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Medicine Program Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada has been conduct 2 classes in parallel, that is regular and international program. The requirements for these programs’ admission are:
A. Regular Class Prospective students graduated from Senior High School in the last 3 years.
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 1 | Block A.1 Being A Medical Student and Locomotor System | In this block students learn about how to be a medical student and the biomedical sciences related to the locomotor system triggered by normal phenomena of musculoskeletal function encountered in everyday life. | 6 |
| Block A.2 Digestive System and Metabolism | This block will provide the students with basic knowledge, basic skills and some common symptoms/issues of digestive system and metabolism in the human body. | 6 | |
| Block A.3 Cardiorespiratory System | In this block, specific aspects of the heart, vascular, circulation, respiration, and introduction to possible cardiorespiratory system disturbance and inter relation between these systems will be discussed. Students will be guided to understand the fundamental knowledge of the normal structures, functions, regulations, and interactions of the cardiorespiratory system. Basic physical and radiological imaging diagnostic skills for cardiorespiratory system will also be trained | 6 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 2 | Block A.4 Genitourinary System | In this block, students should learn about the basic concepts and principles of physiological (health/normal) condition of genitourinary system, including its structure and function as well as the abnormal conditions. For example, the mechanism of dehydration, the regulation of homeostasis, etc. In addition, students will also learn about the basic concepts and principles of ethics and family medicine approach, including the issue of cultural competence. | 6 |
| Block A.5 Nerve System & Sense Organs | In this block, student must be able to (1) understand the role of the nervous system and the sense organs in maintaining homeostasis and (2) perform basic neurologic examinations, eye examinations, hearing tests, and skin lesion description | 6 | |
| Block A.6 Blood and Immune System | In this block students learn cellular pathophysiology and medical genetic, basic hematology and immune responses. Block A.6 consists of 2 modules, i.e. hematology and immunology | 6 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 3 | Block B.1 Chest Problems | In this block student learn about chest problems. Consist of modules, which are (1) Cough, Dyspnea and Tachypnea (2) Chest Pain and (3) Calve Pain | 6 |
| Block B.2 Neuro-musculoskeletal Problems | This Block about Neuro-musculoskeletal Problems of which the main learning outcomes are: (1) comprehending basic knowledge and problems of Neuro-musculoskeletal, (2) explaining various Neuro-musculoskeletal problems, (3) conducting physical and additional examinations related to Neuro-musculoskeletal problems, and (4) understanding the pathophysiology of Neuro-musculoskeletal problems. | 6 | |
| Block B.3 Abdominal Problems | This block about Abdominal Problems which of the main learning outcomes are: (1) to apply the principles of biomedicine, professional behavior and community health problems concerning abdominal problems; (2) to compile and record accurate information relating to the pathophysiology of abdominal problems in a professional manner; (3) to conduct clinical procedure (simulation) according to problems, need and authority and competence; and (4) to understand health problems of individuals, community and surroundings in a comprehensive and holistic manner. | 6 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 4 | Block B.4 Sense Organ Problems | This block learns about Sense Organ Problems, which are (1) Skin Problems; (2) Ear, Nose, Throat Problems; (3) Oral and Dental Diseases; and (4) Eye Problems | 6 |
| Block B.5 Basic Medical Practice | This block introduces student to the basic knowledge and skills on being a medical doctor in different practice settings. The core principle of practicing as a medical doctor is professionalism in providing care to the patients, family and community. | 6 | |
| Block B.6 Research | This Block theme is Research of which the main learning outcome is to develop research proposal, understand the scientific basic of medical technology development, and understand health issues and means of handling them | 6 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 5 | Block C.1 Conception, Fetal Growth & Congenital Anomaly | This block learns about (1) Infertility and fetal development; (2) Physiological changes in pregnancy; (3) Disorders in early pregnancy; (4) Congenital anomaly and (5) Infection in pregnancy. | 6 |
| Block C.2 Safe Motherhood & Neonates | This block has modules are related to maternal health and neonatal health. Which is consist of (1) disorders of pregnancy; (2) labor and delivery; (3) social obstetrics; and (4) neonatal problems and care. | 6 | |
