Faculty of Medicine, Public Health and Nursing (FK-KMK) is one of the 18 faculties in Universitas Gadjah Mada (UGM). March 5th, 1946 was pronounced as the official date for commemorating the beginning of the Faculty of Medicine, Public Health and Nursing UGM, prior to establishment of the University. The undergraduate program in Medicine was the first program initiated at the Faculty of Medicine, Public Health and Nursing UGM.
Students are admitted through various entrances at National and University level, as well as through an international undergraduate program’s selection. Competition for an admission is immaculate. On average, one applicant has to compete with 300 other applicants for the national and university selection. Annually, there are about 300 undergraduate students accepted in this program.
Innovation in medical education has long been initiated and widely known in this program. In the academic year 1992/1993, the Faculty started implementing a Problem Based Learning (PBL) system. In 2003, the curriculum was delivered into 21 learning blocks. Ten years later (since 2013), the curriculum has been tailored to the National standard of competence for medical doctor (Standar Kompetensi Dokter Indonesia-SKDI) version 2012 and designed for 3.5 years of bachelor phase and two years of clinical rotation phase.
The spirit to create innovation also applies to the internship program. In October 2009, the faculty organized a two month internship program for the fresh graduates of medical doctor to provide an opportunity to practice as a medical doctor in the clinic setting and in type C or D hospital setting. The graduates received certificates after completing their internship. This model was then adopted by the Ministry of Health (MOH) as it has been considered to succesfully give a positive impact for medical education development in Indonesia. Therefore, MOH declared intership program to be compulsory for all fresh graduates of medical doctors in Indonesia.
Curriculum innovation and quality implementation of in the learning process will not be achieved without continuous quality improvement system. Responding to the increased global competitiveness in health professional, the demand to be internationally recognized leads the Faculty to participate in international accreditation programs that will be carried out by external quality assurances agency,such as the Philippine Acrediting Association of School, College and Universities (PAASCU) applying the World Federation for Medical Education (WFME) standard and the Asean University Network Quality Assurance (AUN QA). These will enable the Faculty to gain international reputation together with other world’s top medical schools.
In this spirit of globalization, two international programs are also offered to undergraduate students to improve their global vision, namely international elective exchange and international intercalated master program.These strategies are inline with achieving the vision of the Undergraduate program, i.e. to become an innovative and excellent program in Medicine through applyling the global standard to serve the interest of the nation and humanity delivered by competent human resources.
Why Study at School of Medicine
- Favorite study program. Always become first choice priority by candidates.
- Accredited. Accredited A by LamPTKes, and 3 years by world federation of medical education (WFME) through PAASCU. Internal academic quality assurance (AMI) is done routinely every year so that quality management of curriculum, educational organizations, and teaching-learning processes always well maintained.
- Strong resources. School of Medicine as part of the Faculty of Medicine, Public Health, and Nursing take advantages to exploit the Faculty of Medicine, Public Health, and Nursing which has 32 departments, 6 master study program, 20 specialties, 1 doctoral studies program, and 9 study centers for teaching and learning.
- More competitive. To enter medical study program, each candidate must defeat 40 candidates. This gives a good impact for the study program by obtaining the best student.
- Strong alumni. Thousands of alumni have been graduated and coloring the world of healths in Indonesia and the world. This serve as interests of the nation and international professional human resources support
- Up to date Learning Strategy. Starting the academic year 2013/2014, a new curriculum tailored to Indonesian medical doctor competency have been implemented SKDI 2012 by study program integrated in the blocks and PBL strategy. With this new system, span 3.5 years of academic phase, and 2 years of clinical rotation phase.
- Two educational programs. We have 2 educational programs, these are Regular program and International program. The differences of both programs, please see “administration requirement “.
- High percentage pass national examination. Student performance for the first taker at national examination was excellent. More 90% student pass for national UKMPPD, a national medical doctor competence test. (See program specification).
