Background: Patients with addiction often encounter negative attitudes from health care professionals, including medical doctors. Addiction medicine training might improve medical students' attitudes toward patients with addiction problems and change the way they think about addiction. We evaluated the effect of comprehensive addiction medicine training on students' attitudes and illness perceptions and explored which perceptions are most relevant for attitude development. Methods: In a quasi-experimental non-randomized study, fourth-year students (n ¼ 296) participated in either addiction medicine training (intervention) or one of three other blocks (control). We used the Medical Condition Regards Scale to measure attitudes and the Illness Perception Questionnaire Addiction version for perceptions. We analyzed the effect of the intervention using repeated measures MANOVA. The contribution of illness perception to attitude was explored in the intervention group using linear regression analysis. Results: Addiction medicine training improved students' attitudes toward patients with addiction, compared to the control group. After the training, students expressed a less demoralized perception, a stronger perception of a coherent understanding of addiction, addiction as a cyclical condition, and attributed addiction more to psychological factors, compared to the control group. In the intervention group, attitude and emotional representation before training and illness coherence after the training were associated with attitude after the training. Conclusions: Addiction medicine training is effective in improving medical students' attitudes toward patients with addiction and changing their illness perceptions of addiction. The development of an understanding of addiction might be particularly relevant for attitude improvement. These findings underscore the relevance of addiction medicine training as part of medical curricula and argue for including aspects related to attitude development in the curriculum.

Background: Clinical placement is crucial to develop the fundamental competencies in providing patient care. Therefore, clinical learning environment (CLE) assessment is necessary to ensure its quality. The Indonesian Manchester Clinical Placement Index (I-MCPI) is an instrument for assessing the quality of the learning environment and the quality of training in both hospital and community placements. This study aimed to (1) measure the CLE quality of a school of medicine in Jakarta using I-MCPI and (2) explore the qualitative data resulted from the I-MCPI to draw a comprehensive conclusion about CLE.Methods: 155 respondents filled the online I-MCPI, and ten respondents participated in the in-depth interviews. The quantitative data were analyzed using the guideline provided by the original MCPI. The qualitative data analysis was performed using content analysis method.Results: Quantitative data resulted in ranks of the 18 clinical placements, including primary teaching hospital and its network clinical placements. Trends in Primary Health Care (PHC) placement showed lower rank on the CLE and the training quality. The primary teaching hospital was in the sixth position. The qualitative results identified issues of the supervisor’s role, students’ involvement, and learning facilities were identified as significant factors that influenced CLE.Conclusion: Most respondents were satisfied with the quality of learning in clinical rotation at the school. However, respondents suggested more support for students to be actively involved in clinical services, perform clinical skills, and encourage learning facilities to optimize the CLE.

Background: Health care providers must achieve and maintainthe required competencyin providing services to patients; even more so in complex and stressful situations. Medical simulation is a method to facilitate training and assessment of clinical skills in medical students and physicians. This method has been implemented and recognized in many areas outside medicine, but because of various problems this method is relatively difficult to apply in the field of medicine.Methods: The design of this study was cross-sectional with quantitative method. Study participants were the fourth year students of Atma Jaya Catholic University of Indonesia, School of Medicine. Simulation-based learning (SBL) was implemented by a 2-day workshop. Participants were given a pretest and posttest to assess the cognitive aspect of their clinical skills, and assessment of case simulation using Objective Structured Clinical Examination (OSCE) and Team Observed Structured Clinical Examination(TOSCE) for their clinical and soft skills.Results: The difference of the knowledge before and after the intervention was not significant(p = 0,071). However, there was a significant difference of the clinical skills (p < 0,001) and soft skills (p < 0,001).Conclusion: Using SBL as a learning method can increase clinical skills and soft skills of the students significantly. To a smaller extent, using simulation based learning as learning method can increase knowledge of the students about SBL and cognitive aspect of clinical skills although itis statistically insignificant.

Background: Universities’ core values need to be translated into real learning design. At the end of the preclinical phase, the curriculum turned into a more comprehensive and full of trustworthiness of knowledge and attitudes. Meanwhile, the development of attitudes requires intensive support (mentoring). The team intended to translate the core values of Atma Jaya (Christianity, Excellence, Professional, Caring, KUPP) into an instructional design. Mentoring was the selected approach to build a dialogue and work together with students. In this article we presented the implementation of mentoring on the Elective Block of Medical Education (Block IPK) for the 7th semester medical students at Atma Jaya School of Medicine (August-September 2015, 5 weeks). The Block IPK then was followed by an advanced mentoring until the end of November 2015. We intended to realise KUPP through mentorship throughout Block IPK until the end of the first semester of 2015/2016. In particular, this action research was intended to find answers to research questions: (1) What were perceived by the students throughout the mentoring in the Block IPK ?, (2) What were perceived by the students throughout the mentoring after Block IPK?, (3) What products were the students proud of after the mentoring?Method: Qualitative analysis using Delphi method were utilized to determine the main theme. Analyses were fulfilled using interpretive analysis. Data were taken from: reflective writing, FGD or interviews, email communication, and the mentors’ observation. The Delphi was performed in three rounds.  Results: Findings showed positive impression on Block IPK. Students were aware of the meaning or significance of Block IPK. Field trip and working group were learning methods which considered to be important, because the methods had succeeded in generating meaningful learning for students. Approximately 40-50% of the students stated the significance of working group in Block IPK. Approximately 50-75% of students experienced personal cultivation. Approximately 67-75% of the class stated the superiority of Blok IPK and mentoring. Students appreciated the working group, which gave opportunities to have a discussion on campus with mentors. Mentoring had advantages in terms of students’ cultivation of the freedom of thought and to proceed further learning (advance learning).Conclusion: Students perceived positively to mentoring activities during and after the Block IPK. Mentoring benefited to personal cultivation, academic support, role modeling and leadership. The implication to medical education institutions was to implement a mentoring steadily.

Background: Based on the existing research, medical competence achievements in DKI Jakarta’s primary health care was lower than other provinces in Indonesia. Some of the competence achievements in preclinical years were also lower than the level of competence achievement in the Standard of Indonesian Doctor Competence, regardless the diseases are at the third and fourth levels. This research aimed at exploring the factors which influenced the competence achievement of the preclinical years based on student’s perceptions.Methods: The research was a descriptive analytic study with a qualitative approach using Focus Group Disscussion (FGD). Nine preclinical students of 2013 batch were chosen purposefully based on the recommendation from faculty members and students. Data were analyzed qualitatively using thematic analysis method.Results: There are several factors that influence the competence achievement of the preclinical students. These included the factors of student, curriculum, faculty, environmental, and facility.  There were four participants in the first meeting and five participants in the second meeting.Conclusion: Based on student’s perception, the factors which affect the competence achievements in preclinical years are student factors, curriculum factors, faculty factors, environmental factors, and facility factors. Keywords: competence, medical education, preclinical, qualitative