Mentoring for Senior Preclinical Medical Students in a Faculty of Medicine
Abstract: Universities’ core
values need to be translated into real learning design. At the end of the
preclinical phase, the curriculum turned into a more comprehensive and full of
trustworthiness of knowledge and attitudes. Meanwhile, the development of
attitudes requires intensive support (mentoring). The team intended to
translate the core values of Atma Jaya (Christianity, Excellence, Professional,
Caring, KUPP) into an instructional design. Mentoring was the selected approach
to build a dialogue and work together with students. In this article we
presented the implementation of mentoring on the Elective Block of Medical
Education (Block IPK) for the 7th semester medical students at Atma Jaya School
of Medicine (August-September 2015, 5 weeks). The Block IPK then was followed
by an advanced mentoring until the end of November 2015. We intended to realise
KUPP through mentorship throughout Block IPK until the end of the first
semester of 2015/2016. In particular, this action research was intended to find
answers to research questions: (1) What were perceived by the students
throughout the mentoring in the Block IPK ?, (2) What were perceived by the
students throughout the mentoring after Block IPK?, (3) What products were the
students proud of after the mentoring?
Method: Qualitative analysis using Delphi method were utilized to
determine the main theme. Analyses were fulfilled using interpretive analysis.
Data were taken from: reflective writing, FGD or interviews, email
communication, and the mentors’ observation. The Delphi was performed in three
rounds.
Results: Findings showed positive impression on Block IPK. Students were
aware of the meaning or significance of Block IPK. Field trip and working group
were learning methods which considered to be important, because the methods had
succeeded in generating meaningful learning for students. Approximately 40-50%
of the students stated the significance of working group in Block IPK.
Approximately 50-75% of students experienced personal cultivation.
Approximately 67-75% of the class stated the superiority of Blok IPK and
mentoring. Students appreciated the working group, which gave opportunities to
have a discussion on campus with mentors. Mentoring had advantages in terms of
students’ cultivation of the freedom of thought and to proceed further learning
(advance learning).
Conclusion: Students perceived positively to mentoring activities during
and after the Block IPK. Mentoring benefited to personal cultivation, academic
support, role modeling and leadership. The implication to medical education
institutions was to implement a mentoring steadily.
Keywords: Mentoring,
meaningful learning, core values, instructional design
Penulis: Elisabeth Rukmini
Kode Jurnal: jpkedokterandd170006
