Connects education, health services, research, and community empowerment into a single feedback cycle within a defined geographic area, through three pillars: transformative learning, community engagement, and translational research.
Academic Health System (AHS) Universitas Padjadjaran
A few Indonesian terms are kept because they are proper names of institutions or documents: wahana (AHS teaching site — a partner clinic or hospital), Puskesmas (community health centre), Posyandu (integrated village health post), kader (community health volunteer), PKS (cooperation agreement), APBD (regional government budget), and SPM (Minimum Service Standards). Kabupaten is a regency and Kota a city. Names of institutions, regions, and diagnoses, and the titles of posts and reports, are shown as recorded, in Indonesian. Pages marked ID are available in Indonesian only.
Points are read directly from institution coordinates in JEJAK, not placed by hand. Locations whose coordinates are not yet filled in do not appear on the map, and their number is stated below as it is.
12 village doctor sites and 109 teaching sites do not yet have readable coordinates, so they are not shown as points. On some rows the coordinate field still holds a short map link that needs to be resolved first, rather than latitude and longitude values.
The map holds 207 active clinics and hospitals registered in JEJAK today. The report figure of 159 AHS teaching sites is the official network list of the AHS Committee as of 21 September 2026, not a JEJAK count, so the two numbers need not match.
Regencies/cities in West Java where active teaching sites and village doctor sites are located — 22 regencies/cities
The number beside each name is the count of locations (active teaching sites and village doctor sites) in that regency/city. The regency field in the institution data is free text: its spelling is standardised to the official names of West Java regencies/cities, and empty or unrecognised rows are not counted, so this list is a lower bound of the regional spread, not a census. The report figures state 159 AHS teaching sites (110 clinics and 49 hospitals), 81 of them bound by agreements recorded in JEJAK in 16 regencies/cities, and 57 village doctor sites in 18 regencies, extracted on 21 September 2026.
Both sit within one system, but they are institutionally and geographically separate — they share neither partners nor the mechanism for choosing sites. Reading them as a single network is the most common mistake made about this programme.
Moves professional medical education from the hospital into primary care.
Places doctors in extremely poor and hard-to-reach villages, with Unpad as the official managing institution.
The backbone of the effectiveness argument. Read in order from left to right.
Three defined outcomes, with eight intermediate outcomes. Population health outcomes have not yet been measured — see Limitations.
Every figure in this section is the figure written in the programme report, extracted from the production database on 21 September 2026 and then frozen. Hover over a figure to see its source and notes. Below each group you can trace the figures to public summary pages — the agreement list for partnership claims, clinical assessments per teaching site for e-portfolio claims, and so on. All of them open without an account and contain no data about individuals.
Education and the teaching-site network
Evidence that moving professional education into primary care is already happening, not a plan.
| Summary | Recorded today | Where the data lives |
|---|---|---|
| Rotation placements at teaching sites under agreement | 3,269 placements | Rotations & assessments per teaching site |
| Unique students in those placements | 949 students | Rotations & assessments per teaching site |
| Unique supervising preceptors | 138 preceptors | Teaching sites & locations |
|
Mini-CEX recorded
Covers 846 of 3,269 placements |
1,791 evaluations | Rotations & assessments per teaching site |
| DOPS recorded | 3,821 evaluations | Rotations & assessments per teaching site |
| Learning reflections linked to rotations | 1,029 reflections | Rotations & assessments per teaching site |
|
Long Case assessments
811 students, mean 81.3 percent. System-wide figure, not limited to AHS teaching sites |
2,074 assessments | Rotations & assessments per teaching site |
|
Clinical logbook entries recorded
6,277 verified by preceptors |
75,752 entries | Clinical logbook summary |
Services and community
Reach of the Village Doctor Program and of Academic Club community service in the focus villages.
| Summary | Recorded today | Where the data lives |
|---|---|---|
| Registered village doctor sites | 58 sites | Teaching sites & locations |
| Field activities recorded | 2,368 activities | Field activities per location |
| Academic Club activities | 133 activities | SDG-labelled activities per location |
| Teaching-site work programmes | 57 programmes | Teaching sites & locations |
Governance
Institutionalisation that keeps the programme independent of individuals and of fixed-term projects.
| Summary | Recorded today | Where the data lives |
|---|---|---|
|
Agreements linked to teaching-site institutions
166 PKS and 9 MoU |
175 agreements | Teaching-site agreements |
|
Unique teaching-site institutions bound by an agreement
Partner count is based on institutions, not on the number of agreements |
122 institutions | Teaching-site agreements |
| Unique partners on those agreements | 130 partners | Teaching-site agreements |
| Agreements with active status | 134 agreements | Teaching-site agreements |
|
Transformative curriculum evaluations submitted
Mean cross-role score 2.90 across 33 teaching sites |
190 responses | Curriculum evaluation summary (M&E) |
Growth of the teaching-site network
The two points recorded in the programme report. The full quarterly series — counted from the start date of each teaching site's first cooperation agreement — is on the teaching-site growth chart.
