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Objectives: Interprofessional education (IPE) and collaborative practice are essential for patient safety. Effective teamwork starting with partnership-based communications should be introduced early in the educational process. Many societies in the world hold socio-hierarchical culture with a wide power distance, which makes collaboration among health professionals challenging. Since an appropriate communication framework for this context is not yet available, this study filled that gap by developing a guide for interprofessional communication, which is best suited to the socio-hierarchical and socio-cultural contexts. Materials and methods: The draft of the guide was constructed based on previous studies of communication in health care in a socio-hierarchical context, referred to international IPE literature, and refined by focus group discussions among various health professionals. Nominal group technique, also comments from national and international experts of communication skills in health care, was used to validate the guide. A pilot study with a pre-posttest design was conducted with 53 first-and 107 fourth-year undergraduate medical, nursing, and health nutrition students. Results: We developed the "TRI-O" guide of interprofessional communication skills, emphasizing "open for collaboration, open for information, open for discussion", and found that the application of the guide during training was feasible and positively influenced students' perceptions. Conclusion: The findings suggest that the TRIO guide is beneficial to help students initiate partnership-based communication and mutual collaboration among health professionals in the socio-hierarchical and socio-cultural context.

Background: Human lifestyles, including sedentary activities, obesity, and smoking, are associated with a high risk of non-communicable diseases that are a leading cause of death globally. Accordingly, health promotion should be done as early as possible in the adolescent period. Aims: This study explores the efficacy of a peer-educator program in promoting the healthy habits of adolescents, via an existing Indonesian community initiative program called ‘POSBINDU’ (Integrated Counseling Post), led by the general practitioners. Methods: Twenty-week ‘experiential learning’ approach with mixed-method was designed to: 1) Train 10 GP trainers, 2) Recruit and observe the 10 group-1 and 50 group-2 peer-educators in a high school; 3) Develop modules on health lifestyles by the GPS and peer-educators, and 4) Implement the POSBINDU program at the high school. Results: Both GPs and students’ perceptions significantly increased before to after the intervention ( p > 0.05). The participants also expressed they experienced increased comprehension of NCDs and the importance of healthy habits. Conclusions: The existing POSBINDU community's initiative program can potentially be improved by appropriate interventions to empower school students towards better healthy habits to prevent the early progression of NCDs.

<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>

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