| Block C.3 Childhood | This block consists of (1) Growth development and nutrition; (2) Cardiovascular, respiratory and hematologic problems; (3) Infection; (4) Gastrointestinal and genitourinary problems; and (5) Immunology and Genitourinary problems | 6 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 6 | Block C.4 Adolescent & Adulthood | This block students should be able to explain the process of physiological and psychological changes also health problems in adolescent and adulthood | 6 |
| Block C.5 Elderly | This block students should be able to understand various physical, mental, social, culture and spiritual changes related with elderly health, strategy to detect health problems and the principle of management. | 6 | |
| Block C.6 Lifestyle Related Disease | This block aims to give the students understanding and problems management concerning lifestyle-related complaints. Lifestyle is a characteristic bundle of behaviors that makes sense to both others and oneself in a given time and place, including social relations, consumption, entertainment, and dress. To achieve good health, a person should run healthy lifestyle. | 6 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 7 | Block D.1 Emergency | This block learns about Airway Disorder, Breathing Disorders, Circulatory Disorders, Consciousness Disorders, Miscellaneous Organ Disorders | 6 |
| Block D.2 Health System & Disaster | In this block, students are expected to learn about the health system and disaster management, which are closely related. A health system is a set of collections of components organized to accomplish a set of functions in health. | 6 | |
| Block D.3 Elective | In this block about elective program, student can choose the course they want. In addition, student can choose to do exchanges abroad with a transfer credit system are expected to gain experience and capability student. | 6 |
| Block | Description | ECTS |
|---|---|---|
| MPK-1 Pancasila | Compulsory Curriculum Courses from Gadjah Mada University | 2 |
| MPK-2 Civics | Compulsory Curriculum Courses from Gadjah Mada University | 2 |
| MPK-3, MPK-4, MPK-5, MPK-6, MPK-7 Agama (Islam/ Christian/ Catholic/ Hindu / Buddha/ Confucianism) | Compulsory Curriculum Courses from Gadjah Mada University | 2 |
| Community and Family Health Care – Interprofessional Education (CFHC – IPE) (1st year to 4th year) | CFHC – IPE integrate undergraduate programs at FK-KMK UGM, they are Medical Education, Health Nutrition, and Nursing to study interprofessional collaboration in dealing with health problems in society. | 9 |
| Basic Clinical Competence 1 (Block A.1-A.6) | Clinical skills training should support learning in blocks. | 4 |
| Basic Clinical Competence 2 (Block B.1-B.6) | Clinical skills training should support learning in blocks. | 6 |
| Basic Clinical Competence 3 (Block C.1-C.6) | Clinical skills training should support learning in blocks. | 6 |
| Basic Clinical Competence 4 (Block D.1-D.6) | Clinical skills training should support learning in blocks. | 4 |
| Thesis | Thesis is a scientific paper or research to meet the requirements of obtaining undergraduate degree (S1) in Medical Education Program | 4 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 1 | Block I.1 Musculoskeletal System | This block learns about (1) a humanist medical student, (2) structures and basic functions of musculoskeletal system, and (3) integrated functions of musculoskeletal system | 5 |
| Block I.2 Cardiorespiratory System | This block learns about Cardiovascular system and Respiratory system. Block consist of modules, i.e (1) Cardiovascular system (2) Respiratory system and (3) Integrated Cardiorespiratory Regulation and Response | 5 | |
| Block I.3 Digestive System | This block learns about Cardiovascular system and Respiratory system. Block consist of modules, i.e (1) Cardiovascular system (2) Respiratory system and (3) Integrated Cardiorespiratory Regulation and Response | 5 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 2 | Block I.4 Genitourinary and Reproduction System | This block learns about (1) Urinary system, (2) Male Genital System, and (3) Female Genital System | 5 |
| Block I.5 Nervous System and Behaviour | This Block learn about (1) Regulation and homeostasis of nervous system and (2) Cognition and Behaviour | 5 | |
| Block I.6 Sense Organ and Endocrine System | This block learn about sense organ (general senses, olfactory, and gustatory; sense organ) and endocrine system (hypothalamus and pituitary gland, pineal gland; thyroid, parathyroid, adrenal gland and pancreas) | 5 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 3 | Block I.7 Hematology and Immune System | This block learns about Hematology, Immunology and Genetic and Environmental Effects on Hematology and Immunology Related Diseases. | 5 |
| Block I.8 Life Cycle | This block learns about the cycle of life from the process of conception, growth of the embryo, feotus, neonatal, children, adolescence, adulthood and elderly. | 5 | |
| Block I.9 Research and Basic Medical Practice | This block consists of 5 learning modules, those are: 1. Introduction of Health and Medical Science Research 2. Application of Research Method 3. Clinical Epidemiology & Evidence Based Medicine 4. Quality of Care 5. Patient Safety and Standard of Care | 3 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 4 | Block II.1 Fever | This block learn about (1) Basic of Fever, (2) Fever in infectious condition and (3) Fever in non-infectious condition | 5 |
