Perbandingan Performa dan Kelemahan Spesifik Domain pada OSCE Tahap Satu Mahasiswa Sarjana Kedokteran di FK-KMK UGM: Dampak Daring dan Luring 

Tsalia Umma Qotrunnada, dr. Rachmadya Nur Hidayah, M.Sc., Ph.D. ; Dr. dr. Ide Pustaka Setiawan, M.Sc., Sp.OG. ; dr. Santosa Budiharjo, M.Kes., PA.

2026 | Skripsi | PENDIDIKAN DOKTER

Latar Belakang

Pandemi COVID-19 menyebabkan perubahan signifikan dalam pembelajaran keterampilan klinis, terutama bagi angkatan 2021 yang menjalani pembelajaran online (daring) dengan praktik langsung yang terbatas. Sebaliknya, angkatan 2022 menerima pembelajaran offline (luring) dengan kesempatan praktik dan supervisi yang lebih optimal. Perbedaan ini memberikan peluang untuk mempengaruhi pengaruh metode pembelajaran terhadap kinerja siswa dalam Objective Structured Clinical Examination (OSCE).

Tujuan

Untuk menilai dan mengukur kelemahan kinerja (performa pitfalls) mahasiswa kedokteran dalam OSCE Tahap I antara angkatan 2021 dan 2022, serta untuk mengidentifikasi pola kelemahan berdasarkan domain keterampilan klinis. 

Metode

Penelitian ini menggunakan desain deskriptif-analitis kuantitatif menggunakan data sekunder dari nilai OSCE Tahap I mahasiswa sarjana kedokteran di Fakultas Kedokteran, Kesehatan Masyarakat, dan Keperawatan, Universitas Gadjah Mada. Analisis deskriptif dilakukan pada Global Rating (Penilaian Global), Actual Mark (Nilai Riil), dan Passing Rate (Tingkat Kelulusan) untuk setiap stasi OSCE. Uji normalitas dilakukan menggunakan uji Kolmogorov-Smirnov, diikuti oleh uji komparatif Mann-Whitney U dengan tingkat signifikansi (p <0>

Hasil

Tingkat kelulusan secara keseluruhan tetap tinggi untuk kedua angkatan, yaitu 87,22% pada angkatan 2021 dan 85,04% pada angkatan 2022. Analisis spesifik per stasi mengungkapkan bahwa penelitian ini berhasil menolak hipotesis nol (H0) untuk stasi Kelenjar Tiroid, Jantung, THT, Mata, dan Pembacaan EKG, di mana ditemukan perbedaan kinerja yang signifikan secara statistik (p <0>

Kesimpulan

Metode pembelajaran tidak secara langsung menentukan kinerja klinis secara keseluruhan; melainkan pengarunhya bergantung pada domain keterampilan spesifik yang dinilai. Keterampilan prosedural lebih rentan terhadap keterbatasan pembelajaran online, sedangkan keterampilan non-prosedural relatif tidak mempengaruhi. Kelemahan kinerja lebih dipengaruhi oleh kompleksitas kasus, variasi soal, dan keselarasan antara metode pembelajaran dengan jenis keterampilan klinis.

Background

The COVID-19 pandemic caused significant changes in clinical skills learning, particularly for the class of 2021, who underwent online learning with limited hands-on practice. In contrast, the class of 2022 received offline learning with more optimal opportunities for practice and supervision. This difference provides an opportunity to evaluate the influence of learning methods on student performance in the Objective Structured Clinical Examination (OSCE)

Ojectives

To assess and compare the performance pitfalls of medical students in the Phase I OSCE between the classes of 2021 and 2022, and to identify pitfall patterns based on clinical skill domain

Methods

This study utilized a descriptive-analytical quantitative design using secondary data from the Phase I OSCE scores of undergraduate medical students at the Faculty of Medicine, Public Health, and Nursing, Universitas Gadjah Mada. Descriptive analysis was performed on Global Ratings, Actual Marks, and Passing Rates for each OSCE station. Normality was tested using the Kolmogrov-Smirnov test, followed by the Mann-Whitney U comparative test with a significant level of (p<0>

Results

The Overall passing rate remained high for both batches, with 87.22% in the 2021 batch and 85.04% in the 2022 batch. Station-speciific analysis revealed that the study succesfully rejected the null hypothesis (H0) for the Thyroid Gland, Heart, ENT, Eye, and ECG Reading stations, where statistically significant differences in performance were observed (p<0>Domain-based analysis showed that pitfalls were more dominant in procedural skills requiring direct practice and supervision, such as physical examinations and emergency procedures. Conversely, non-procedural skills like data interpretation and clinicak reasoning showed relatively stable performance. Stations with mixed domain exhibited more fluctuant performance patterns. Global Ratings and Passing Rates proved to be more sensitive in detecting pitfalls compared to Actual Marks.

Conclusions

Learning methods do not directly determine overall clinical performance; rather, their influence depends on the specific skill domain being assessed. Procedural skills are more vulnerable to the limitations of online learning, while non-procedural skills remain relatively unaffected. Permormance pitfalls are more influenced by case complexity, question variation, and the alignment between the learning method and the type of clinical skill.

Kata Kunci : OSCE, phase one, medical student, clinical skills, performance