Evaluation of antenatal care competency with Objective Structure Examination Blended Learning (OSCE-BL)

Ari Indra Susanti; Ariyati Mandiri

doi:10.17509/jik.v21i2.66495

Abstract

Midwifery students must possess clinical competency before entering clinical practice in the practice area. Assessing clinical competency using Objective Structure Clinical Evaluation (OSCE) is necessary. However, OSCE examiners are limited, so blended learning is carried out. The research aims to determine the learning outcomes of midwifery students using OSCE Blended Learning (BL) in the pregnancy care module. This research used a descriptive cross-sectional method using OSCE scores from 2020 to 2022. That research sample was 92 people using a total sampling technique. Competencies tested in the OSCE are anamnesis, physical examination in the second and third trimester, laboratory examination, and counseling. Processing and analyzing univariate data descriptively. The anamnesis competency score was the greatest mean in 2021 (91.45), physical examination in the second trimester (88.79), and third trimester (88.03). Meanwhile, supporting examinations in 2020 (88.36) and counseling (88.31). In the OSCE evaluation in 2021, only a small number of students did not pass the anamnesis (2 people), physical examination second trimester (2 people), and third trimester (2 people), support (2 people), and counseling (1 person). Method OSCE BL can be used to evaluate pregnancy care competency before midwifery students do clinical practice in the practice area.

Abstrak

Kompetensi klinis harus dimiliki oleh mahasiswi kebidanan sebelum memasuki praktik klinis di lahan praktik sehingga perlu dilakukan penilaian kompetensi klinis menggunakan Objective Structure Clinical Evaluation (OSCE). Akan tetapi, penguji OSCE terbatas, maka OSCE dilakukan dengan blended learning. Penelitian bertujuan mengetahui hasil belajar mahasiswi kebidanan dengan OSCE Blended Learning (OSCE BL) pada modul asuhan kehamilan (ANC). Penelitian dengan metode deskriptif dengan cross sectional menggunakan nilai OSCE dari tahun 2020 (36 orang), 2021 (25 orang), dan 2022 (31 orang) sehingga jumlah sampel penelitian sebanyak 92 orang dengan teknik total sampling. Kompetensi yang diujikan pada OSCE, yaitu anamnesa, pemeriksaan fisik trimester 2 dan 3, pemeriksaan laboratorium, dan konseling. Pengolahan dan analisis data univariat secara deskriptif (nilai mean, standar deviasi, nilai maksimal, dan minimal). Nilai kompetensi anamnesa paling besar tahun 2021 (mean=91.45), pemeriksaan fisik trimester 2 (mean=88.79) dan trimester 3 (mean=88.03). Sedangkan pemeriksaan penunjangtahun 2020 (mean=88.36) dan konseling (mean=88.31). Pada evaluasi OSCE hanya sebagian kecil mahasiswa yang tidak lulus kompetensi anamnesa (2 orang), pemeriksaan fisik trimester 2 (2 orang), dan trimester 3 (2 orang), penunjang (2 orang), dan konseling (1 orang) tahun 2021. Metode OSCE BL dapat digunakan untuk evaluasi kompetensi asuhan kehamilan sebelum mahasiswi kebidanan praktik klinis di lahan praktik.

Kata Kunci: Blended learning; evaluasi: kompetensi; mahasiswa kebidanan; OSCE

Keywords:

blended learning competency evaluation midwifery students OSCE

References

Akbar, A. (2021). Pentingnya kompetensi pedagogik guru. JPG: Jurnal Pendidikan Guru, 2(1), 23–30.

Andersen, C. G., Thomsen, L. L. H., Gram, P., & Overgaard, C. (2023). 'It's about developing a trustful relationship': A realist evaluation of midwives' relational competencies and confidence in a Danish antenatal psychosocial assessment programme. Midwifery, 122(1), 1–11.

Ataro, G., Worku, S., & Asaminew, T. (2020). Experience and challenges of objective structured clinical examination (OSCE): Perspective of students and examiners in a clinical department of Ethiopian University. Ethiopian Journal of Health Sciences, 30(3), 417–425.

Bdair, I. A. A., Abuzaineh, H. F., & Burqan, H. M. (2019). Advantages and disadvantages of the Objective Structured Clinical Examination OSCE in nursing education: A literature review. International Journal of Trend in Scientific Research and Development, 3(2), 270–274.

Bizami, N. A., Tasir, Z., & Kew, S. N. (2023). Innovative pedagogical principles and technological tools capabilities for immersive blended learning: A systematic literature review. Education and Information Technologies, 28(2), 1373–1425.