| Block II.2 Pain | This block consists of 5 learning units, those are (1) Basic Concept & Recognition of Pain, (2) Assessment of Pain, (3) Modality of Pain Management, (4) Pain in Special Conditions, and (5) Additional Examination in Pain. | 5 | |
| Block II.3 Seizures, Unconsciousness, and Sense Organ Problems | This block consists of 5 learning units, those are (1) Seizure, (2) Unconsciousness, (3) Skin Problems, (4) Eye Problems and (5) Ear, Nose, Throat, Head and Neck Problems | 5 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 5 | Block II.4 Diarrhea, Vomiting and Jaundice | This block consists of 4 learning units, those are Diarrhea, Vomiting, Jaundice and Gastrointestinal bleeding | 5 |
| Block II.5 Oedema, Urinary and Metabolic Disorders | This block consists of 3 learning units, those are Oedema disorders, Urinary disorders and Metabolic Disorders | 5 | |
| Block II.6 Dyspnea, Cough and Cyanosis | This block consists of 3 learning units, those are Cough, Dyspnea and Cyanosis | 5 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 6 | Block II.7 Tumor, Pruritus and Discharge | This block consists of 3 learning units, those are Tumor, Pruritus and Discharge | 3 |
| Block II.8 Trauma. Movement Problems and Hemorrhage | This block consists of 3 learning units, those are Trauma, Movement problems and hemorrhage | 3 | |
| Block II.9 Reproductive Problems | This block consists of 2 learning units, those are Gynecological and Infertility Problems and Obstetrics and Neonatal Problems | 3 | |
| Block II.10 Anxiety, Depression and Behavioral Problems | This block consists of 3 learning units, those are Major Metal Disorders, Minor Metal Disorders and Mental Health Supporting Systems | 3 | |
| Block II.11 Health System and Disaster Management |
|
5 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| 7 | Elective | In this block about elective program, student can choose the course they want. In addition, student can choose to do exchanges abroad with a transfer credit system are expected to gain experience and capability student. | 18 |
| Semester | Block | Description | ECTS |
|---|---|---|---|
| Longitudinal Block | Basic Clinical Competences | This block learn about history taking, clinical examination, determining differential diagnosis and supporting examination, and patient management (medical care, treatment, clinical procedures, patient education, and patient referral), for emergency and non-emergency cases in a simulated setting with integrated scenarios. | 13 |
| Bioethics and Medicolegal | This block learns about sense of humanity to encourage a humane health care service (Humanity); the concept and principle of biomedical ethics in medicine (Ethics); medico legal procedure (Legal); the medical professionalism values (Professionalism); basic skills in clinical ethics problems management (Skills). | 3 | |
| Evidence-Based Medicine Critical Appraisal (EBM-CAS) & Thesis | This block learns about the scientific evidence-based medical practice that is valid and up-to-date based on the perspectives of patients, communities, professions, and health systems. | 5 | |
| Health Promotion and Disease Prevention | This block learns disease prevention system by considering ethical, social, cultural, economic, political, and environmental aspects at the individual, family, and community levels. | 3 | |
| Leadership | This block learns attitude of integrity to support the task as a health professional, team work skills and leadership skills | 2 | |
| Learning Skills | This block learns about the principles of effective learning and the skills needed to support learning. | 3 | |
| MPK-1 Pancasila | Compulsory Curriculum Courses from Gadjah Mada University. | 2 | |
| MPK-2 Civics | Compulsory Curriculum Courses from Gadjah Mada University. | 2 | |
| MPK-3 Agama (Islam/ Christian/ Catholic/ Hindu / Buddha/ Confucianism) | Compulsory Curriculum Courses from Gadjah Mada University. | 2 | |
| MPK-4 Bahasa Indonesia | Compulsory Curriculum Courses from Gadjah Mada University. | 2 | |
| Community and Family Health Care – Interprofessional Education (CFHC – IPE) (Ist year to 4th year) | CFHC – IPE integrate undergraduate programs at FK-KMK UGM, they are Medical Education, Health Nutrition, and Nursing to study interprofessional collaboration in dealing with health problems in society. | 7 |
Duration of Medicine program are designed in 2 stages, that is Undergraduate Stages for 3,5 year and Profession for 2 years. For 2020 curriculum it comprises in 4 phases, that is:
70% of learning materials based on Indonesia Doctor Competence Standard (SKDI) and Indonesia National Qualification Framework (KKNI) (phase 1-2), while 30% of learning contents are develop from special characteristics of Medicine Program Faculty of Medicine, Public Health, and Nursing that is local and global which assist the improvement of individual competence (phase 3). Contents will be provided using integrated longitudinal approach in block activity or facilitated with certain schedule in blocks or the whole semester (Bioethics and Medicolegal; Learning Skills; Leadership; Basic Clinical Competences (BCC); Evidence Based Medicine (EBM), Critical Appraisal and Skripsi (CAS); Health Promotion & Disease Prevention; dan Community and Family Health Care with Interprofessional Education (CFHC-IPE)).