- Comfortable academic living and Facilities.
|Awarding Body||Universitas Gadjah Mada|
|Faculty as institution delivered the program||Faculty of Medicine, Public Health, and Nursing|
|Year of operation||1946|
|Study Program title||School of Medicine|
|Starting operation year as School of Medicine||2016|
|Final award degree||Medical Doctor (MD)|
|Learning outcome/output||General Practitioner|
|Accreditation/Assessment||LAM PT KES: A level (2015-2019) AUN QA 2009 (Over all verdict = 4.77 of 7 scal).PAASCU: accredited 2016-2019|
|Relevant subject benchmark statements and other external and internal and reference points used to provide information on program outcomes||LCME (Liaison Committee on Medical Education) USA CBT national exit exam rank 1st of 71 institutions 2014- 2017 (4 times)|
|Program outcomes (knowledge, skills and attitude)||Pass of national exit exam: 97,43% (CBT), 99,63% (OSCE), 97,06%|
|Teaching, learning and assessment strategies||Student centered learning teaching methods with comprehensive assessment strategies|
|Program structure and requirements||Number of Credit or SKS: 165 (B. Med) and 45 (MD)* Number of semester: 7 (B.Med) and 4 (MD)|
|Date on which the program specification was written or revised.||
*One credit or Satuan Kredit Semester (SKS) is equivalent to 42-64 study hours including:
a. (25-30 hours) scheduled sessions such as lectures, practical sessions, tutorials, panel discussions, and skills labs
b. (20-30 hours) self-study such as preparation before tutorial, lectures, practical skills and writing lab reports
There are two programs
1. Regular program
- Applicants graduated from high school degree at last three years
- Passed entrance examination which the methods and criteria are determined by Government. Several national selection scheme are SNMPTN (30-50% intake), and SBMPTN (30% intake), and UGM intake (UM UGM) was 20-40%. However in 2016, the percentage SNMPTN intake became 35,35%, SBMPTN 27,78%, and UGM intake were 35,86% (the percentage distribution possible change annually depend on the government policy).
- In a good health condition
- Entrance examination include: academic potential test, basic academic test (mathematic, chemistry, physics, and biology), Bahasa Indonesia, and English.
2. International program
- Applicants from Indonesia or other countries graduated from high school degree at last three years.
- For Indonesian: passed entrance examination, include: basic academic test (mathematic, chemistry, physics, and biology), Gadjah Mada Scholastic test (GMST= a psychological test), English proficiency test (Accept test), Situational judgement test (SJT) and MMPI. For student from other countries passed entrance examination of basic academic test (mathematic, chemistry, physics, and biology), GMST, and interview.
- In a good health condition.
The difference Regular and International program
- Mostly around 90% course program between regular and International program are similar. The differences include students involve in International program, lectures held using English as the language of instruction, learn international health system (in block D2), and obligatory to have experience studying outgoing out-country in elective block (block D3).
In the academic year 1992/1993 Faculty of Medicine started implementing the curriculum of medical education based core curriculum of medical education Indonesia (KIPDI) with the strategy of Problem Based Learning (PBL). Began in 2003/2004 utilized integrated curriculum in 21 blocks with PBL strategy. In the academic year 2007/2008, did modifications of the previous blocks. Starting the academic year 2013/2014, a new curriculum tailored to Indonesian medical doctor competency have been implemented SKDI 2012 by study program integrated in the blocks and PBL strategy. With this new system, span 3.5 years of undergraduate education academic phase, and 2 years of clinical rotation phase.
Expected Learning Outcome (ELO)
There are 8 ELOs for students graduated from USPM, these are standard national competent (area 1-7), and local competent (area 8)
- Area of Noble professionalism
- Have faith in God the Almighty.
- Possess qualities of moral, ethical and discipline.
- Abide the law.
- Be insightful of social and cultural affairs.
- Conduct in professional behavior.
- Area of Introspection and Capacity Building
- Perform self-introspection
- Implement lifelong learning
- Expand knowledge
- Area of Effective communication
- Communicate between patients and their families.
- Communicate between working partners.
- Communicate between stakeholders and societies .
- Area of Information management:
- Assess information and knowledge.
- Effectively promoting information and knowledge to health care professionals, patients, societies and related parties to enhance the qualityof health services.
- Area of Basic medical sciences: Applying current biomedical science, humanitarian science, clinical medical science, and public health science/preventive medicine/community medicine to manage health problems in holistic and comprehensive manner.
- Area of Clinical skills
- Perform diagnostic procedures.
- Perform holistic and comprehensive management.
- Area of Public health problems management:
- Implement health promotion in individual, family and communitylevels.
- Implement prevention and early detection of health problems inindividual, family and community levels.
- Perform health problem management in individual, family and community levels.
- Empower of and collaborate with communities in order to achievehealth improvement.
- Manage resources in effective, efficient and sustainable manner inhealth problem resolution.
- Apply specific health policies that are highpriorities in each region in Indonesia.
- The local competencies agreed by the stakeholder are:
- Perform medical emergency.
