Titlebook: Character Building and Competence Development in Medical and Health Professions Education; The First Biennial I Mora Claramita,Diantha Soem

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https://doi.org/10.1007/978-1-4302-1579-0ticipated in the activity completed pre-and post-test questionnaires. A paired sample t-test was employed. There was an increase in scores on all subscales of the T-TAQ instrument (.  <  0.05). The students mentioned that the program enabled interactivity and engagement. Moreover, the participants u

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https://doi.org/10.1007/978-1-4302-1579-0 correlation coefficient (r) = 0.037, with a .-value of 0.686. In the desire to learn construct, most students could learn from mistakes in the learning process but were less able to evaluate new ideas critically. In the self-control construct, most students could realize their limitations and tende

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https://doi.org/10.1007/978-1-4302-1579-0a were not normally distributed. The results of the Kruskal–Wallis test showed a significant difference in students‘ perceptions of IPE values (. = 0.003) and communication (. = 0.021) between Medicine, Midwifery, and Psychology study programs. Meanwhile, there was no significant difference in stude

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https://doi.org/10.1007/978-1-4302-1579-0ugh community-based, case-based, and reflective learning used in the online IPE learning. They stated that each learning method has its own portion in helping them learn the competencies. Still, they felt the experience would have been better if the learning was conducted offline since they encounte

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Mashing Twitter with the Google Translator,aring of ideas and experiences. The mileage gained from health professions education journal club sessions is valuable to the faculty in supporting their roles and responsibility as health professional educators and in building the desired community of practice.