Brereton, S., Curtin, M., Greene, E., Hardie, P., Szafranska, M., & Kirwan, C. (2022). A blended learning perineal suturing programme for midwifery students: An evaluative descriptive study. Nurse Education in Practice, 64(1), 1–10.

Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151–173.

Castellani, L., Quintanilha, L. F., Arriaga Gutiérrez, M. B., Lima, M. d. L., & Andrade, B. d. B. (2020). Objective Structured Clinical Examination (OSCE) as a reliable evaluation strategy evidence from a Brazilian medical school. Problems of Education in the 21st Century, 78(5), 674–687.

Coe, C., & Bryant, P. (2022). The online mock OSCE—A mixed methods analysis of its benefits and overall student experience. The British Student Doctor Journal, 6(1), 2–13.

Elbilgahy, A. A., Eltaib, F. A., & Mohamed, R. K. (2020). Implementation of Objective Structured Clinical Examination (OSCE): Perceiving nursing students and teachers attitude & satisfaction. American Journal of Nursing, 8(2), 220–226.

Erianti, S., & Lestari, R. F. (2021). The implementation of OSCE (Objective Structured Clinical Examination) methods students of STIKES Hangtuah Pekanbaru. Jurnal Keperawatan Abdurrah, 5(1), 45–52.

Farahani, I., Farahani, S., Deters, M. A., Schwender, H., & Laeer, S. (2020). Efficacy of an objective structured clinical examination training approach for training pharmacy students in diabetes mellitus counseling: A randomized controlled trial. Pharmacy, 8(4), 1–21.

Feriandi, Y., Wasliman, I., Hanafiah, N., Budiman, B., Putra, A. R., Rachmadini, N., Putri, C. R., & Yusuf, K. (2020). Blended E-learning on clinical skills learning from the medical student's perspectives. Journal of Physics: Conference Series, 1469(1), 1–5.

Fernandes, R. A. M. L., de-Oliveira-Lima, J. T., da-Silva, B. H., Sales, M. J. T., & de-Orange, F. A. (2020). Development, implementation and evaluation of a management specialization course in oncology using blended learning. BMC Medical Education, 20(37), 1–10.

Firmansyah, M., Masrun, M., & Yudha S, I. D. K. (2021). Esensi perbedaan metode kualitatif dan kuantitatif. Elastisitas: Jurnal Ekonomi Pembangunan, 3(2), 156–159.

Fouad, S., Gouda, E., Nasser, A. A., & Kamal, D. (2019). Perception of students, staff and simulated patients towards Objective Structured Clinical Examination (OSCE). Education in Medicine Journal, 11(2), 27–42.

García-Seoane, J. J., Ramos-Rincón, J. M., Lara-Muñoz, J. P., López-Román, A., Cardoner-Álvarez, N., Lorenzo-Peñuelas, A., ... & Ambrosiani-Fernández, J. (2021). Changes in the Objective Structured Clinical Examination (OSCE) of University Schools of Medicine during COVID-19. Experience with a computer-based case simulation OSCE (CCS-OSCE). Revista Clínica Española (English Edition), 221(8), 456–463.

Ghita, D., Ahmad, M., Budi, P., Liantanty, F., & Ahmar, H. (2021). Effect of e-module stage IV childbirth care with blended learning model on skills improvement of midwifery students. International Journal of Health & Medical Sciences, 4(1), 110–116.

Grønlién, H. K., Christoffersen, T. E., Ringstad, Ø., Andreassen, M., & Lugo, R. G. (2021). A blended learning teaching strategy strengthens the nursing students' performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course—A quasi-experimental study. Nurse Education in Practice, 52(1), 1–6.

Herlambang, P. M., Yana D. R., Riambodo, R. M., & Sudaryanto, S. (2021). Implementasi Objective Structured Clinical Examination (OSCE) berbasis dalam jaringan selama pandemi Coronavirus Disease-19. Jurnal Kesehatan Vokasional, 6(2), 90–98.

Jawaid, M., Baig, L., & Aly, S. M. (2021). Comparison of OSCE scores of surgical clinical education after face-to-face vs. blended learning methods among undergraduate medical students. Journal of Pakistan Medical Association, 71, 1535–1539.

Kang, S. H., Kim, T. H., Son, H. J., Park, Y., & Lee, S.-H. (2022). Validity of OSCE evaluation using the FLEX model of blended learning. Journal of Korean Medical Science, 37(20), 1–6.

