Refleksi Mahasiswa Selama Menjalani Pembelajaran Ketrampilan Anamnesis Pada Blok Mental Health Disorders

Abstract

Background: Reflective writing is now increasingly used to turn students’ experience into learning. At Nommensen, undergraduate students learn history-taking skills in psychiatry by encountering simulated and real patients.The purpose of this study was to explore students’ reflections during history taking skills training sessions. Methods: This was qualitative study. Data were gathered using students’ guided written reflections. There were four history taking skills training sessions in Mental Health Disorders block. All third year students that underwent the block were instructed to write their reflections, immediately after completed each session. Data were collected and analyzed by using content analysis. Results and conclusion: There were four categories emerged from 172 written reflections collected. They were psychiatry historytaking skills, attitudes toward psychiatry patient, knowledge of mental health, and feelings regarding implementation of training sessions. In the future, reflective writing and authentic experiences are important to enhance students’ learning process. Both are also valuable to encourage students expressions of their feelings and values.