For 3 semesters, students will learn about basic of Medicine, such as anatomy, physiology, histology, biochemistry, pharmacology, etc. These topics are linked with human organ system, consists of musculoskeletal system, respiration, cardiovascular, digestive, reproduction, genitourinary, nervous system and behavior, sense, endocrine, hematology and immune system. Besides, student also learn about basic of medicine research and practice.
Structure of block sequence in phase 1: Foundation in Medicine and Transition to Practice are:
In this phase, students will learn about diseases based on patient’s complain, such as fever, sore, diarrhea, bloated, cough, etc. that will be divided in 11 blocks. This approach will develop student clinical skills in determining diagnosis and patient management according to patient complain. Student also learn about health system and disaster management in 1 particular block.
Structure of block sequence in phase 2: Complaints and Diseases are:
In this phase, students are expected to develop interest about certain topics in medicine according to each student choice by choosing elective blocks offered by Medicine Program. Besides, students can choose to do student exchange out of university or abroad with transfer credit system to add students’ experience and to train their skills.
Last phase, professional phase will be conducted for 24 months (4 semester) is a phase to enhance clinical knowledge and skills for conducting examination, diagnose, and patient management according to patient’s complaint. Clinical rotation will be conduct to various clinical department and several teaching hospitals to train each student skills.
To assess cognitive component (knowledge), Medicine Program conducted written exam in the end of every block. Proportion of exam contents has been customized with blueprint of block’s learning objective. Whereas questions are derived from practicum materials, skills lab materials, tutorials, and lecturer. Exam is conducted in MCQ, EMQ, or other methods listed in the blueprint assessment in the block book. Block score being announced maximum 1 month after exam.
Score of students will not being announced if students has not work on all tasks or not passing practicum. Regulation and rules regarding block exam and make-up test could be seen in “Medicine Program Assessment Guidelines Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada”.
Practicum Exam has been conducted by laboratory to assess attained competence from practicum learning in this block. If a student is declared has not passed the practicum, the student has the right to take part in the remediation organized by the relevant laboratory. If until the end of the block the student has not finished this task, then the block score does not come out (K value).
The MKWK is managed and organized by the university so that the assessment of the MKWK exam is regulated and coordinated at the university level. The score achieved at MKWK determines student graduation.
The clinical skills test is conducted by carrying out the OSCE and Mini-OSCE. OSCE is held at the end of each year (OSCE 1, 2, 3 and 4/Comprehensive). Mini-OSCE is conducted every semester. Comprehensive OSCE is conducted in the end of undergraduate program by testing 14 skills from the whole skills that has been trained. Requirements to take comprehensive OSCE is the student has been taken all scheduled clinical skills topic and passing BCCT exam in year 1, 2, and 3. Results of Comprehensive OSCE will become one of the determinants of graduating Undergraduate Medicine Program.
Credit transfer exam conducted for students who wants to do elective activities other than scheduled elective module activities in Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada. Moreover, students want to get score from this elective activity result. Requirements about process and credit transfer exam could be seen in elective block instructions.
Skripsi or undergraduate thesis is final task has to be completed by students as one of the graduation requirements of Medicine Program. Regulation of skripsi writing until exam could be seen in Skripsi Guidelines Book in appendix.
The 2020 curriculum is characterized by the presence of various integrated and structured longitudinal blocks. Assessment is carried out continuously across blocks and is not part of the final block score. The longitudinal block test method can be carried out using a mixed methods approach according to the learning objectives of each block.
Progress test is a comprehensive test conducted in every semester for all students at the same time using the same pre-test question for all cohort. Result of progress test will be given to students in form of feedback regarding their ability to understand every system in body
“Uji tahap bersama 1 and 2” is an exam that has been conducted nationally with aims to assess students’ competence in the end of year 2 and by the end of undergraduate program. Therefore, this exam being conducted after semester 4 and after semester 7. Results of this exam will become one of the determinants for graduating Undergraduate Program.
