BackgroundFostering personal identity formation and professional development among undergraduate medical students is challenging. Based on situated learning, experiential learning and role-modelling frameworks, a six-week course was developed to remediate lapses in professionalism among undergraduate medical students. This study aims to explore the students’ perceptions of their personal identity formation and professional development following completion of the course.MethodsThis qualitative study, adopting a phenomenological design, uses the participants’ reflective diaries as primary data sources. In the pilot course, field work, role-model shadowing and discussions with resource personnel were conducted. A total of 14 students were asked to provide written self-reflections. Consistent, multi-source feedback was provided throughout the course. A thematic analysis was conducted to identify the key processes of personal and professional development among the students during remediation.ResultsThree main themes were revealed. First, students highlighted the strength of small group activities in helping them ‘internalise the essential concepts’. Second, the role-model shadowing supported their understanding of ‘what kind of medical doctors they would become’. Third, the field work allowed them to identify ‘what the “noble values” are and how to implement them in daily practice’.ConclusionBy implementing multimodal activities, the course has high potential in supporting personal identity formation and professional development among undergraduate pre-clinical medical students, as well as remediating their lapses in professionalism. However, there are challenges in implementing the model among a larger student population and in documenting the long-term impact of the course.

Introduction Newly graduated medical doctors in their internships are positioned to strengthen the front line in combating COVID-19. We developed a Massive Open Online Course (MOOC) to equip them with adequate knowledge for COVID-19 management. This paper aims to analyze the MOOC and evaluate participant satisfaction and increase in knowledge after completing the course. Methods An observational study was conducted. Quantitative data were obtained from questionnaires and pre- and post-tests. Responses to open-ended questions of the questionnaires were collected. Analysis using the Quality Reference Framework was also completed. Results The MOOC consisted of fundamental knowledge of COVID-19 (Part A) and further enrichment (Part B), and the content was written in the Indonesian language. A total of 3,424 and 2,462 participants completed the course in August and November 2020, respectively. Most participants agreed that the platform was easy to navigate, the design was interesting, and the content was aligned with their needs. Pre- and post-test scores in Part A’s subjects increased significantly. Factors contributing to and inhibiting usability and areas for improvement were further highlighted. Discussion The use of a specific quality framework facilitated a comprehensive evaluation of the MOOC’s strengths, weaknesses, and areas for future improvements. The participants’ satisfaction and pre- and post-test results showed that the current MOOC holds great potential benefit for continuing education for medical interns joining the frontliners during the pandemic. Future implementation should consider increasing the quality of learning resources, scaling up the platform and its technical supports, and enhancing organizational supports.

Ramadan fasting is associated with changes in eating, physical activity, sleeping patterns, and medication. Unfortunately, only limited studies examine glucose variability in subjects with type 2 diabetes who fast in Ramadan. Our study aims to evaluate glucose variability in subjects with type 2 diabetes on oral antidiabetic agents using continuous glucose monitoring system (CGMS) during and after Ramadan fasting. This observational study was done

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COVID-19 cases have been increasing among young people as they are often considered to have low compliance with COVID-19 preventive measures. Given that challenge, there have been limited studies exploring this issue. Through a nationwide online survey, we assessed knowledge, attitudes, and practice toward COVID-19 among Indonesian youth and potential interventions to improve their behavior. We found that Indonesian youth had good knowledge of COVID-19, but their practices remained poor. Noncompliance was more frequent in males, students in Islamic high schools, those residing outside the Java-Bali islands, and students living in a lower income household. Significant barriers included lack of regulation, difficulties in avoiding crowds, and soap shortage. Their exposure to and trust in the internet was very high. These findings highlight that youth compliance with COVID-19 preventive measures should be improved by reducing barriers, collaborating actively with young people, and encouraging effective campaigns together with social media influencers.