- Manage of Disaster Preparedness.
- Manage community and family health problems inter-professional.
- Perform more confidently as professional based on his/ her interest in the field of medicine (provided in elective blocks, consisting of 19 modules).
Course program, Teaching and Learning
The seven areas plus local of competences have been translated into 21 blocks of specific topics and 14 clinical rotation stages (see below), in which compiled into 3 phases of studying process. Each block is similar with 6 sks, while internship stages are varied between 2-10 sks.
The phases of learning process are:
Phase 1 with the theme Foundation of Medicine (year 1). At the end of this phase, students are expected to understand:
- the basics nature and function of balance (homeostasis) and conditions that interrupts the normal balance in a human body.
- the philosophy that the medical profession is a lifetime of study and is a part of the health care system.
This phase contains 6 block modules at the first year of the study, which are
- Block A1: Being Medical Students and Locomotors System
- Block A2: Digestive System and Metabolism
- Block A3: Cardio- Respiratory system
- Block A4: Genito-Urinary System
- Block A5: Nerve System, and Sense Organs
- Block A6: Blood and Immune System
Phase 1 is meant to be the phase where basic knowledge, skills and attitude needed to study medicine are inculcated.
Phase 2 uses the theme Transition from Theory to Practice (year 2 – 3.5) as it is an intermediate level. At the end of this phase, students are expected to:
- understand the basic concept of disease, prevention, and management.
- compile the various knowledge and clinical skills in a structured and systematic manner when managing health issues.
This phase contains 15 block modules at year 2 – 3.5 year of the study, which are:
- Block B1: Chest Problems
- Block B2: Neuromusculoskeletal Problems
- Block B3: Abdominal Complaints
- Block B4: Sense Organ Problems
- Block B5: Basic Medical Practice
- Block B6: Research
- Block C1: Conception, Fetal Growth and Congenital Anomaly
- Block C2: Safe Motherhood and Neonates
- Block C3: Childhood
- Block C4: Adulthood & Adolescent
- Block C5: Elderly
- Block C6: Life Style Related Complaints
Year 4 (one semester)
- Block D1: Emergency
- Block D2: Health System and Disaster
- Block D3: Elective
In this new PBL method, students must complete 21 blocks in order to attain a degree. The whole blocks can be completed in 3.5 years with study load 165 semester credit units including thesis. Learning comprises attending classes, tutorials (small group discussions), practical session, and skills training as the basic clinical competent (BCC) at skills lab. The purpose of BCC is to give students clinical experience before they undertake their apprenticeship in a hospital clinic. When students graduated of the undergraduate program, the student will receive the degree S.Ked (Bachelor in Medicine).
Phase 3 uses the theme Doctor in Practice (year 4 and 5). At the end of this phase, students are expected to:
- perform preventive measures and management against health issues for a patient, family, and community in a professional manner and abides by principles, ethics, and values according to his/her authority as a doctor
- issue a referral to another health care facility that will provide more effective and efficient health care
This phase called clinical rotation period, which is a period in which a medical student in the clinical part of his/her education passes through various ‘working’ services in between duration 2-10 weeks of clinical stages (see table below). The length of study for this clinical program is 2 years with study load 35 sks. After graduating, the student will take exit examination (UKMPPD) before receive the title dr. (medical doctor)
|Table. Clinical Rotation-in during Phase 3|
|No||Clinical Stages||Number of Weeks|
|4||Obstetrics & Gynecology||10|
|5||Family & Community Medical Field Work||6|
In phase 3 students rotate in each specialist department for a particular period as depicted above.
