The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.

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Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning.

Background: Anatomy is a very important basic science in medical education. However, the advance of science and technology affected medical curriculum. One of the changes is the decreased time available for anatomy learning. Therefore, an anatomy lecturer needs to sort and choose from many existing anatomical materials to adjust with time allocation. The purpose of this study is to gain consensus on what minimum anatomical knowledge is for a physician candidate in order to practice safely. Method: This study was design in qualitative approach with two round Delphi Technique. Using purposive sampling method, the subjects of the study were 20 general-physicians in Indonesia. The questionnare was arranged based on anatomy text book and the research about anatomic core syllabus. The firts Delphi aimed to select the anatomical course material and additional course material. The second Delphi round intended to provide level range from 1-4. The consensus level established by researcher at 60% point.Results: There is not any additional topics in the first Delphi round. So the number of first and second round topics is 270 topics. The Delphi second round agree that anatomic core syllabus of circulation system is 110 of 270 topics. There are 30 topics of cor, 3 topics of pericardium, 10 topics of mediastinum, 37 topics of artery, 9 topics of vena, 9 topics of lymphathic system, 4 topics of postnatal circulation, 5 topics of prenatal circulation, and 3 topics of portal hepatic system.Conclusion: The anatomy core syllabus consists of 110 of the 270 anatomical circulatory system topics.

Background: Learning environment is one parameter to evaluate the quality of learning. The learning approach reflects how a student learns in various situations that affect learning. This study aims to know the relationship between the perceptions of the learning environment and the learning approaches in the clerkship students of Medical Faculty.Methods: This research used an analytical observational method with cross-sectional technique. The sample selection technique used cluster sampling. Respondents consisted of 178 students from all clinical rotations. Each respondent was given two questionnaires to assess perceptions of the learning environment and learning approaches. Data were analyzed using contingency coefficient test.Results: Student perceptions of the learning environment show similar results between the number of clinical rotations that have the category of 'good but need improvement' (9 clinical rotations) and the 'many problems' category (9 clinical rotations). Most of the students (84.27%) used the in-depth learning approach, the remaining 10.67% used the strategic approach, and 5.06% used the surface approach. There was relationship between learning environment perception and learning approach with contingency coefficient value C = 0.312, and value p = 0,001 (p <0.05).Conclusion: There is a weak relationship between perception of clinical learning environments and learning approach on clerkship students of the medical faculty, University Sebelas Maret..

Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This studyused quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p <0.05) between student readiness for inter-professional collaboration with clinical decisionmaking ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.

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Pendahuluan: Systemic Lupus Erythematosus (SLE) adalah penyakit autoimun yang disebabkan oleh pengendapan kompleks imun dengan keterlibatan berbagai organ. Salah satu manifestasi yang paling umum SLE adalah Neuropsychiatric Systemic Lupus Erythematosus (NPSLE). Manifestasi klinis NPSLE yang paling banyak ditemukan adalah gangguan mood yaitu depresi. Kondisi pasien SLE yang mengalami berbagai perubahan secara fisik dapat mempengaruhi keadaan psikologisnya sehingga dibutuhkan dukungan sosial yang positif karena dapat menjadi penyangga efek negatif dari rasa sakit dan depresi. Penelitian ini bertujuan untuk mengetahui hubungan dukungan sosial dengan tingkat depresi pada penderita Systemic Lupus Erythematosus (SLE) di Yayasan Tittari Surakarta. Metode: Penelitian ini bersifat observasional analitik dengan pendekatan cross-sectional. Subjek penelitian adalah penderita Systemic Lupus Erythematosus (SLE) di Yayasan Tittari Surakarta. Pengambilan sampel dilakukan dengan teknik purposive sampling dengan pengisian kuesioner sosiodemografi, The Social Provisions Scale (SPS), dan Hospital Anxiety and Depression Scale – Depression (HADS-D). Analisis data dilakukan dengan uji normalitas Kolmogorov–Smirnov, serta uji bivariat menggunakan Spearman Rank. Hasil: Penelitian ini diikuti oleh 60 responden. Responden didominasi oleh perempuan (96,7%), dengan rentang usia terbanyak adalah 18 – 35 tahun (48,3%), sudah menikah (78,3%), serta memiliki tingkat pendidikan perguruan tinggi (71,7%). Mayoritas responden telah menderita SLE ≥2 tahun (95%) serta mengonsumsi obat steroid dan immunosupressan (41,7%). 35 responden memiliki dukungan sosial rendah (58,3%) sedangkan 25 responden memiliki dukungan sosial tinggi (41,7%). Berdasarkan tingkat depresi, 49 responden (81,7%) dalam keadaan normal (81,7%), 9 responden memiliki depresi ringan (15%), 2 responden mempunyai depresi sedang (3,3%), dan tidak ada responden yang memiliki depresi berat. Hubungan dukungan sosial dengan tingkat depresi pada pasien SLE di Yayasan Tittari Surakarta menunjukkan nilai p = 0,004 (p<0,05) dan nilai koefisien korelasi r= 0,370. Kesimpulan: Terdapat korelasi lemah antara dukungan sosial dengan tingkat depresi pada pasien Systemic Lupus Erythematosus (SLE) di Yayasan Tittari Surakarta dengan arah korelasi negatif.