The persistence and infectivity of SARS-CoV-2 in different postmortem COVID-19 specimens remain unclear despite numerous published studies. This information is essential to improve corpses management related to clinical biosafety and viral transmission in medical staff and the public community. We aim to understand SARS-CoV-2 persistence and infectivity in COVID-19 corpses. We conducted a systematic review according to Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) protocols. A systematic literature search was performed in PubMed, Science Direct Scopus, and Google Scholar databases using specific keywords. We critically reviewed the collected studies and selected the articles that met the criteria. We included 33 scientific papers that involved 491 COVID-19 corpses. The persistence rate and maximum postmortem interval (PMI) range of the SARS-CoV-2 findings were reported in the lungs (138/155, 89.0%; 4 months), followed by the vitreous humor (7/37, 18.9%; 3 months), nasopharynx/oropharynx (156/248, 62.9%; 41 days), abdominal organs (67/110, 60.9%; 17 days), skin (14/24, 58.3%; 17 days), brain (14/31, 45.2%; 17 days), bone marrow (2/2, 100%; 12 days), heart (31/69, 44.9%; 6 days), muscle tissues (9/83, 10.8%; 6 days), trachea (9/20, 45.0%; 5 days), and perioral tissues (21/24, 87.5%; 3.5 days). SARS-CoV-2 infectivity rates in viral culture studies were detected in the lungs (9/15, 60%), trachea (2/4, 50%), oropharynx (1/4, 25%), and perioral (1/4, 25%) at a maximum PMI range of 17 days. The SARS-CoV-2 persists in the human body months after death and should be infectious for weeks. This data should be helpful for postmortem COVID-19 management and viral transmission preventive strategy.

Background: The coronavirus disease 2019 (COVID-19) pandemic has been found to negatively affect medical students’ wellbeing. This finding may be related to how medical education is being conducted at present, with online learning replacing face-to-face teaching in many countries. This cross-sectional study aims to assess how the online learning environment is connected to medical students’ wellbeing. Methods: A self-administered online questionnaire was distributed to undergraduate medical students at Universitas Indonesia. The study was conducted from September 2020 to February 2021. The questionnaire included a modified version of the Online Learning Environment Scale (OLES) and the Positive Emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA) profiler. The OLES was used to evaluate students’ perceptions of the online learning environment, whereas the PERMA Profiler was used to evaluate students’ wellbeing. We validated the questionnaire before distribution. The content validity index was 1.0, with internal consistency coefficients of 0.87 and 0.89, respectively. Regression analyses were performed to evaluate the relationship between OLES and PERMA scores. Results: The questionnaire was completed by 274 undergraduate medical students. Students reported moderate to high degrees of positive perception towards online learning, high levels of positive emotions and moderate levels of negative emotions. Statistically significant differences were found across groups based on students’ gender, year of study and academic programme. Almost all aspects of the online learning environment were significantly predictive of students’ wellbeing, with personal relevance and evaluation and assessment being the two most important predictors (R2 = 0.201; P < 0.001). Conclusion: Medical students generally enjoyed online learning, although some challenges were presented. The online learning environment was positively associated with students’ wellbeing; however, some students expressed negative emotions including loneliness, anxiety, anger and sadness.

Purpose: During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.Methods: This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.Results: Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).Conclusion: Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs.

Dr. M. Djamil Hospital as a referral center of COVID-19 cases in West Sumatera has a COVID-19 protocol in managing the corpses of COVID-19 patients. This study explores factors that affect patient’s family perception toward procedures of handling COVID-19 corpses. We held a qualitative study with phenomenological design to explore the family perceptions toward Muslims corpses management of COVID-19. Ten deep interviews were conducted with the ones who had their family members died by probable or confirmed COVID-19 and the corpses were managed according to COVID-19 protocols. Data triangulation was accomplished via in depth-interviews with two mortuary officers in Dr. M. Djamil Hospital. Three main themes were identified are the corpse management in COVID-19 patients, contributing factors regarding burial procedure during the COVID-19 pandemic, and challenges in managing corpses of  COVID-19 patients

