuatnya khusus untuk teks Anda. Jika
Anda membandingkan dua teori, Anda dapat membagi perbandingan menjadi
beberapa bagian, misalnya: bagaimana setiap teori berhubungan dengan konteks
sosial, bagaimana setiap teori berhubungan dengan pembelajaran bahasa, dan
bagaimana setiap teori dapat digunakan dalam praktik.
Jenis instruksi untuk tugas analitis meliputi: 'menganalisis', 'membandingkan',
'membandingkan', 'menghubungkan', dan 'memeriksa'.
Untuk membuat tulisan Anda lebih analitis:
1. menghabiskan banyak waktu untuk perencanaan. Pikirkan fakta dan
gagasan, dan coba berbagai cara untuk mengelompokkannya, menurut
pola, bagian, persamaan, dan perbedaan. Anda dapat menggunakan kode
warna, diagram alir, diagram pohon, atau tabel.
2. buat nama untuk hubungan dan kategori yang Anda temukan. Misalnya
kelebihan dan kekurangan.
3. membangun setiap bagian dan paragraf di sekitar salah satu kategori
analitis.
4. buat struktur makalah Anda jelas bagi pembaca Anda, dengan
menggunakan kalimat topik dan pengantar yang jelas.
c. Persuasif :
Tulisan persuasif memiliki semua ciri penulisan analitis (yaitu, informasi plus
pengorganisasian ulang informasi), dengan tambahan sudut pandang Anda
sendiri. Kebanyakan esai bersifat persuasif, dan setidaknya ada unsur persuasif
dalam pembahasan dan kesimpulan sebuah artikel penelitian.
Sudut pandang dalam penulisan akademik dapat berupa argumentasi,
rekomendasi, interpretasi temuan atau evaluasi terhadap karya orang lain. Dalam
tulisan persuasif, setiap klaim yang Anda buat perlu didukung oleh beberapa
bukti, misalnya referensi hasil penelitian atau sumber yang dipublikasikan.
Jenis instruksi untuk tugas persuasif meliputi: 'berdebat', 'mengevaluasi',
'membahas', dan 'mengambil posisi'.
d. Kritikal :
Menulis kritis adalah umum untuk penelitian, pascasarjana dan penulisan sarjana
lanjutan. Ini memiliki semua fitur tulisan persuasif, dengan fitur tambahan
setidaknya satu sudut pandang lainnya. Sementara menulis persuasif
mengharuskan Anda untuk memiliki sudut pandang Anda sendiri tentang suatu
masalah atau topik, menulis kritis mengharuskan Anda untuk mempertimbangkan
setidaknya dua sudut pandang, termasuk Anda sendiri.
Misalnya, Anda dapat menjelaskan interpretasi atau argumen peneliti dan
kemudian mengevaluasi manfaat argumen tersebut, atau memberikan interpretasi
alternatif Anda sendiri.
Contoh tugas penulisan kritis antara lain kritik terhadap artikel jurnal, atau
tinjauan pustaka yang mengidentifikasi kekuatan dan kelemahan penelitian yang
ada. Jenis instruksi untuk menulis kritis meliputi: 'kritik', 'debat', 'tidak setuju' dan
'mengevaluasi'.
6. Struktur dalam tulisan akademik terbagi menjadi 5 bagian yakni introduction (pendahuluan),
materials and method, results (hasil), discussion, dan conclusion. Pada bagian introduction
penulis menuliskan mengenai latar belakang, rumusan masalah, tujuan, serta manfaat dari
penulisan academic paper. Secara garis besar jenis academic paper terbagi menjadi 2, yakni
deskriptif dan analitik text. Mari kita bahas teks deskriptif terlebih dahulu. Pada bagian materials
and methods yakni pada pemilihan desain studi, text dekskriptif menggambarkan masalah apa
adanya dan bisa berbentuk case report, case series (kumpulan case report), dan cross sectional.
Metode pada teks dekskriptif memiliki beberapa kelebihan seperti studi pravalensi, waktu
singkat, biaya murah, dan data sewaktu. Pemilihan desain studi analitik terdiri dari observational
(di masa lalu {case control}, dan masa depan {kohort}), dan eksperimental (randomized clinical
trial dan quasi experimental {sampel tidak random}). Lalu pada bagian variabel terdiri dari
variabel independent (mempengaruhi), dependen (dipengaruhi), dan comfounding
(mengganggu). Pada sampling methods terdiri dari probability yang terdiri dari simple, stratified,
cluster dan nonprobability yang terdiri dari systemic sampling, quota sampling, convenience,
purposive,boring. Pada bagian uji hipotesis pada text deskriptif bisa terdiri dari diagram dan
histogram, sedangkan pada text analitik terdiri dari pengumpulan data, tools, uji reabilitas dan
validitas, serta uji coba distribusi. Pada bagian uji coba distribusi ini dibagi menjadi 2 apabila
normal maka dilanjutkan dengan uji hipotesis parametrik dan uji korelasi, sedangkan jika tidak
normal dilanjutkan dengan uji hipotesis non parametrik. Bagian terakhir dari text adalah
pemaparan hasil dan diskusi serta diakhiri dengan kesimpulan.