Background: The selection process in medical schools should be able to identify individuals that mostprobably will successfully complete their education. In Faculty of Medicine Hasanuddin University (FMHU)the selection processes are Seleksi Nasional Masuk Perguruan Tinggi Negeri), SBMPTN (Seleksi BersamaMasuk Perguruan Tinggi Negeri), JNS (Jalur Non Subsidi) and International students. Looking at the variousselection methods in FMHU, this study aimed to see how each selection method related with students’academic achievement.Methods: This study compared academic achievement in two semesters at three academic admission students(2014, 2015 and 2016), for four admission processes. The data consist of 308 students from batch of 2014, 308students from batch of 2015, and 320 students from batch of 2016. The analysis was conducted in descriptiveanalysis, One Way ANOVA, and followed by Post-hoc Bonferroni Test.Results: There was significant difference of students GPA for each type of admission. The highest academicachievement was obtained by students from International and SNMPTN admission while the lowest academicachievement was obtained by students from SBMPTN and JNS.Conclusion: Students from International and SNMPTN admission had the highest academic achievementcompared to SBMPTN and JNS. This study showed that there should be an evaluation of the assessment usedin SBMPTN and to continue the use of SNMPTN as one of the main admission route at FMHU.

The pandemic caused major shifts in the delivery of education worldwide. In the teaching of medical biochemistry, the greatest impact was towards the delivery of traditional laboratory simulations. In this study, we highlight the benefits and barriers encountered in the use of virtual laboratories (vLABs) to substitute traditional laboratory practicals. The subjects were a class of 271 medical students at the Faculty of Medicine, Hasanuddin University, all freshman undergoing the Biomedicine Block. The study assessed the use of a commercial vLAB on antibodies and blood typing procedures, which were implemented using our four-step model of vLAB implementation. Collected data include the lecturer-assigned pre-and post-test result, built-in vLAB assessment result of the student first and best attempts, a student perception questionnaire based on a 5-point Likert scale, and an open ended questionnaire regarding student perceptions of the advantages and disadvantages of the vLAB. We observed a remarkable increase of lecturer assigned pre-and posttest scores and built-in first and best attempt scores (p < 0.0001, Wilcoxon signed rank test). A majority of students reported increased motivation when using the vLABs, and favored the ability of mastery through repetition. However, technical and language barriers were highlighted by students during the vLAB implementation. We demonstrate a successful implementation of commercial vLABs in a cohort of non-native English speakers using our four-step approach. Implementation requires strong support from faculty to address technical and language barriers that arise during use of vLABs.

Since its first emergence in China, the global spread of COVID-19 had reached 269.721.683 cases in over 200 countries in December 2021. The rapid spread of this virus had urged WHO and governments to establish policies on physical distancing. Restriction of offline learning activities in Indonesia forced the educational institution to rapidly adapt. As consequence, we had to change all learning and assessment processes into online forms. We found many challenges in the implementation, particularly in the assessment processes. Therefore, in consideration of Cognitive Load Theory, we decided to intervene in these problems by implementing multiple assessment strategies in Musculoskeletal System Course, for 2020 batch students. We compared the results of the 2020 cohort with the results of the 2019 cohort in the Musculoskeletal System using the Mann-Whitney test (SPSS version 24). There were 256 students (2020 cohort) who participated in this System in comparison to 318 students (2019 cohort). Statistical analysis showed that there was a significant difference between the outcomes of the 2020 cohort that experienced multiple assessments before final examination in comparison to 2019 cohort who only experienced single-end examination (p value <0.000). Mean outcomes of 2020 cohort (334.34) where significantly higher compared to 2019 cohort (240.96). Our study had shown that students’ outcome during online learning due to COVID-19 pandemic can be improved by chunking the volume of learning materials into several parts. This method was in line with Cognitive Load Theory and gave possibility for students to organize their learning as well as to get multiple feedback for their improvement.

The digital revolution had transformed human life in many ways, including the way people learn. It affected students who are very dependent on mobile devices, social media, and mobile applications. These transformations demanded teachers to also transform. Teachers needed to embrace the technology and integrate it into their learning strategies. The Department of Medical Education of the Faculty of Medicine of Universitas Hasanuddin (FMUH) received a grant for a community service project from the faculty. This study describes training aimed at equipping high school teachers with the capability of using several mobile applications, including Google Forms, Quizizz, and Anki flashcards. The FMUH yearly intake was almost 300 students per year which were mostly high school fresh graduates in Indonesia. As the teachers of our future students, we considered the need for technology use in promoting teachers’ competence. Therefore, as our community service project, we held a one-day training for high school teachers which focused on the use of various mobile applications in formative assessment. At the end of our training, we elicited our participants’ evaluation using a Likert-scale questionnaire and open-ended questions. The responses were analyzed using statistical and descriptive analysis. This training involved 79 teachers and the evaluation form was filled out by 55 participants. The analysis showed that all respondents agreed that the training was able to increase their competence in using mobile applications for formative assessment. They pointed out the importance of this training in increasing the quality of education. This training was considered very useful in increasing high school teachers’ competence in formative assessment as well as in digital learning. This type of training was proposed to be frequently conducted.