Faktor-Faktor yang Memengaruhi Prestasi Akademik pada Mahasiswa Kedokteran Tahap Preklinik
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Published:
Jun 10, 2020
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Abstract
Pendahuluan: Prestasi akademik merupakan komponen penting dalam pendidikan kedokteran untuk menilai apakah lulusan medis cukup kompeten dan mampu untuk melakukan praktik kedokteran. Hal ini juga diperlukan untuk memastikan kemajuan akademis, mengukur level kompetensi mahasiswa, dan memprediksi kinerja mahasiswa tersebut di masa depan. Mahasiswa kedokteran dianggap mampu mengelola dirinya sendiri saat dihadapkan pada berbagai jenis tekanan, terutama saat mereka menyelesaikan pendidikan preklinik dan melanjutkan pendidikan profesi kedokteran (klinik). Terdapat sejumlah faktor yang dapat memengaruhi prestasi akademik mahasiswa kedokteran di tahap preklinik.
Pembahasan: Berbagai penelitian bertujuan guna mengidentifikasi faktor yang memengaruhi prestasi belajar mahasiswa. Identifikasi terhadap faktor dan korelasinya merupakan proses yang sangat kompleks. Karakteristik dan gaya hidup mahasiswa dapat memengaruhi prestasi akademiknya. Terdapat hubungan signifikan antara kebiasaan belajar dengan prestasi akademik mahasiswa. Prestasi akademik juga dapat dipengaruhi oleh motivasi belajar mahasiswa. Status sosial ekonomi keluarga juga memiliki pengaruh kuat terhadap prestasi akademik mahasiswa. Tidak ada hubungan antara kecenderungan gaya belajar dengan prestasi akademik mahasiswa.
Simpulan: Faktor-faktor yang memengaruhi prestasi akademik mahasiswa kedokteran preklinik antara lain karakteristik mahasiswa, gaya hidup, kebiasaan belajar, motivasi belajar dan status sosial ekonomi. Gaya belajar tidak memengaruhi prestasi akademik mahasiswa.
Kata Kunci: Mahasiswa kedokteran, Preklinik, Prestasi akademik,
Article Details
How to Cite
Catur, M., Rahmatika, A., & Oktaria, D. (2020). Faktor-Faktor yang Memengaruhi Prestasi Akademik pada Mahasiswa Kedokteran Tahap Preklinik. JIMKI: Jurnal Ilmiah Mahasiswa Kedokteran Indonesia, 6(2), 109-116. Retrieved from https://bapin-ismki.e-journal.id/jimki/article/view/166
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Article Review
References
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42. Bradley BJ, Greene AC. Do health and education agencies in the united states share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents’ academic achievement and health behaviors. Vol. 52, Journal of Adolescent Health. 2013. p. 523– 32.
2. Macpherson C, Kenny N. Professionalism and the basic sciences: An untapped resource. Med Educ. 2008;42(2):183–8.
3. Ahmad A, Abulaban A, Al Shawwa L, Merdad A, Baghlaf S, Abu- shanab J, et al. Factors potentially influencing academic performance among medical students. Adv Med Educ Pract [Internet]. 2015;65.
4. Lotkowski V a, Robbins SB, Noeth RJ. The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Rep. 2004;(January 2004):1–31.
5. Kongsomboon K. Academic achievement correlated to stress, depression, and sleep deprivation in medical students. Srinagarind Med J. 2010;25(1):109–14.
6. Sitticharoon C, Srisuma S, Kanavitoon S, Summachiwakij S. Exploratory study of factors related to educational scores of first preclinical year medical students. AJP Adv Physiol Educ. 2014;38(1):25–33.
7. Wong SK, Ramirez JR, Helf SC. Student performance on levels 1 and 2-CE of COMLEX-USA: Do Elective Upper-Level Undergraduate Science Courses Matter? J Am Osteopath Assoc. 2009;109(11):592–8.
8. Kreiter CD, Kreiter Y. A validity generalization perspective on the ability of undergraduate GPA and the medical college admission test to predict important outcomes. Teach Learn Med. 2007;19(2):95– 100.
9. Saleh M. Pengaruh Motivasi, Faktor Keluarga, Lingkungan kampus dan Aktif Berorganisasi Terhadap prestasi akademik. J Phenomenom. 2014;4(2):109–41.
10. Rasberry CN, Lee SM, Robin L, Laris BA, Russell LA, Coyle KK, et al. The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Vol. 52, Preventive Medicine. 2011.
11. Credé M, Kuncel NR. Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. Perspect Psychol Sci. 2008;3(6):425–53.
12. Ferguson E, James D, Madeley L. Factors associated with success in medical school: systematic review of the literature. Bmj [Internet]. 2002;324(April):952–7.
13. Yousefy A, Ghassemi G, Firouznia S. Motivation and academic achievement in medical students. J Educ Health Promot. 2012;1(1):4.
