Background Resilience is an essential aspect of wellbeing that plays a major role in undergraduate medical education. Various personal and social factors are known to affect resilience. Empirical evidence remains limited regarding resilience and the personal factors that affect it among undergraduate medical students in an Asian setting. Therefore, this study aims to identify undergraduate medical students’ level of resilience and its relationships to personal factors in Indonesia. Methods This cross-sectional study was conducted among undergraduate medical students in years 1–6. Respondents were asked to complete three validated questionnaires: the Connor-Davidson Resilience Scale (CD-RISC) to measure resilience, the Brief-COPE to assess coping mechanisms, and the Big Five Personality Test to measure five personality dimensions. Descriptive and Pearson’s correlation analyses were completed to explore relationships between each variable. Regression analysis was completed to analyze the extent to which coping mechanisms, personality, and academic achievement explained the variation in resilience scores. Results A total of 1040 respondents completed the questionnaires (a 75.42% response rate). Students in both preclinical and clinical stages had quite good levels of resilience and higher scores on adaptive coping mechanisms than on maladaptive coping mechanisms. Adaptive and maladaptive coping mechanisms, Big Five Personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness), and students’ academic achievement explained 46.9% of students’ resilience scores. Conclusions Although the resilience scores in this study were comparable to resilience scores among undergraduate medical students in other settings, we found that coping mechanisms, personality traits, and academic performance may predict resilience among medical students.

COVID-19 cases have been increasing among young people as they are often considered to have low compliance with COVID-19 preventive measures. Given that challenge, there have been limited studies exploring this issue. Through a nationwide online survey, we assessed knowledge, attitudes, and practice toward COVID-19 among Indonesian youth and potential interventions to improve their behavior. We found that Indonesian youth had good knowledge of COVID-19, but their practices remained poor. Noncompliance was more frequent in males, students in Islamic high schools, those residing outside the Java-Bali islands, and students living in a lower income household. Significant barriers included lack of regulation, difficulties in avoiding crowds, and soap shortage. Their exposure to and trust in the internet was very high. These findings highlight that youth compliance with COVID-19 preventive measures should be improved by reducing barriers, collaborating actively with young people, and encouraging effective campaigns together with social media influencers.

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.

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

Ilmu fisiologi merupakan salah satu dasar ilmu pengetahuan kedokteran. Gangguan pada sistem fisiologi manusia dapat menjelaskan kejadian penyakit yang dialami oleh seorang pasien. Salah satu bagian fisiologi yang paling dasar adalah pengetahuan tentang interaksi biokimia dalam regulasi cairan tubuh. Sekitar 50-70% tubuh seorang manusia terdiri atas cairan. Karena proporsinya yang besar, perubahan pada kondisi cairan tubuh dapat memberikan efek besar bagi kelangsungan hidup manusia. Oleh sebab itu, tubuh akan berusaha untuk melakukan serangkaian regulasi cairan agar homeostasis dapat terjaga. Tinjauan pustaka ini ditulis untuk mengetahui interaksi biokimia dalam regulasi tersebut. Setelah menelusuri 9 (sembilan) literatur ilmiah berbeda, peneliti menyimpulkan bahwa regulasi cairan tubuh manusia terdiri atas serangkaian tindakan untuk menjaga pH tubuh. Untuk melakukannya, tubuh menggunakan sistem dapar yang terdiri atas dapar kimia dan fisiologis yang didasarkan atas berbagai konsep biokimia, seperti osmolaritas, asam dan basa, larutan dapar, serta kesetimbangan kimia. Dengan demikian, dapat disimpulkan bahwa konsep-konsep dasar biokimia memainkan peranan penting dalam praktik klinik ilmu kedokteran.