They were open, feeling free to question and argue from the viewpoint of their own profession, and also understood their strengths and limitations. Group members from different professions complemented one another in solving learning issues.
TUTORIAL SPSS 21 INDONESIA PROFESSIONAL
Students were actively involved in the discussion and contributed to a better understanding regardless of their professional background. The translated MPARS was reliable (Kappa coefficient 0.01–0.20 and p < 0.05). Finally, to gain an understanding of students’ perceptions of their performance and participation in the interprofessional PBL tutorial, we organized three uni-professional focus groups (FGs) at the end of pilot project. To ensure inter-rater reliability, two tutors assessed the students’ constructive, collaborative activities using the Maastricht Peer-Activity Rating Scale (MPARS). The resulting 67 h of video data were analysed qualitatively.
Over a period of 4 weeks, participants discussed four scenarios concerned with the reproductive system. Video-recordings were made of interprofessional PBL discussions ( N = 40) in five groups, eight videos per group. Students ( N = 52) from the Medical, Midwifery and Nursing programmes took part in the study. This study aimed to explore the extent to which students in interprofessional tutorial groups demonstrate constructive collaboration during group discussions. Interprofessional problem-based learning (PBL) is one learning approach that has been proposed to provide students with the opportunity to develop the necessary skills to work collaboratively with various health professionals. However, further randomized controlled studies need to be conducted to show its effectiveness.Training health professional students in teamwork is recognized as an important step to create interprofessional collaboration in the clinical workplace. The present study indicated that the Indonesian computer-based game prototype could be used as a framework to develop a fixed computer-based game intervention for children with ADHD. Feasibility testing output also included the training procedure guideline. There was a low to moderate correlation between CATPRS-teacher and -parent rating and several BRIEF domains. 60.9, p = 0.02), and BRIEF-Organization of Material (60.7 vs. After 20 sessions of training, several indicators decreased significantly, such as CATPRS-teacher rating (18.5 vs. The Indonesian computer-based game prototype construct comprised six components: reward-related processing, control inhibition, improved sustained attention, specific timing, increased arousal, and improved emotional regulation. Outputs of the exploratory qualitative study were the Indonesian computer-based game prototype constructs and general agreements of the prototype. Quantitative data were analyzed using the paired t-test, Pearson's correlation and Spearman's rank-order correlation. The framework analysis was performed for qualitative data. Feasibility data were collected before and after 20 training sessions with the Indonesian computer-based game prototype. Feasibility testing was conducted as a one group pre- and post-test design that included ten children with drug-naïve ADHD without other mental or physical disorders. During the study, seven experts participated in ten FGDs. The Delphi technique with FGD was applied to collect qualitative data.
The first to third steps used an exploratory qualitative research design. The aim of this study was to develop an Indonesian computer-based game prototype, including feasibility testing, targeted on attention deficit/hypersensitivity disorder (ADHD) clinical symptoms and executive function.