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Purpose: The development of students’ clinical reasoning skills should be a consideration in the design of instruction and evaluation in medical education. In response to the coronavirus disease 2019 (COVID-19) pandemic, several changes in the medical curriculum have been implemented in promoting clinical reasoning. This study aims to explore medical students’ perceptions and experiences with the clinical reasoning curriculum during the COVID-19 pandemic and determine their skills development.Methods: The study used a mixed-method design with a concurrent approach. A cross-sectional study was conducted to compare and examine the relationship between the outcomes of the structured oral examination (SOE) and the Diagnostic Thinking Inventory (DTI). Then, the qualitative method was used. A focus group discussion using a semi-structured interview guide with open-ended questions was conducted, then the verbatim transcript was subjected to thematic analysis.Results: There is an increase in SOE and DTI scores between second-year to fourth-year students. The diagnostic thinking domains and SOE are significantly correlated (r=0.302, 0.313, and 0.241 with p<0.05). The three primary themes from the qualitative analysis are perceptions regarding clinical reasoning, clinical reasoning activities, and the learning component.Conclusion: Even if students are still studying throughout the COVID-19 pandemic, their clinical reasoning skills can improve. The clinical reasoning and diagnostic thinking skills of medical students increase as the length of the school year increases. Online case-based learning and assessment support the development of clinical reasoning skills. The skills are supported in their development by positive attitudes toward faculty, peers, case type, and prior knowledge.

<p><strong><em>Introduction</em></strong><em>: </em><em>Learning clinical skills in the skills lab gives students the opportunity to learn and practice their clinical skills before examining directly to patients. However, the skills lab itself has many components that require good management and leadership to avoid obstacles or problems in the implementation of learning.</em></p><p><strong><em>Method</em></strong><em>: Literature review conducted through google and google scholar search engines with the keywords “leadership”, “management”, “team”, and “skills lab” from 1985-2015.</em><em></em></p><p><strong><em>Result</em></strong><em>: </em><em>There are several concepts from literature study that can be applied to overcome managerial problems in the skills lab. An effective leader / manager profile according to Quinn (Quinn’s eight roles) is needed in leading the skills lab because the head of the skills lab as the first line manager is responsible for managerial problems in the skills lab. In addition, management and leadership in the skills lab is also very necessary to produce an effective and efficient team so that the performance and contribution of the management team is effective. By understanding the Belbin Team Roles, the concept can be adapted in managing the skills lab management by synergizing the roles among the members of the skills lab management team. Within this concept, there are eight aspects of roles in a good management team.</em></p><p><strong><em>Conclusion</em></strong><em>: </em><em>Given the complexity in the skills lab, managerial problems can arise that can result in the preparation of modules, equipment, facilities, etc. being unprepared. Managerial problem solving in the skills lab can be solved by applying the manager's roles and functions, Quinn's eight roles and the Belbin team roles.</em></p><p><strong>Pendahuluan</strong>: Pembelajaran keterampilan klinis di <em>skills lab</em> memberikan kesempatan mahasiswa untuk belajar dan mempraktikkan keterampilan klinis mahasiswa sebelum terjun ke pasien langsung. Namun, <em>skills lab</em> sendiri memiliki komponen yang banyak sehingga memerlukan manajemen dan <em>leadership</em> yang baik supaya tidak terjadi kendala atau permasalahan dalam pelaksanaan pembelajaran.</p><p><strong>Metode</strong>: <em>Literature review</em> yang dilakukan melalui <em>search engine google </em>dan <em>google scholar</em> dengan kata kunci “<em>leadership”, “management”, “team”, </em>dan<em> “skills lab”</em> dari tahun 1985-2015.</p><p><strong>Hasil</strong>: Ada beberapa konsep dari studi literatur terpilih yang dapat diaplikasikan untuk mengatasi permasalahan manajerial di<em> skills lab. </em>Profil pemimpin/manajer yang efektif menurut Quinn (<em>Quinn’s eight roles</em><em>)</em> sangat diperlukan dalam memimpin <em>skills lab</em> karena kepala bagian <em>skills lab</em> sebagai manajer lini pertama bertanggung jawab terhadap permasalahan manajerial di <em>skills lab</em>. Selain itu, manajemen dan<em> leadership </em>di <em>skills lab </em>juga<em> </em>sangat diperlukan untuk menghasilkan tim yang efektif dan efisien sehingga kinerja dan kontribusi tim pengelola menjadi efektif. Dengan memahami <em>the </em><em>Belbin Team Role</em><em>s</em>, maka konsep tersebut dapat diadaptasi dalam pengelolaan manajemen <em>skills lab</em> dengan melakukan sinergi peran diantara anggota tim pengelola <em>skills lab</em>. Dalam konsep tersebut, terdapat delapan aspek peran dalam sebuah tim manajemen yang bagus.</p><p><strong>Kesimpulan</strong>: Dengan adanya kompleksitas di <em>skills lab</em>, maka dapat timbul permasalahan manajerial seperti kurang siapnya modul, peralatan, fasilitas, dan lainnya. Penyelesaian permasalahan manajerial di <em>skills lab</em> dapat ditinjau dari aplikasi peran dan fungsi manajer, <em>Quinn’s eight roles</em> dan <em>t</em><em>he Belbin </em><em>t</em><em>eam </em><em>r</em><em>ol</em>es.</p>

Puskesmas merupakan salah satu wahana dalam pembelajaran mahasiswa profesi dokter. Para preceptor yang ada di puskesmas diharapkan mampu membimbing dan mengarahkan mahawaiswa yang aedang menempuh pembelajaran disana agar bisa efektif. Pembelajaran terintegrasi semua bidang ilmu kedokteran yang diterapkan diharapkan mampu menyiapak lulusan dokter yang siap untuk terjun ke masyarakat. Pendekatan symptom and sign dianggap sebagai salah satu metode efektif dalam pembelajaran di puskesmas. Oleh karena itu kami bermaksud memberikan pelatihan pembelajaran klinik terintegrasi dengan menggunakan modul yang berbasis pendekatan symptom pada preceptor di puskesmas. Pengabdian masyarakat ini melibatkan 10 puskesmas yang berada di wilayah Boyolali dan Klaten. Kegiatan diawali dengan penggalian permasalahan yang ada saat membimbing mahasiswa profesi dokter yang belajar di puskesmas. Kemudian dilanjutkan dengan pengenalan cara pembimbingan dengan menggunakan panduan pembelajaran klinik dengan pendekatan sign and symptom dan diakhiri dengan evaluasi pelatihan. Para peserta kegiatan ini menerima pelatihan ini dan memberikan beberapa masukan terkait modul yang ada. Pendapat dan masukan dari preceptor puskesmas tersebut dijadikan sebagai bahan masukan untuk perbaikan modul yang telah disusun.