14. Stratton TD, Elam CL. A holistic review of the medical school admission process: Examining correlates of academic underperformance. Med Educ Online. 2014;19(1):1–7.
15. Kusurkar RA, Ten Cate TJ, Vos CMP, Westers P, Croiset G. How motivation affects academic performance: a structural equation modelling analysis. Adv Heal Sci Educ. 2013;18(1):57–69.
16. Kusurkar R, ten Cate O. Education is not filling a bucket, but lighting a fire: self-determination theory and motivation in medical students. Acad Med. 2013;88(6):904.
17. Kusurkar RA, Croiset G, Ten Cate OTJ. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Med Teach. 2011;33(12):978–82.
18. Niemiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom. Sch F. 2009;7(2):133–44.
19. Kusurkar R, Croiset G. Electives support autonomy and autonomous motivation in undergraduate medical education. Med Teach. 2014;36(10):915–6.
20. Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G. Motivation as an independent and a dependent variable in medical education: A review of the literature. Med Teach. 2011;33(5):e242–62.
21. McNeal Jr. RB. Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators. Univers J Educ Res. 2014;2(8):564–76.
22. Mustaffa M, Nasir R, Khairudin R, Zainah A, Wan Shahrazad W, Syed Salim S. Understanding the Personality Traits of Medical Students Using the Five Factor Model. Asian Soc Sci. 2012;8(9):17–22.
23. Chibnall JT, Blaskiewicz RJ, Detrick P. Are medical students agreeable An exploration of personality in relation to clinical skills training. Med Teach. 2009;31(7).
24. Hakimi S, Hejazi E, Lavasani MG. The relationships between personality traits and students’ academic achievement. In: Procedia - Social and Behavioral Sciences. 2011. 836–45.
25. Doherty EM, Nugent E. Personality factors and medical training: A review of the literature. Med Educ. 2011;45(2):132–40.
26. Wang W, Miao D. The relationship among coping styles, personality traits and mental health of Chinese medical students. Soc Behav Personal. 2009;37(2):163–72.
27. BaHammam AS, Alaseem AM, Alzakri AA, Almeneessier AS, Sharif MM. The relationship between sleep and wake habits and academic performance in medical students: a cross- sectional study. BMC Med Educ. 2012;12(1):61.
28. Lemma S, Berhane Y, Worku A, Gelaye B, Williams MA. Good quality sleep is associated with better academic performance among university students in Ethiopia. Sleep Breath. 2014;18(2):257–63.
29. Gorfine T, Yeshurun Y, Zisapel N. Nap and melatonin-induced changes in hippocampal activation and their role in verbal memory consolidation. J Pineal Res. 2007;43(4):336–42.
30. Jones S. Enhancement of Declarative Memory Performance Following a Daytime Nap Is Contingent on Strength of Initial Task Acquisition. Yearb Pulm Dis. 2009;2009:279–80.
31. Kaida K, Niki K, Born J. Role of sleep for encoding of emotional memory. Neurobiol Learn Mem. 2015;121:72–9.
32. Walsh JL, Fielder RL, Carey KB, Carey MP. Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study. Emerg adulthood. 2013;1(3):219– 32.
33. Mohammed Abdullah A ALYOUSSEF OS, Mirghani Mohammed A Ahmed Abdulateef S Elbadawi HO. Impact of Lifestyle on Academic Performance of Medical Students at University of Tabuk. Indian J Appl Res X. 2015;131(7):2249–555.
34. Samarakoon L, Fernando T, Rodrigo C, Rajapakse S. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Med Educ. 2013;13(1):42.
35. Almigbal TH. Relationship between the learning style preferences of medical students and academic achievement. Saudi Med J. 2015;36(3):349–55.
36. Wouters A, Croiset G, Galindo- Garre F, Kusurkar RA. Motivation of medical students: selection by motivation or motivation by selection. BMC Med Educ. 2016;16(1):37.
37. Bickerdike A, O’Deasmhunaigh C, O’Flynn S, O’Tuathaigh C. Learning strategies, study habits and social networking activity of undergraduate medical students. Int J Med Educ. 2016;7:230–6.
38. Jouhari Z, Haghani F, Changiz T. Assessment of medical students’ learning and study strategies in self-regulated learning. J Adv Med Educ Prof. 2016;4(2):72–9.
39. Tomul E, Savasci HS. Socioeconomic determinants of academic achievement. Educ Assessment, Eval Account. 2012;24(3):175–87.
40. TOMUL E, POLAT G. The Effects of Socioeconomic Characteristics of Students on Their Academic Achievement in Higher Education. Am J Educ Res. 2013;1(10):449– 55.
41. Basch CE. Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap. J Sch Health. 2011;81(10):593–8.
42. Bradley BJ, Greene AC. Do health and education agencies in the united states share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents’ academic achievement and health behaviors. Vol. 52, Journal of Adolescent Health. 2013. p. 523– 32.