On April 24, 2024, an online “Raboan” activity was held by the Center of Bioethics and Medical Humanities (CBMH) of the Graduate School of Universitas Gadjah Mada. This activity consist of sharing and QnA session on “Resilience: Challenges of Character Building in Humanities Bioethics Education in Health Education Institutions.” The speaker is dr. Hikmah Muktamiroh, MmedEd, SpKKLP, SubspCOPC.
According to dr. Hikmah, resilience is the process and result of successful adaptation to difficult and challenging life experiences through mental and emotional flexibility. The experience can be either external or internal demands of a person. This resilience is very close to humanity, especially related to various political, social, and cultural dynamics. On the scale of educational institutions, student life as an academic community is also included in this context of resilience. For example, after the COVID-19 pandemic, there is a significant impact on student dynamics such as Single Tuition Fee arrears. In addition, on the other hand, the student affairs team is busy providing scholarships for students who lost their economic responsibilities due to the pandemic. This is the importance of institutional resilience for further discussion.
In addition to the personal dimension, resilience also concerns online, family, institutional, and academic resilience. Based on the resilience study map, research by Masten in 1989 showed that there were groups of students who experienced mental disorders, but it turned out that there were some contrasting groups that had very good resilience so that further studies were carried out on these groups. Until now, there has been a lot of research on resilience, but there are still opportunities to study resilience, especially in various other dimensions, such as resilience in time management, psychology, relationships, internal motivation, and many others.
Academic resilience at least requires support in the form of 7Cs (confidence, competence, connection, character, contribution, coping, and control). Students must have the ability to strengthen and be able to overcome difficulties, have a support network through an environment that creates a sense of security, have confidence in good values, know that they have a positive contribution to others, and be able to manage stress. These seven supports are expected to be implemented so that resilience can be achieved properly. Good resilience when dynamic as a student is expected to support resilience ability when in the world of work later.
Student resilience is important to build at the institutional level, especially at the study program level. Although student resilience at the undergraduate level is more emphasized, it does not rule out the possibility of increasing resilience at the master and doctoral levels. This resilience can be formed through a conducive learning atmosphere, a good support system, equitable vision and mission values, guardianship, counseling facilities, and it would be even better if there are parties who focus on student personal behavior. According to dr. In the Q n A session, students should have a positive friend environment to become a support system as well as “1st range” as the closest person who can contribute to supervising the psychological condition of students. This can be utilized by the study program to be able to actively monitor personal behavior.
Bioethics and humanities also play an important role in achieving this resilience. According to dr. Wisdom, bioethics and humanities play a more important role in preventive actions, for example by observing student resilience through evaluation and observation actions, for example by filling out personal response forms between students. Based on this form, it can be observed how the personal perspective between student 1 and other students. Other observation method approaches can also be done through student tutors, for example by making reports containing narratives of students’ psychological conditions during practicum.
At the end of the discussion session, dr. Hikmah said that “this resilience challenge when it can be processed properly, we can use it as an opportunity to strengthen educational institutions”. Good resilience in the academic community is expected to be able to create a quality education ecosystem, not only for students, but also for educators. This is also in line with SDGs point 4, namely the provision of quality education services.