Background: PBL problems are used as a starting point to students in attaining learning objectives. Students are expected to discuss the problems according the principles of collaborative learning, constructive learning, contextual learning, and self-directed learning. A continuous monitoring, evaluating, and improving the PBL problems should be done systematically. Nevertheless, the problems are lacking monitoring and evaluation. The aim of this study is to evaluate the effectiveness of PBL problem by providing an evaluation tool. The evaluation involved students and tutors.Method: A survey by using questionnaire based on six factors of an effective PBL problem was conducted to obtain students and tutors perception towards the effectiveness of 6 PBL problems used in tutorial session. The questionnaire for each scenario distributed to four randomly selected group tutorials (total samples per scenario is 40 students and four tutors). The perceptions were then analysed by using descriptive statistic. Four open ended questions included in the questionnaire were used to get better understanding and explanation of quantitative result.Results: A total of 198 (82.5% response rate) students and 23 (95% response rate) tutors filled the questionnaire. Students and tutors gave their score for the overall quality of each PBL problems. Some differences among students and tutors in rating the overall quality on each problem were found. The strength and the weakness of each problem were also obtained from students’ and tutors’ rate for the six factors in the questionnaire. Each group of participants had their own concern regarding the most important factor for an effective PBL problem.Conclusion: The result of this evaluation could reflect the effectiveness of PBL problems in achieving students’ learning objectives from different viewpoints: students and tutors. This valuable information can be used by problem designers and their institutions to monitor and improve the quality of PBL problems continuously.

Background: Learning by experiencing a real situation is believed to be more powerful than using simulation. This hypothesis is also applied to interprofessional learning for students in health professions education. Learning to collaborate and practice students' knowledge of health care in a community became the purpose of the community and family health care (CFHC) program in the Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada.Aim: To describe the third-year students’ experiences of learning interprofessional collaboration in a community setting based on their activity report.Case Discussion: The CFHC team created a particular design for third-year students, focused on community health problems rather than family health problems. The groups conducted focus group discussions to explore health issues and to decide together with the community the main problem that would be given intervention. The groups documented the entire process through a written report, video, and an article about their intervention outcome.Conclusion: The reports showed that students were able to demonstrate interprofessional practice in solving health problems in the community. They learned to work as an interprofessional team while experiencing it. Thus, conducting community-based IPE for undergraduate students is necessary to develop interprofessional collaboration competencies.