Pediatrics

With the release of Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia No 49 tahun 2014 which stated that bachelor in specialty is equal to master degree, FMPU no longer accepted students with combined degree. Guidance on the implementation of education has been published in 2006, 2010, 2015 and revised in 2021 with reference to the Curriculum Guide 2007 and 2018 Indonesian Pediatric Society.

In recent years there have been various changes in medical education in response to the problems that arise from the four main domains:

1. Patients as consumers
2. General public
3. Practice medicine
4. Medical students

These problems are caused by various changes that concern:

1. Patient expectations
2. Health Service
3. Development of medical science
4. Doctor's workload
5. Needs of medical students.

The advancement in information technology makes patients have easier access for getting information about health problems, better knowing various aspects of health, including healthy and sick condition, and knowing the various choices in health services. It is not suitable for treating patients as passive objects only based on health care opinions. Doctors need to change their service into patient-oriented approach. In addition, it might be difficult to build relationships between doctors-patient in this open-minded society situation. Patients can come from various ethnicities or nations, so future doctors must be adaptable to the values and culture in society in order to meet their cultural expectations.

Nowadays the society expect health services more opened, accountable, and efficient. Doctors in the future are required to understand the regulated health care system and prioritize efficiency aspect in services.

From view point of professionalism, health care services have change towards the multidiscipplinary service approach, subsequenly the boundaries of the profession become less rigid. Therefore, the ability for working in a team must be achieved by medical education graduates.

Traditionally, medical education starts with teaching basic science and ends with clinical science, with few integration between both. Development is an intrinsic part of medicine. Knowledge has rapidly progressed in the last 50 years, therefore new skills are replacing old ones in the practical of medical study.

The great development of all branches in medical science, both basic and clinical sciences, can result in curriculum overload. The selection of materials which being the core material and student selected curriculum is required.

The availability of doctors and their workload will affect the success of education. It would be difficult for a doctor with a heavy workload outside for concentrating in his duties as a teacher. Otherwise, junior doctor may be less experienced in delivering curriculum materials. Sometimes, education centers were less successful in preparing professionalism of their graduates for facing various problems in the community due to the lack of resource of good teaching staff.

At this time medical students / learners demand a better quality of education from their teachers and the administrative system of the education center. The number of learners increases with cultural backgrounds, academic value achievement, and ethnicities that are very diverse, thus enabling difficulties in learning. For example, among others, about the skills of communicating and conducting physical examinations.

Several reports submitted by several leading bodies, one of which as stated by The General Professional Education of Physician (GPEP) published by The Association of American Medical College (AAMC), containing an appeal that the resulting doctor is equipped with the knowledge, skills, values, and attitudes that a doctor should have. The report also criticized curriculum overload due to too much factual information that requires learners to prioritize aspects of remembering compared to practical aspects. These reports are the beginning of the formation of a new curriculum called outcome based/ competency-based curriculum (CBC). Currently, medical education around the world has adopted many of these curricula. The implementation of the KPKBK on the education of pediatricians in Indonesia, is very relevant to the purpose of education and the Medical Practice Law with all its derivative regulations.

The above changes require an educational institution, in this case, the Institution of Pediatrician Program FMUP for always updatting their educational curriculum while keeping in mind the rules required by the Indonesian Pediatrician Collegium.