Abstract-Portfolio has been used as summative assessment in many fields of study. Since 2010, clinical community medicine module has used portfolio to assess students. Nine portfolios were assigned to students within 5 weeks length module. This study aimed to identify the correlation of students' perspective for using portfolio and their portfolio scores. The data was collected by questionnaires from 46 students after completing module in November 2016. Students were asked about their satisfaction of using portfolio, then correlated to their portfolio scores. The reasons and suggestion for ideal portfolios were identified. Analysis was done by SPSS 20 using Rank Spearman correlation test. Students felt that creating portfolios were not comfortable. Most students (36/78.3%) felt that the portfolio was not appropriate as their summative assessment. They preferred less portfolios, 30 (63%) students requested to decrease portfolios to 3-5, 28.3% to 6-8 and only 8.7% to <3. There was no significant correlation between students' satisfaction of using portfolio to their portfolios score (p=0.262), while there was significant correlation between students' score to the number of portfolios to be submitted (p=0.017; r=0.349). Reasons for decreasing number of portfolios were inadequate time and many other tasks to be finished. Students in UIN Jakarta haven't used to retelling their experiences and reflecting them in writing as perceived in many students who were not used to portfolios. Doing portfolios need lots of work and time-consuming. Having lesser number of portfolios to be submitted would encourage students to create portfolios. Building familiarization, time management and good motivation for creating portfolios were important to successful portfolios. There was no significant correlation between students' satisfaction to their scores. Students should be encouraged to get comfortable in creating portfolios for the benefit as lifelong learning tool. Motivation to write and reflect should be nurtured to improve students' portfolio satisfaction and commitment.

Objective: Clinical clerkship students, as adolescent health workers, have been first recipients of the COVID-19 vaccination programme. The success rate and trust of recipients in the program have been impacted by adverse events following immunization (AEFI). This study aims to determine the AEFI of the CoronaVac vaccine among clinical clerkship students at the Faculty of Medicine, State Islamic University, Jakarta. Material and Methods: This study used cross sectional methods with a total of 225 subjects completing a questionnaire. The CoronaVac vaccine was administered twice with 2 week interval. AEFI was evaluated after 30 minutes, 24 hours, and on the third day. Results and discussion: 73.3% of the participants were female, 20-25 years old. AEFIs were found in 57.8 % of all participants in the first and second doses vaccination. The most common local AEFI was pain at the site injection, accounting 27.1 % which occurred 30 minutes after second dose vaccination. The most common systemic AEFI was drowsiness, accounting for 18 % which occurred 24 hours after first dose vaccination. Other systemic AEFIs were headache, fatigue, and chills. There was significant association between AEFIs and females but no significant association with history of allergy, comorbidities, and history of previous COVID-19 . AEFIs were mild, no special treatment or hospitalization were required. Conclusion: The AEFIs of the CoronaVac vaccine among students were mild and had significant association with females. The study is expected to increase the public’s confidence in the COVID-19 vaccination program and to create awareness of its safety. Bangladesh Journal of Medical Science Vol. 22 No. 03 July’23 Page :545-552

Background: Smoking is a form of risky behavior that often starts in adolescence and is continued into adulthood. There has also been an increase in the use of vaping among adolescents. Adolescents who smoke have a double the risk of having depression symptoms compared to those who don't smoke. Objectives: This study aimed to investigate smoking and vaping behaviors and the experience of depressive symptoms among high school students in Jakarta, Indonesia. Materials and Methods: This cross-sectional study used the Youth Risk Behavior Surveillance (YRBS) 2017 questionnaire. Participants included 238 students aged between 15 and 19, randomly chosen from three senior high schools in Jakarta. Results: We found that 21.5% of students frequently smoked in the last 30 days, and 8.1% vaped repeatedly. However, 70.5% of them tried vaping. Moreover, within the last 12 months, approximately 8.5% of the students attempted suicide at least once. Also, 32.9% of them felt sad and hopeless for two weeks. Interestingly, we found that 54.1% of the students who felt sad were frequent smokers, and 43.5% were regular vapers. Conclusions: This study showed that risky behaviors like smoking and vaping were prevalent among senior high school students in Jakarta. Students who smoked or vaped exhibited depressive symptoms. Therefore, smoking and vaping could affect mental health in adolescence.

Abstract-Universal health coverage requires tiered referral system that makes majority basic health service is conducted in primary care setting. To support it, on 2012 Indonesia Medical Council has assigned Indonesia medical doctor standard competency (SKDI). Medical faculty should teach medical students with those entire competencies that must be mastered by medical doctor. We have not found national data about the evaluation of conformity of clinical skill teaching and community needs in primary care setting. Therefore we need to explore whether medical students could implement their clinical skill in primary care setting, and factors affecting its implementation. This study was a descriptive study with cross sectional approach. Data collected from October to November 2014. A set of questionnaire was given to students' group, inquired list of clinical skills those have learned during academic and clinical phase, also clinical skills that they implemented in primary health care (PHC). A total of 10 groups (contained five medical students each group) in 10 PHC Tangerang District during community medicine rotation were involved in this study. In total 178 competencies were collected from 10 student groups. Students revealed that 77.53% clinical skill had been taught during academic and clinical phase, whilst they just implemented 19.66% clinical skills in PHC during community medicine rotation. Clinical skills that students had less opportunity to implement were diagnosis and proposing additional examination. The major factors that affecting implementation clinical skill in PHC were limited drugs and tools also infrastructures (21 and 17 of total 95 cases). This study provided good feedback to medical institution and government. For medical institution it is recommended to cover some clinical skills that students have not been taught. For government should improve availability of drugs, tools and infrastructures in PHC. Despite students revealed that most of clinical skill had been taught during academic and clinical phase, they were lack of diagnosis and proposing additional examination implementation in PHC during community medicine rotation. The most factors affected were limited drugs and tools/equipment.

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