Medical Students’ Perception on the Ideal Lecturer Attributes in Problem-Based Learning on the Onion Model Theory
DOI:
https://doi.org/10.35898/ghmj-81s1118Keywords:
Problem Based Learning, Role of lecturers, Onion Model Theory, Perception, Medical studentsAbstract
Background: The success of Problem-Based Learning (PBL) is closely related to an effective discussion process. A good PBL will affect the success of the learning process. In addition, an effective teaching process from lecturers to students is very influential in producing a qualified doctor. Korthagen's Onion Model is a theory that emphasizes layered aspects in communication and can provide an in-depth view of the relationship between lecturers and students in the context of learning, such as PBL.
Aims: To identify what is the ideal lecturer attributes in Problem Based Learning based on the onion model theory according to medical faculty students.
Methods: This study uses a descriptive method. Respondents were selected using stratified random sampling techniques, resulting in 98 respondents. This study uses primary data with univariate analysis.
Results: From the 98 analyzed samples, it was found that level 1 students gave the highest average score on the identity aspect, with the following average scores: Level 1 (14.4167), Level 2 (13.1111), Level 3 (12, 6667), and Level 4 (12.7826). The behavioral aspect also showed similar results, with the highest score at Level 1 (14.0417) followed by Level 2 (13.5926), Level 3 (13.2083), and Level 4 (13.1739).
Conclusion: Most students of the Faculty of Medicine, Universitas Swadaya Gunung Jati, have a good perception of the attributes of ideal lecturers in Problem-Based Learning based on the Onion Model Theory.
Downloads
References
Ali, S. S. (2019). Problem Based Learning: A Student-Centered Approach. English Language Teaching, 12(5), 73. https://doi.org/10.5539/elt.v12n5p73
Beijaard, D. (2019). Teacher learning as identity learning: models, practices, and topics. Teachers and Teaching: Theory and Practice, 25(1), 1–6. https://doi.org/10.1080/13540602.2019.1542871
Cecero, J. J., & Prout, T. A. (2014). The Faculty Spirituality Questionnaire and Its Relationship to Teaching Style. Religion and Education, 41(1), 100–112. https://doi.org/10.1080/15507394.2014.855084
Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & Van Der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732–741. https://doi.org/10.1111/j.1365-2929.2005.02205.x
Harden, R. M., & Crosby, J. (2000). AMEE guide no 20: The good teacher is more than a lecturer - The twelve roles of the teacher. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429
Hatem, C. J., Searle, N. S., Gunderman, R., Krane, N. K., Perkowski, L., Schutze, G. E., & Steinert, Y. (2011). The educational attributes and responsibilities of effective medical educators. Academic Medicine, 86(4), 474–480. https://doi.org/10.1097/ACM.0b013e31820cb28a
Korthagen, F. A. J. 2004. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teach Teach Educ. 2004;20(1):77-97. https://doi.org/10.1016/j.tate.2003.10.002
Leatemia, Lukas D., Susilo, A. P., & van Berkel, H. (2016). Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum. International Journal of Medical Education, 7, 385–392. https://doi.org/10.5116/ijme.582e.021b
Leatemia, Lukas Daniel, Susilo, A. P., Donkers, J., & van Merrienboer, J. J. G. (2023). Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes. BMC Medical Education, 23(1), 1–11. https://doi.org/10.1186/s12909-023-04538-0
Mutiara, M., Suryani, S., Nurhidayah, I., & Hendrawati, S. (2018). Perspektif Mahasiswa mengenai Problem-Based Learning (PBL). Jurnal Keperawatan Padjadjaran, 5(3). https://doi.org/10.24198/jkp.v5i3.652
Sukartini, N. N. (2021). Penerapan Model Problem Based Learning Terhadap Hasil Belajar Matematika. Journal Mathematics Education Sigma [JMES], 2(1), 73–82. https://doi.org/10.30596/jmes.v2i1.6745
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 M. Ramses Erlangga, S.Ked., dr. Vivi Meidianawaty, MMedEd., dr. Tissa Octavira Permatasari, M.Med.Ed.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
GHMJ (Global Health Management Journal) conforms fully to The Budapest Open Access Initiative (BOAI) and DOAJ Open Access Definition. Authors, readers, and reviewers are free to Share ” copy and redistribute the material in any medium or format, and Adapt ” remix, transform, and build upon the material. Author(s) retain unrestricted copyrights and publishing rights of their work. The licensor cannot revoke these freedoms as long as you follow the license terms. Learn the details at the License policy.
How to Cite