Kassabry, M. F. (2023). Evaluation of simulation using Objective Structured Clinical Examination (OSCE) among undergraduate nursing students: A systematic review. International Journal of Africa Nursing Sciences, 18(1), 1–9.

Kristina, S. A., & Wijoyo, Y. (2019). Assessment of pharmacy students' clinical skills using Objective Structured Clinical Examination (OSCE): A literature review. Work, 10(1), 55–60.

Lee, K. C., Ho, C. H., Yu, C. C., & Chao, Y. F. (2020). The development of a six-station OSCE for evaluating the clinical competency of the student nurses before graduation: A validity and reliability analysis. Nurse Education Today, 84, 1–10.

Leinster, S. J., Pereira, J. H., Down, S., & Simpson, A. D. (2021). Blended learning in healthcare education. Medical Research Archives, 9(8), 1–12.

Majumder, M. A. A., Kumar, A., Krishnamurthy, K., Ojebi, N., Adams, O. P., & Sa, B. (2019). An evaluative study of Objective Structured Clinical Examination (OSCE): Students and examiners perspectives. Advances in Medical Education and Practice, 10, 387–397.

Malakooti, N., Bahadoran, P., & Ehsanpoor, S. (2018). Assessment of the midwifery students' clinical competency before internship program in the field based on the objective structured clinical examination. Iranian Journal of Nursing and Midwifery Research, 23(1), 31.

Martini, N., Prasetyo, D., Setiawati, E. P., Husin, F., Wahmurti, T., & Budimansyah, D. (2019). Pengaruh komponen motivasi belajar terhadap hasil OSCE pada mahasiswa program diploma kebidanan fakultas kedokteran Universitas Padjadjaran. Jurnal Kebidanan, 5(2), 144–153.

Ndayisenga, J., Babenko-Mould, Y., Kasine, Y., Nkurunziza, A., Mukamana, D., Murekezi, J., ... & Muhayimana, A. (2021). Blended teaching and learning methods in nursing and midwifery education: A scoping review of the literature. Research Journal of Health Sciences, 9(1), 100–114.

Oktova, R., & Rahmi, L. (2021). Developing blended learning with the use of I-Learn in Block 1. A (Introduction to Midwifery Education). Proceeding The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), 1, 474–480.

Rumagit, S. S., Tambingon, H. N., Rotty, V. N. J., & Ponamon, J. (2022). Evaluasi pelaksanaan ujian OSCE mahasiswa pendidikan profesi Ners. Jurnal Pendidikan dan Konseling (JPDK), 4(5), 4416–4422.

Saragih, M. N. B., Suryani, R. L., & Burhan, A. (2023). The overview of spinal anesthesia injection techniques at RSI Fatimah Cikacap: English. Java Nursing Journal, 1(2), 97–102.

Segbenya, M., & MensahMinadzi, V. (2023). Post-Covid lockdown assessment of blended learning approach for distance education in Ghana: Implications for human resource managers and curriculum implementers. Education and Information Technologies, 28(7), 7955–7973.

Susani, Y. P., Sari, D. P., & Amalia, E. (2022). How does clinical learning environment changes during pandemic affect on professional identity? Jurnal Pendidikan Kedokteran Indonesia, 11(3), 272–286.

Suwannaphisit, S., Anusitviwat, C., Tuntarattanapong, P., & Chuaychoosakoon, C. (2021). Comparing the effectiveness of blended learning and traditional learning in an orthopedics course. Annals of Medicine and Surgery, 72, 1–4.

Wang, X., & Cheng, Z. (2020). Cross-sectional studies: Strengths, weaknesses, and recommendations. Chest, 158(1), S65–S71.

Widyandana, W., Agni, A. N., Supartoto, A., & Suhardjo, S. (2015). Exploration of OSCE results to evaluate medical students' progress on learning eye examination in clinical skills laboratory. Ophthalmologica Indonesiana, 41(2), 188–193.

Yuan, H. B. (2021). Evaluation of undergraduate students' nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient. Frontiers of Nursing, 8(2), 159–168.

Yunida, H. (2022). Gambaran kompetensi bidan pada pelatihan jabatan fungsional bidan ahli di BBPK Ciloto Tahun 2019. Journal of Innovation Research and Knowledge, 1(12), 1597–1604.

Zimmermann, P., & Kadmon, M. (2020). Standardized examinees: Development of a new tool to evaluate factors influencing OSCE scores and to train examiners. GMS Journal for Medical Education, 37(4), 1–24.