Journal of Advances in Medical Education & Professionalism

The Effect of Social Problem-Solving Skills on Reducing Social Anxiety in Medical Students

ANDI TENRI PADA RUSTHAM; ASTY AMALIA NURHADI; ICHLAS NANANG AFANDI; ISTIANA TAJUDDIN; SRI WAHYUNI; RIZKY AMALIA JAMIL

Volume 13, Issue 3 , July 2025, , Pages 218-224

https://doi.org/10.30476/jamp.2025.103845.2069

Abstract

Introduction: Entering College is an important transition from adolescence to young adulthood, with significant changes in habits and learning methods. These changes can cause social ... Read More Introduction: Entering College is an important transition from adolescence to young adulthood, with significant changes in habits and learning methods. These changes can cause social anxiety, especially in competitive fields of study such as medical education. Similar results were found in interviews with first-year medical students at Hasanuddin University, who faced the pressure of adaptation and learning materials. Therefore, social problem-solving skills are needed so that students do not experience social anxiety. Social problem-solving skills are one form of coping that can help adolescents adapt to a new environment. Social problem-solving skills, as one form of coping strategy, are very important for students in dealing with various daily problems and have the potential to cause stress (daily life stressors of problems), especially in the first year of college. This study aimed to examine the magnitude of the influence of social problem-solving skills training on reducing social anxiety in first-year students at Hasanuddin University, Facultyof Medicine.Methods: This study used a quasi-experimental method with a Pretest-Posttest Control Group Design. The respondents in this study were 250 first-year students at the Faculty of Medicine, Hasanuddin University, Makassar. The sample selection in this study was carried out using apurposive sampling method; the experimental and control groups were selected and then categorized into experimental and control groups with low and medium scores on social problem solving skills and high and medium scores on social anxiety as one of the subject criteria. Theinstrument used in the research was the social anxiety scale developed by Liebowitz. The statistical test was an independent sample t-test using IBM Statistics SPSS 26 edition.Results: The results indicated that training in social problem-solving skills influenced the reduction of social anxiety in first-year medical students. The higher the student’s social problem-solving skills, the lower the level of social anxiety, with a mean value for the experimental group pretest of 55.4 and posttest of 46.92. However, for the control group, the mean values of pretest and posttest were 34.0 and 36.6, respectively. The SD values of the experimental group pretest andposttest were 14.84 and 14.69, while for the control group; the SD values of pretest and posttest were 17.2 and 17.9, respectively. While the lower the student’s social problem-solving skills, the higher the level of social anxiety, with a p-value (sig. (2-tailed) of 0.001 or p<0.001).Conclusion: Social problem-solving skill training gives a significant impact in reducing anxiety in first-year medical students.

A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses

ANDI ARIYANDY; IRAWAN YUSUF; SURYANI AS’AD; TENRI ESA; ICHLAS NANANG AFANDI; CITA N AKHMAD; RINI R BACHTIAR; ISHARYAH SUNARNO; BUDU BUDU

Volume 13, Issue 2 , April 2025, , Pages 105-116

https://doi.org/10.30476/jamp.2025.104419.2056

Abstract

Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin ... Read More Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University isincluded in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students’ knowledge, presenting skills, and motivationin physiology courses.Methods: We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiplechoice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews.Results: Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilizationof these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable.Conclusion: Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses.

Evaluation of Blended Learning in Terms of the Perceptions of Medical Students: A Mixed Method Study

SALMAH SHELLY; IRFAN IDRIS; NASRUDDIN ANDI MAPPAWARE; HAERANI RASYID; AGUSSALIM BUKHARI; ICHLAS NANANG AFANDI; ASTY AMALIA

Volume 12, Issue 1 , January 2024, , Pages 28-36

https://doi.org/10.30476/jamp.2023.98956.1819

Abstract

Introduction: The ongoing 4.0 industrial evolution, characterized by the rise of digital technology, has had a massive impact on human lifestyles worldwide. Faculty members in medical ... Read More Introduction: The ongoing 4.0 industrial evolution, characterized by the rise of digital technology, has had a massive impact on human lifestyles worldwide. Faculty members in medical school areexpected to respond to this industrial revolution by implementing teaching strategies, one of which is Blended learning as a suitable solution to overcome the limitations of space and time in the teaching process. For effective utilization of blended learning, it is important to conduct extensive studies on its implementation. The aim of this study was to assess the effectiveness and efficiency of implementing blended learning in the faculty of medicine in Hasanuddin Universityfrom the students’ perspective.Methods: This study used a sequential explanatory mixed method approach, combining quantitative and qualitative methods. The quantitative part involved 782 undergraduate medical students from the first, second, and third years. Data were collected through a questionnaire survey distributed among the students. The qualitative part of the research was conducted through focus group discussions involving 13 students based on the questionnaire scores,representing both high and low scores. The results of the quantitative and qualitative research were collected and integrated.Results: Based on the results, the majority of students agreed that blended learning provided many advantages to their learning (Mean±SD: 3.79±0.78). Also, they reported e-learning platform significantly contributed to their learning process (Mean±SD: 3.88±0.67). The workload of blended learning method was still considered quite heavy by students, and good time management was highly needed (Mean±SD: 3.45±0.84). As for qualitative part, some positive results were obtained; they reported that it increased motivation for learning, enhanced the efficiency of learning and gaining adaptability, while the negative opinions were the network error in e-learning, erratice-learning display, and video quality problem.Conclusion: Most of the students expressed positive opinions about the advantages of blended learning; according to them, learning was more efficient and effective, it enhanced learning motivation, and it provided comprehensive accessible learning materials.

The Association of “First 1000 Days of Life” Training Program on Communication Skill and Empathy of Undergraduate Medical Students: A Cross-Sectional Study

KHAERIAH AMRU; FIRDAUS HAMID; ICHLAS NANANG AFANDI; ASTY AMALIA; BUDU MANNYU; BERTI JULIAN NELWAN; NASRUDDIN ANDI MAPPAWARE

Volume 11, Issue 4 , October 2023, , Pages 222-229

https://doi.org/10.30476/jamp.2023.98979.1820

Abstract

Introduction: 1000 First Days of Life (1000FDL) training program is carried out for 2 years from the 3rd to 6th semester; in this program, students are asked to accompany pregnant women ... Read More

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Author = ICHLAS NANANG AFANDI

The Effect of Social Problem-Solving Skills on Reducing Social Anxiety in Medical Students

Abstract

A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses

Abstract

Evaluation of Blended Learning in Terms of the Perceptions of Medical Students: A Mixed Method Study

Abstract

The Association of “First 1000 Days of Life” Training Program on Communication Skill and Empathy of Undergraduate Medical Students: A Cross-Sectional Study

Abstract