TY - JOUR
T1 - The odyssey of medical education in Indonesia
AU - Mustika, Rita
AU - Nishigori, Hiroshi
AU - Ronokusumo, Sjamsuhidajat
AU - Scherpbier, Albert
N1 - Funding Information:
During the last decade, Indonesia has emerged as a relatively stable country, economically and politically. Moreover, life expectancy reached 71 years (Central Bureau Statistics of Indonesia, 2016). The health system is provided and funded by private and public sectors. In 2014, the government launched a National Health Insurance Program and a plan for universal health coverage in 2019 (Marzuki, 2016). The education system is organized into 3 levels: basic and secondary education in 12 years, followed by higher education. Compulsory age for education is 7-15 years. Higher-education is managed by the Ministry of Research, Technology, and Higher Education. While the basic secondary education is managed by the Ministry of Education and Culture (Marzuki, 2016).
Funding Information:
Funding This manuscript was initiated during fellowship program at the centre for medical education, Kyoto University, funded by the Medical Education and Research Institute (IMERI).
Publisher Copyright:
© 2019.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Medical education in Indonesia has undergone a long journey. It began with the establishment of medical training for native youth in a military hospital in Jakarta during the Dutch colonial period in 1849. Since then, the number of medical schools has increased according to socio-political needs. Currently, there are 83 medical schools, public and private, which generate approximately 8000 graduates per year. The explosion in the number of medical schools challenged quality of medical education. Indeed, several curriculum changes and improvements applied to elevate the quality. Undergraduate program was initially implementing Dutch curriculum, but was then changed into American curriculum. The improvement continued by implementing the first and the second national curriculum. Since 2005 a national level competency-based curriculum (CBC) was carried out for undergraduate programs, while for postgraduate clinical training the CBC began later on. Moreover, Medical Internship Program and the National Competency-based Examination were introduced following the CBC. Nevertheless, some problems with advancement of medical schools were identified, including lack of staff and facilities, existing learning cultures and limitation of experts. Accordingly, many efforts have been made, including enactment of law on medical education and national accreditation. In the future, support from international organizations in terms of financial, consultation, faculty development and accreditation should be optimized. In addition, collaboration with medical education community elsewhere would be beneficial to overcome the challenges and promote the quality of medical education.
AB - Medical education in Indonesia has undergone a long journey. It began with the establishment of medical training for native youth in a military hospital in Jakarta during the Dutch colonial period in 1849. Since then, the number of medical schools has increased according to socio-political needs. Currently, there are 83 medical schools, public and private, which generate approximately 8000 graduates per year. The explosion in the number of medical schools challenged quality of medical education. Indeed, several curriculum changes and improvements applied to elevate the quality. Undergraduate program was initially implementing Dutch curriculum, but was then changed into American curriculum. The improvement continued by implementing the first and the second national curriculum. Since 2005 a national level competency-based curriculum (CBC) was carried out for undergraduate programs, while for postgraduate clinical training the CBC began later on. Moreover, Medical Internship Program and the National Competency-based Examination were introduced following the CBC. Nevertheless, some problems with advancement of medical schools were identified, including lack of staff and facilities, existing learning cultures and limitation of experts. Accordingly, many efforts have been made, including enactment of law on medical education and national accreditation. In the future, support from international organizations in terms of financial, consultation, faculty development and accreditation should be optimized. In addition, collaboration with medical education community elsewhere would be beneficial to overcome the challenges and promote the quality of medical education.
KW - Curriculum Changes
KW - Indonesia
KW - Medical Education
KW - Medical Schools
U2 - 10.29060/TAPS.2019-4-1/GP1077
DO - 10.29060/TAPS.2019-4-1/GP1077
M3 - Article
SN - 2424-9335
VL - 4
SP - 4
EP - 8
JO - The Asia Pacific Scholar
JF - The Asia Pacific Scholar
IS - 1
ER -