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The determinants of medical student learning behavior that are associated with the outcome of the Indonesia Medical Doctor National Competency Examination: A review

Abstract

Indonesia has implemented a National Competency Examination for medical graduates since 2014 called the Indonesian Doctors National Competency Examination (IMDNCE). The first component of the exam is multiple choice-based questions that use a computer-based testing method (MCQs-CBT) to assess the candidate's knowledge. The second component is Objective Structured Clinical Examinations (OSCE) to assess the performance of the candidate's clinical skills. The IMDNCE pass rate has never reached 100% because, in each exam period, 16-32% of examinees fail. CBT passes are also always lower than OSCE passes, and IMDNCE retakers mostly repeat CBT. The literature explaining the determinants of learning behavior and passing national exams is still limited. This study aims to identify the determinants of medical students' learning behavior in the national medical competency exam and their relationship to graduation outcomes. Learning behavior consists of two categories: the quality of learning and learning regulation. The conclusion is the determinant factors consist of internal and external factors. Internal factors include learning motivation and academic achievement, anxiety, and health conditions facing exams. External factors include environmental factors such as tutoring, family and peer support. These factors determine the learning behavior of medical students in the national medical competency exam in Indonesia, both in terms of quality and learning regulations.

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How to Cite

Darmayani, I. G. A. S. (2022). The determinants of medical student learning behavior that are associated with the outcome of the Indonesia Medical Doctor National Competency Examination: A review. Bali Medical Journal, 11(3), 2085–2089. https://doi.org/10.15562/bmj.v11i3.4426

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