First-year medical students need to adjust to university life to achieve optimal education. Notably, generation Z (Gen Z) students recently admitted to medical school possess unique characteristics that may affect their adjustment. However, limited studies have evaluated the adjustment of Gen Z medical students. In line with this, the present study explores the adjustment process of Gen Z medical students in their first year of study. Methods: A qualitative phenomenological study was held from January 2020 to October 2020. The respondents comprised first-year students from two medical institutions. Maximum variation sampling was applied to select the respondents. Moreover, 11 focus group discussions (FGDs) with students and 10 in-depth interviews with lecturers were conducted. Curriculum documents were examined, and then the data were analysed thematically. Results: Three themes were identified: i) domain; ii) process and iii) contributing factors to college adjustment. Academic, social and personal-emotional components of adjustment were included in the domain theme. The process theme consisted of transition, transitiontransformation and transformation phases. Meanwhile, the contributing factors consisted of existing and supportive factors. Student characteristics, including demographics, mentality, prior educational experiences and social support, were considered the existing factors, while technology, learning system and well-being constituted the supporting factors. Conclusion: College adjustment involves various domains, processes and contributing factors that are unique to Gen Z characteristics, technology dependence and culture. Therefore, well-prepared faculties are needed to support the adjustment of Gen Z students.

Various factors strongly influence the development and growth of children. One of the factors that influence this is the nutritional status of children. The child’s nutritional status is also influenced by how the child eats and whether there is an infection. One of the conditions that affect illness is helminthiasis. Helminthiasis caused by intestinal parasites, mostly soil-transmitted helminthes, a particular species of worm that requires soil as media for its spreading. These parasitic infections are more common in school-age children due to lack of hygiene awareness, such as not using appropriate footwear, keeping the long and dirty nails, and not washing hands before eating - water, sanitation, and hygiene influence risk factors in developing countries and worm prevalence rates. The incidence of soil transmitted helminthes is evenly distributed worldwide, mainly among school-age children. These worms can affect the absorption of food, interfere with the number of calories, and cause blood loss. Children who suffer from worms will look thin, tired, weak, easy to get sick, and have decreased in learning concentration, thereby reducing academic performance. This worm infection is chronic, so complaints are initially unknown and felt, most of complaints are realized too late and have far-reaching effects. In general, this worm affects children in almost all parts of the world, affecting nutritional status, anemia, and IQ. Research in Indonesia shows a relationship between the incidence of helminthiasis and nutritional status disorders, such as malnutrition. Helminthiasis affect all digestive pathways, intake, absorption, and metabolism of food. Keywords: malnutrition, helminthiasis, children.

Evaluation of medical teacher performances is necessary to build better educational goals in training medical students into qualified physicians. Portfolio is widely used in any field of education, including medicine. The use of portfolio in evaluating the medical teacher performance may help finding the best way possible to improve the quality of medical education. Medical educator teaching portfolio (METP) could be implemented by analyzing the institutional context while maintaining its main component of evaluation, personal professional development, learning process, and additional features. The challenges of implementation of METP including human resources, funding, workloads, and technology should be addressed by faculty members to overcome. Consideration of the importance of METP shows how far we strive for ensuring the best quality for education in medical institution. Keywords: medical teacher, evaluation, portfolio, medical education

BACKGROUND: Neuregulins (NRGs) are one of the epidermal growth factors (EGF) superfamily, which released in cellular injuries, such as neurons and myocardial cells. Neuregulin-1β (NRG-1β) could be activated when stress happens to myocardial cells, acting as a survival factor to repair the injury. Malondialdehyde (MDA) is also produced during oxidative stress in cardiac injury. In vivo study of myocardial cells in rats and dogs that got ischemic, dilated, and viral cardiomyopathy showed that NRG-1 could improve the injured cardiac performance, attenuated pathological changes, and prolonged survival of the cells. AIM: We aimed to observe NRG-1 levels in CAD patients in Indonesia, mainly focused in Minang ethnicity. This study also analyzes the relationship between NRG-1 and MDA with CAD’s severity. METHODS: We measured plasma NRG-1 in 61 nondiabetic patients within 38–82 years old range with STEMI, NSTEMI, and UAP. RESULTS: We found their plasma NRG1, respectively, was 10.3 (1.9–38.2) ng/ml, 14.3 ± 7.2 ng/ml, and 7.05 (4.5–0.4) ng/mL. Plasma NRG 1 increased in AMI patients. CONCLUSION: This study concludes that NRG1’s activated during cardiac cells injury, in any AMI.