Faculty of Medicine and Health Sciences Syarif Hidayatullah has been trying to make Islamic competent doctors. Basic Clinical Skills (BCS) are part of curriculum that has been taught among medical student since 2005. In preclinical phase, BCS learned at second until sixth semester, and will be practiced during clinical phase. Therefore we want to know the students' view on relationship BCS during preclinical phase with practical in clinic phase. Descriptive study was conducted at FMHS during January until December 2013. After students finished clinical rotation they were asked to fill up questionnaire that comprised their view whether BCS in preclinical phase help their practical in clinical phase. There were nine items questionnaire with Likert Scale of 1-5 (strongly disagree to strongly agree) and open question for comments. Fifty students of 53 students were enrolled in this study. Most of students declared that relationship BCS to practical in clinical phase was fair (3.75). Students expressed that BCS tutor's in preclinical phase less support in practical clinical phase (3.48).Students revealed that procedural skill of BCS didn't effect to their practical in clinical phase (3.62). Highest score were physical examination and communication of BCS (3.90 and 3.83), those helpful for students' practical in clinical phase. Students' view on relationship of BCS in preclinical phase with practical in clinical phase was fair. This study showed necessity to evaluate BCS curriculum in preclinical phase by involving all of stakeholders include BCS tutors and preceptors in teaching hospitals.

Since 2005 we have been teaching basic clinical skills (BCS) such as physical examination, and other procedural skills among medical students. Objective Structured Clinical Examination (OSCE) is a tool to assess those skills. On 2013 OSCE was implemented as national examination for all of Indonesian graduated medical students. National OSCE examined eight areas of competency. This study described national OSCE results to evaluate students in each area of competency and give suggestion to curriculum team to make appropriate improvement. Comparison were accomplished in each of the competency within OSCE. Results show that fifty three students enrolled in national OSCE 2013. Candidates' skills to do history taking was the best in all OSCE period, followed by patient's education and professionalism (mean over 77%). While, candidates seem less competent in diagnose and giving pharmacotherapy and non-pharmacotherapy (mean less than 60%). Physical examination and clinical procedures were quite good (mean around 60%). During preclinical phase students repeat history taking in every block. This repetition has great effect in skills mastery. While, students need more exercise to diagnose clinical case and giving treatment. This study revealed good competency in process skills (history taking, patient education and professionalism) while content skills (diagnosis and giving treatment) still need improvement.National OSCE result gave sufficient data for some improvement in learning process during preclinical and clinical phase.

The aim of this study was to evaluate students' perception on effect of basic clinical skills (BCS) training in preclinical phase to national Objective Structured Clinical Examination (OSCE). Cross sectional study was conducted at Faculty of Medicine and Health Sciences (FMHS) during January and December 2013. After students finished national OSCE, they were asked to fill up questionnaire that comprised their perception on effect of BCS training in preclinical phase whether helpful to pass national OSCE. There were nine items questionnaire with Likert Scale of 1-5 (strongly disagree to strongly agree) and open question for comments. There were 50 students of total 53 students involved (response rate was 94.3%). Generally students' perception on effect of BCS training to national OSCE was fair (3.53 ± 0.58). Students revealed that preclinical phase curriculum didn't effect to their succeed to pass national OSCE, whilst physical examination training gained the highest score (3.38 ± 0.87 and 3.66 ± 0.74, respectively). Overall students' perception on effect of BCS training to national OSCE was fair. In the future, we have to revise our preclinical phase curriculum that integrate with BCS training curriculum and enhance students' clinical reasoning process to improve students' performance in national OSCE.