Purpose: Effective and efficient health services require efforts to increase collaboration among health professionals. One of the barriers to effective collaboration is stereotypes. Stereotypes represent perceptions or perspectives about a person or group of people. This study aims to explore the perceptions of health professional students and practitioners regarding stereotypes. Methods: This was a qualitative study using a phenomenology approach. A sample of health professions students from both preclinical and clinical stages, as well as health practitioners, was selected using a maximum variation sampling method. Primary data collection was conducted through focus group discussions. Data obtained were analyzed using thematic analysis. A total of nine focus group discussions were conducted. Results: Four themes were identified from this study, including the types of stereotypes, factors affecting stereotype formation, the implications of stereotypes, and how to overcome stereotypes. Stereotype formation was affected by the lack of understanding of other health professions' roles, hierarchical culture, personal experience in receiving healthcare, and community view. Stereotypes among health professionals created obstacles to healthcare team communication and reduced self-confidence in certain health professionals. These stereotypes may be overcome through competency development and knowledge sharing among professionals as well as through education on other health care professionals' roles and competencies so that each profession possessed similar goals for patient safety. Conclusion: Both positive and negative stereotypes negatively affected collaboration. Stereotypes were greatly affected by multifactorial causes. Therefore, understanding other professions' roles and conducting interprofessional education are important to overcome stereotypes.

Background: Medical students are a population that is considered vulnerable to experience stress during the COVID-19 pandemic, especially with the heavy learning load and changes in the learning system that were initially carried out face-to-face. Currently, there are limited data regarding the stress of studying online in medical students and their effect on learning achievement. This study aimed to determine the stress effect of studying online in medical students on their academic achievement.Methods: This study was an analytic observational study with a cross-sectional approach. 112 samples were obtained from students of Bachelor of Medicine and Medical Doctor in one of the universities in Bali with the instruments that were distributed via Google Form. Primary data collection was carried out using the Medical Student Stressor Questionnaire (MSSQ) questionnaire, while secondary data collection was obtained from the average score of three-block exams done online during the COVID-19 pandemic.Results: The stress level of medical students in online learning was dominated by high stress (55.4%) with the majority cause due to Academic Related Stressor (ARS). There is a significant relationship (p = 0.021) between the incidence of stress and learning achievement in students (-0.217, 95% CI -0.39 to -0.03). The learning system preference that was chosen by the students is dominated by a 50% online learning system and 50% offline as much as 27.7%.Conclusion: The results indicated that there is a high level of stress among medical students. There is a correlation between stress events and medical student’s achievement during online learning.

Background: Recently in the development of the technology, the handling, and management taken for patients are increasingly complex and diverse, especially in the field of cardiology intervention. There are various interventions that residents need to know and cleanse in the field of cardiology in fulfilling their competencies before becoming cardiologists. If the intervention is not done properly, it can affect the patient safety risk or other undesirable complications of the patient. Conventional learning as one of the learning methods always seems to be used in several learning topics. In the middle of resident's hectic schedule and the competencies that must be mastered by them, it triggered the emergence of new learning methods in cardiology, especially in the field of intervention. Simulation-based learning (SBL) has a role in cardiology medicine. Thus, the present review aims to describe the conventional learning, SBL and develop a more effective method in the learning process of cardiology resident procedural skill.Method: We searched for all articles using the term "SBL in interventional cardiology, the effectiveness of SBL for cardiology resident skill, conventional learning method in cardiology medicine, SBL vs. conventional method in cardiology medicine, SBL vs. conventional method in interventional cardiology" in the title or research abstract. We did search on Google Scholar, Medical Education Journals, and Cochrane from 2004 until 2019. We also take a similar topic from the citation of the journal that included in this review.Conclusion: The effectiveness of SBL compared with conventional learning method is better in improving procedural cardiology resident skills. Given the increasing demand for procedural capability competencies that must be possessed by resident cardiology, some benefit of that learning method can be achieved from SBL especially in terms of procedural skills and patient safety.