Background The COVID-19 pandemic has increased the burden on resident physicians. They may use different coping strategies to manage those burdens, which partly determine their mental health outcomes, including burnout syndrome. This study explores the relationship between coping strategies and burnout among resident physicians during the COVID-19 pandemic in an Indonesian tertiary referral hospital. Methods This online cross-sectional study was conducted from June to August 2020, involving nine residency programs in the Faculty of Medicine Universitas Indonesia–Cipto Mangunkusumo Hospital. Burnout syndrome was assessed using Maslach Burnout Inventory, while Brief COPE measured coping strategies. Results A total of 388 residents participated in this study. High emotional exhaustion (EE), depersonalization (DP), and low personal accomplishment (PA) were found in 15.5%, 5.2%, and 39.2%, respectively. Residents more often use adaptive than maladaptive coping strategies. Higher PA was correlated to residents using problem-focused (r = 0.299; p < 0.001) and emotion-focused (r = 0.397; p < 0.001). Meanwhile, dysfunctional coping strategies are moderately correlated with EE (r = 0,518; p <0,001) and DP (r = 0,507; p<0,001). Conclusion The use of dysfunctional coping strategies is linked to higher emotional exhaustion and depersonalization aspect of burnout. However, a higher sense of personal accomplishment is linked to problem-focused and emotion-focused strategies. Appropriate identification and intervention of residents with dysfunctional coping strategies may be beneficial in reducing burnout risk.

To ensure that students continued receiving adequate yet safe clinical exposure during the COVID-19 pandemic, the Faculty of Medicine at Universitas Indonesia (FMUI) created the Module of COVID-19 Self-Isolation Monitoring which aims to equip students with the knowledge and skill to monitor confirmed and close contact cases of COVID-19. Module development, divided into four phases: preparation, orientation, implementation, and evaluation phase, started as soon as the delta wave of COVID-19 cases forced medical students to halt their offline clinical rotations. A quantitative secondary data were obtained from student and patient satisfaction questionnaires and on students’ performance and reflection. We analyzed the distribution of module evaluation, the student’s discussion score during the module, the students’ interest in participating as Covid-19 volunteers before and after the module’s deployment, and the correlation between learning outcomes and satisfaction. A total of 372 patients were monitored by 208 students during the 4-week module. The response rates were above 80%, with the majority agreeing that students found this module well-organized and fulfilled their expectations. There was a significant increase in discussion scores from weeks 1 to 4, a significant difference in the proportion of students interested in COVID-19 volunteering before and after the module completion as well as a significant low correlation between the patient’s monitoring score sheet and the reflection essay towards the patient’s satisfaction. We should still improve tutors’ time management, tutors’ provision of triggering questions for critical thinking skills, and tutors’ feedback for students. The module met patient expectations and is expected to assist tutors in providing feedback and examples of doctor–patient communication, thus accelerating students’ competence in patient interaction. Further evaluation is needed regarding knowledge transfer, the impact on community health, and the faculty development program, especially regarding how tutors fulfill their roles as medical educators.

Introduction: As significant autonomy is given in a Massive Open Online Course (MOOC), online self-regulated learning (SRL) ability is crucial in such courses. We aim to measure the online SRL abilities of early-career medical doctors enrolled in a MOOC. Methods: We performed a cross-sectional study using the Self-Regulated Online Learning Questionnaire-revised version (SOL-Qr). We conducted a three-stage cross-cultural validation of the SOL-Qr, followed by Confirmatory Factor Analysis (CFA). The online SRL ability of 5,432 medical doctors enrolled in a MOOC was measured using the validated SOL-Qr. Results: The CFA of the cross-translated SOL-Qr confirmed its comparability to the original version, with excellent validity & reliability. Participants showed high levels of online SRL during their early careers. Despite high online SRL scores, MOOC completion rate was low. Male participants showed slightly better time management ability than female participants. Participants working in the primary epicentrum for COVID-19 in the country showed lower online SRL scores, while participants who graduated from higher accreditation levels showed better time management ability. Conclusion: The SOL-Qr and its subscales are suitable and valid for measuring the online SRL abilities of medical doctors in a MOOC during their early-career period. Time management ability was associated with previous experience during the medical education period, while other online SRL subscales were mostly associated with workload. However, as the scores did not correlate with the time spent for learning in MOOC, the corresponding learning effort or time spent may be beyond just the commitment to the described MOOC.

Student-centered learning (SCL) is an approach in which the learning process depends significantly on the student. Hence, self-regulated learning (SRL) plays a crucial role in optimising SCL. SRL is defined as active participation in terms of metacognition, motivation, and behaviour during learning. The COVID-19 pandemic greatly impacted education, including medical education, which must adapt by implementing online and blended learning curricula. Thus, there is increasing urgency for both SCL and SRL. This cross-sectional study was performed with medical students at the Faculty of Medicine, Universitas Indonesia, using the Online Self-regulated Learning Questionnaire (OSLQ) to determine the validity and reliability of the OSLQ in the setting of Indonesian medical students and measure their online SRL profiles. We conducted cross-cultural validation, followed by exploratory factor analysis (EFA), quantitative analysis, and qualitative analysis to assess students’ SRL and the challenges of online learning environments. A total of 519 participants completed the questionnaire. The EFA confirmed the validity of the questionnaire, which comprised 23 items and five subscales, in the current population (Cronbach alpha = 0.86). Online SRL scores ranged between 65%–77%, with statistically significant differences in all subscales across six different academic years. Preclinical students had a higher level of online SRL compared to clinical students. This study supports the validity and reliability of using OSLQ in the context of Indonesian medical students. Student SRL is a dynamic process that evolves with changing learning contexts. Student support in online learning environments is essential for enhancing student SRL.

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