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| dc.description.abstract | The Effects of Instructional Strategy and Sex of the Medical Students upon the Students
Learning Achievement in Medical Ethics. An Experiment at the School of Medicine, Tarumanagara
University. The purpose of this experiment was to obtain information regarding the influence of the
differences between instructional strategies and between sexes of the medical students upon the
students’ learning achievement in medical ethics. The strategies being compared were that which
was specifically designed to teach medical ethics and that which was already in common use for the
same purpose. The former was developed and constructed based on learning and instructional
theories with the specific purpose to develop and enhance the medical students intellectual and
moral competencies which are needed to identify and to resolve ethical problems in the practice of
medicine with due responsibility. The latter was the teaching-learning strategy which was already
in common use in the teaching of medical ethics. The experiment was conducted at the School of
Medicine, Tarumanagara University, Jakarta, during the 2004/2005 academic year, with 158 junior
clerks as sample, which consisted of 98 male and 60 female students. They were further divided
evenly at random into treatment and control groups. The experiment used factorial design 2 X 2.
Data were obtained from the final test which measured learning achievement in medical ethics,
using criterion-referenced-instruments. Analysis of Variance followed by Tukey and Scheffe Test
with a level of significance of 0.05 was employed to test the significance of the results. The experiment
concluded that as a whole, the learning achievement in medical ethics studied through specific
instructional strategy (X = 78.76 and sx = 16.33) was superior to the one studied through instructional
strategy in common use (X = 50.78 and sx = 11.43). The achievement of male students in medical
ethics studied through specific instructional strategy (X = 76.76 and sx = 17.41) was superior to the
one studied through instructional strategy in common use (X = 47.57 and sx = 11.89). The achievement
of female students in medical ethics studied through specific instructional strategy (X = 82.02 and
sx = 16.16) was superior to the one studied through instructional strategy in common use (X =
56.04 and sx = 10.73). No significant differ-studied medical ethics through instructional strategy in
common use, the learning achievement in medical ethics of female students was superior to that of
male students | en_US |