Assessment grading scale
a. Academic phase
Summative assessment in Phase 1 and 2 of the curriculum are as follow:
- Block Examination (every 6th Maximum 2x make up test, scheduled at the end of every semester)
- Practical Session Examination (vary among block)
- Presentation for CFHC (each semester)
- OSCE (end of academic year 1, 2, 3 and end of 7th semester)
- Tutor Rating (end of each tutorial)
- Progress Test (twice a year)
- Thesis Examination (before bachelor graduation)
|Table. Grading Scale|
|A||Similar or more than 75|
|A/B||70 – 74.99|
|B||65 – 69.99|
|B/C||60 – 64.99|
|C||55 – 59.99|
|D||45 – 54.99|
|E||Less than 45|
b. Profession phase
Assessment at profession phase generally include:
- Log book (5-10%)
- Clinical tutorial (5-10%)
- Case reflection (5-10%)
- Workplace based assessment (e.g. MiniCex, Dops, OSLER) (30-40%)
- MCQ (0-10%)
- OSCE (0-20%)
|8,61 – 9,20||Very good||A/B||3.5|
|8,0 – 8,60||Good||B||3|
The main purpose of evaluation is to evaluate whether a student has mastered a certain competence that has been specified in the curriculum. Based on this evaluation, a decision can be taken as to the progress of the relevant student. Aside from main purpose, the result of the evaluation on the students will also be used to evaluate the overall learning process. There are:
- year one evaluation
- year two evaluation
- evaluation of Bachelor Phase
- evaluation of clinical Rotation
Year One Evaluation
Aim: To identify deficiency during the first year, so that academic supervisor could provide more appropriate coaching and mentoring. The coaching and mentoring for student with deficiency should focus on how to make more systematic, structured, and planned learning in the following year. Student with extreme deficiency must be advised to think seriously if they still want to continue to study medicine or look at the possibility to take other fields that might be more suitable for him/hers. Student is given reprimand letter if he/she:
- has GPA less than 2.5
- has poor professional behavior record
The reprimand letter is sent to student along with the copy that is also sent to the parent and academic advisor (DPA) and scholarship sponsor (for foreign students)
Year Two Evaluation Aim: To decide whether a student is suitable for continuing his/her study
- Requirement to continue study to year 3:
- Grade Point Average (GPA) of 6 best blocks is equals or greater than5
- Pass the first year OSCE
- At least sit in one progress test
- Meet satisfactory professional behavior assessment
- Student who does not meet the requirement is ask to withdraw from the study or to be processed for drop-out procedure.
Evaluation of Bachelor Phase
Aim: To decide whether student is eligible for bachelor of medicine degree
- Requirement for the bachelor of medicine degree:
- Completion of all blocks including research project (skripsi, see manual on HERE), and personality development subject with the GPA equals or greater than 2.5
- No E grade
- D grade is not more than 5 blocks
- Pass all the three OSCEs
- At least sit in three progress tests
- Satisfactory professional behavior assessment
- Duration of the study does not exceed 7.5 years or 15 semesters
- If within 7.5 years student is not able to fulfill the above requirements, he/she is not eligible to be rewarded bachelor in medicine degree and ask to withdraw or will be processed for drop out.
- The bearer of the bachelor in medicine degree may proceed to clinical rotation phase.
Evaluation of Clinical rotation
Clinical rotation (CR) is carried out in the 8th-11th semester in several teaching hospitals, health centers, and in community. Clinical rotation evaluation in each clinical department consists of competence achievement in clinical skills (25%), clinical tutorials (20%), case reflection (15%), and final examination (40%). The final examination is conducted by oral examination and/or OSCE depend on the related department. Oral examination always preceded by patient examination to get diagnosis, therapy, and prognosis (long case). All of the medical record was written and presented during oral examination. OSCE may be conducted by model, real or simulated cases, and vignette (short case).
After finished clinical rotation, every student obligatory to take UKMPPD as exit exam that will be held 4 times annually at February, May, August, and November. Student who pass the exit exam will get a ‘competency certificate’ as medical doctor. A new medical doctor should do ‘internship’ serve as general practitioner in type C or D hospital or Puskesmas surround Indonesia around 1 year.
We have assessment regulation as official manual that regulate the assessment of student in School of Medicine. Please open the web address to see the regulation in detail: click this.
We have 9 laboratories utilizes for student practical works, 1 skills laboratories for clinical skills training, and field laboratory for students activities in the community. These are:
- Lab. of Anatomy
- Lab. of Biochemistry
- Lab. of Histology & Cell biology
- Lab. of Microbiology
- Lab. of Anatomical Pathology
- Lab. of Clinical Pathology
- Lab. of Parasitology
- Lab. of Pharmacology
- Lab. of Physiology
Skills lab is an important facility to practice a clinical skills in a laboratory setting before the students face to the real patient exactly. This clinical skills training starts from semester I to semester VII with themes related to block themes. Principally, there are 3 kinds of clinical skills training, these are communication skills, physical examination skills, and therapeutic skills.
The training starts with simple skills and then increases the level of difficulty, also by repeating the previously trained. Students are trained in groups of 10-12 people, accompanied by an instructor. Students are also trained in the role-playing manner or practicing with friends (act as proband or patient) or using a model / mannequin. Simulated patients are also used for advanced semester students in integrated patient care and during comprehensive examinations.