Professional behavior will be assessed from all aspect of students learning activities by all education staff of Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada. Assessment result will be taking into consideration about student ethics and behavior. Structured professional behavior assessment will become part of assessment in tutorial process. Tutor will monitor students’ behavior constantly in a block (6 weeks) using prepared instrument. Assessment will be conducted in every tutorial activity. Assessment will be conducted longitudinally.
If tutor found that students’ professional behavior is shoddy, then the students will be provided guidance from Professional Behavior Committee (KPP). If in 2 blocks perpetually conducted, different tutor gave poor score for the same student, then the student will get sanction. Requirements about assessment regarding professional behavior could be seen in Guidelines about professional behavior at Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada.
Requirements exam and assessment regarding CFHC-IPE could be seen in CFHC-IPE Book of Guidelines.
Student evaluation has a purpose to assess the attainment of learning objectives and competence in accordance with curriculum. Medicine Program Faculty of Medicine, Public Health, and Nursing has been doing evaluation for couple of times to students, these are:
Complete student evaluations can be seen in the book “Medicine Program Assessment Guidelines Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada”
Large group learning usually being conducted if number of students in a class or group are more than 20 persons. Challenge in large class learning is to ensure engagement from all students in a learning process.
Kinds of large class learning are:
Expert Lectures
Expert lectures has been used in medical profession education. Classical lectures form by doing speech in large class are not being an option anymore in a learning process. Lectures using student centered approach are emphasizing on interaction in order to get constructive learning. Lecturer conduct lectures through power-point to present learning materials. Lectures method are face – to face or online. Which online class will be conduct synchronous using application such as Webex, Zoom, Google Classroom or asynchronously by providing lectures records.
Integrated Lectures
Integrated lectures is a large class learning method which there are lecturer from a department to give lectures together. Integrated lectures are fitted to provide a materials or topic that could be explained from multi department view, so that integration between each department will be clearer, whereas student also get multi perspective materials. Ideally, learning materials in the form of presentation has been merge in order to help lecturer in explaining their materials alternately according to their expertise.
Panel Discussion
Panel discussion is a method for large class learning activity, which there are more than 1 panelist that will discuss about a complex concept or case. Panel discussion are suitable for complex and integrated materials from many topics.
Mini-Workshop
Mini workshop combined lectures with practice or structured work in order to get the students to practice immediately and reflect the materials learned.
Small group learning usually conduct with students less than 20 people, ideally less than 12 people. Small group learning usually called tutorial. Small group learning is not always tutorial that used seven jumps method. Small group discussion always started with trigger for discussion, that is case or scenario.
Small group learning will be conduct by face to face and online asynchronous. Small group learning method could be customized based on competence level from expected learning objectives from every module or learning materials.
Practicum is a practice learning activity in a laboratory aims to support the attainment of block learning objectives. Students are required to complete all practicum activities in the block and take part in responses or assignments or practicum exams organized by the laboratory to get practicum scores.
Field visit is an outside class activity that will be conduct to support the attainment of block learning objectives. Field visit give students opportunity to see real life implementation of learning in society, health facilities, or other organization.
Basic Clinical Competence Training (BCCT) is a learning method to acquire clinical skills with certain purposes and expected competence level. Medical skills learning incorporate communication skills, physical examination, procedural skills, clinical reasoning, writing prescription, integrated patient management, and etc. Medical skills training generally implement simulation-based learning using mannequin, standard patient, or real cases.
Students need time to do independent learning, as one of the methods to attain learning objectives. Independent learning activity can be connected to preparation or follow up from other learning activity. Independent learning help student to be able to attain learning object partially or fully without being strictly facilitated by lecturer.
Health Care with Inter-Professional Education (CFHC-IPE) which is an effort to build and develop competencies related to ethics, communication, working in teams, and responsibilities in a team. This activity provides students with experience to practice the professional skills obtained in each study program more realistically, because students directly interact with their families/ communities, and work together with different professions.
Co-curricular activities consist of student organization activities, “SUPPLEMENT” (supportive learning experiences for medical student), and activities that aim to hone the spiritual side of a doctor, namely “Religious Competence in Clinical Practice”. Students will receive a Certificate of Companion Diploma (SKPI) and determine the graduation for undergraduate level.
