Background Previous studies have proven that web-based learning media that offer interesting features with the learning management system concept could support the learning processes of nursing students. Nonetheless, it is still necessary to conduct further research on its potential as an information media that supports learning using 1 of the mobile learning methods. Objective This study aims to develop and use the Nursing Education Progressive Web Application (NEPWA) media in an education and health promotion course for nursing students. Methods This is a research and development study aimed at developing the NEPWA media using the Analyze, Design, Develop, Implement, and Evaluate approach and a quantitative research with descriptive and pre-experimental 1-group pretest-posttest design conducted in the Study Program of Nursing Sciences, Faculty of Health Sciences, Muhammadiyah University of Surakarta. A total of 39 nursing students in their second year of undergraduate studies participated in this study. A pretest-posttest design was used to measure any changes in the dependent variable, whereas a posttest design was used to measure any changes in the independent variables. Results After using the NEPWA media, there was a significant increase in the student knowledge variable (N=39; knowledge: P<.001; 95% CI 23.88-33.14). In terms of student satisfaction with the learning process using Gagne’s model of instructional design, most of the students were satisfied, with a mean score of ≥3. In addition, the results of the measurement using the System Usability Scale on the NEPWA media showed that NEPWA has good usability and it is acceptable by users, with a mean score of 72.24 (SD 8.54). Conclusions The NEPWA media can be accepted by users and has good usability, and this media is designed to enhance student knowledge.

<span lang="EN-US">Global challenge forced medical education to be transformative in preparing the future health care professional. Student-centered learning (SCL) has been regarded as the most suitable medical curriculum approach to meet the health care demand. Indonesia, with its hierarchical and collectivistic culture, has long implemented SCL. The necessary skills are needed to be identified to improve the medical curriculum in Indonesia. We did a literature review to generate soft skills for the health care professionals. We distributed the list to stakeholders and medical teachers for a two-round Delphi study. We identify 26 soft skills through literature review. The Delphi study's first-round yielded 95 responses comparing the expectation and reality of the 26 soft skills in the current medical curriculum. The second round Delphi study was performed towards the similar participants to gather the final set of soft skills recommended for curriculum improvement in medical and health professions education. Soft skills, though considered necessary, are not well-understood yet. The unfamiliarity influenced the irresolute delivery of soft skills in medical schools. Faculty developments are recommended to improve the understanding and capability of teachers to facilitate the learning of soft skills.</span>

Southeast Asian region has been experiencing significant challenges to their health care systems, driving some countries establishing policies to ensure the quality of the medical workforce through the introduction of national licensing examinations. This paper examines the experiences of Southeast Asian countries in implementing licensing examinations, highlighting the changes and development of the education policy and its impact on medical education. The lesson learnt from the high-stakes assessment policy offers a new perspective on how medical licensing examinations could represent a potential regional approach for a better health care.

Background: National examinations in Indonesia (UKMPPD) has been implemented since 2007 as a quality assurance method for medical graduates and medical schools. The impact of UKMPPD has been studied since then, where one of the consequences were related to how it affected medical education and curricula. This study explored the consequences of UKMPPD, focusing on how the students, teachers, and medical schools’ leaders relate the examination with patient care. This study aimed to explore the impact of UKMPPD on medical education, which focusing on the issue of patient safety. Methods: This study was part of a doctoral project, using a qualitative method with a modified grounded theory approach. The perspectives of multiple stakeholders on the impact of the UKMPPD were explored using interview and focus groups. Interviews were conducted with medical schools’ representatives (vice deans/ programme directors), while focus groups were conducted with teachers and students. A sampling framework was used by considering the characteristics of Indonesian medical schools based on region, accreditation status, and ownership (public/ private). Data was analysed using open coding and thematic framework as part of the iterative process. Results: The UKMPPD affected how the stakeholders viewed this high-stakes examination and the education delivered in their medical schools. One of the consequences revealed how stakeholders viewed the UKMPPD and its impact on patient care. Participants viewed the UKMPPD as a method of preparation for graduates’ real clinical practice. The lack of reference for patient safety as the impact of the UKMPPD in this study showed that there were missing links in how stakeholders perceived the examination as part of quality assurance in health care. Conclusion: The UKMPPD as a high-stakes examination has a powerful impact in changing educational policy and programmes in Indonesia. However, in Indonesia, the examination brought in the reflection on how the “patient” element was lacking from medical education. This research offers an insight on the concept of patient safety in Indonesia and how the stakeholders could approach the issue. Keywords: UKMPPD, national licensing examination, impact, competence, patient safety, curriculum

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