The national instrument for achieving SDG 3 at regency/city level. The types of service the programme delivers are mapped directly onto these twelve service types.
Achievement status per SPM type is not yet recorded in JEJAK, so the status column is deliberately left empty rather than filled with ticks that have no basis. The detailed mapping per SPM is in the programme report, and measurement of achievement is being scheduled with the Health Office, BAPPEDA, and the Inspectorate.
The programme's focus on the underserved is not a statement of values but a written site-selection criterion: focus villages are chosen precisely because they are difficult, not because they are easy.
| Group at risk of being left behind | Barrier | How the programme reaches them |
|---|---|---|
| Communities in extremely poor villages | Unable to pay for or reach services | The site criteria explicitly require extremely poor villages; doctors are placed in, and live in, the village |
| Villages with difficult geographic access | Distance, terrain, transport costs | The doctor's residence is reachable 24 hours a day, including for emergencies; services at the village health post (Poskesdes) and integrated health post (Posyandu) |
| High-risk pregnant women | Limited mobility, late detection | Home visits for special cases; services for pregnant women, women giving birth, and newborns as part of the 12 SPM |
| Infants, toddlers, and primary-school-age children | Dependence on caregivers; rising infant mortality in West Java | Posyandu activities (maternal and child health, family planning, nutrition); services for under-fives and primary-school-age children |
| Older people | Limited mobility, multiple chronic diseases | Home visits; health services for older people |
| People with severe mental illness | Stigma, isolation, treatment dropout | Home visits for special cases; severe mental illness is mandatory content in village doctor competency upgrading |
| Adolescents | Reproductive and mental health services are hard to reach | Adolescent screening and education covering reproductive health and mental health |
| People with presumptive TB and people at risk of HIV | Stigma, delayed diagnosis | Management of priority communicable diseases as part of the 12 SPM |
| People with hypertension and diabetes mellitus | Low coverage of measurement and treatment | Screening and management of non-communicable diseases as part of the 12 SPM |
| Poor and marginalised patients (education context) | Often invisible in hospital-based education | Transformative learning places students in home visits to disadvantaged patients and families, building awareness of health inequity |
A 1 to 5 scale from the programme report. The four aspects are deliberately not combined into a single score: the low environmental score is an intentional statement, not a shortfall to be evened out.
Embedded in the institutions and regular budgets of two bodies, not in fixed-term grants.
| Pillar | Detail |
|---|---|
| Institutional governance |
At Universitas Padjadjaran level, Academic Health System governance sits with the PPI AHS team; at faculty level, the AHS Committee and 12 Academic Clubs steer its academic agenda. From that university footing, AHS is now being explored across the health professions, no longer limited to medical education.
Academic Health System Universitas Padjadjaran |
| Information system |
Portfolio recording has run since 2020 on the Glide app Portfolio Kedokteran and was then migrated to JEJAK. One system is shared by students, lecturers, preceptors, village doctors, and stakeholders; this public page is built directly from its database.
What JEJAK records today |
| Knowledge transfer |
Publication by Agustian et al., Advances in Medical Education and Practice, 2024 (open access); 13 abstracts at the WFME World Conference 2025, published in Medical Education; a national seminar on Longitudinal Integrated Clerkship at the invitation of the Faculty of Medicine, IPB University.
WFME World Conference 2025 abstracts |
| Replication and expansion | 159 AHS teaching sites (110 clinics and 49 hospitals); adoption and referencing by IPB University and UPI; a planned consortium of medical faculties towards 2030. |
| Capacity building |
Preceptor training of 1,854 participant-hours across three domains; induction and competency upgrading for village doctors at least once a year; a programmatic-assessment e-portfolio.
Documentation of preceptor training and village doctor induction |
| Resource allocation | Village doctor honoraria from the West Java Provincial Budget (APBD); all preceptor honoraria from Universitas Padjadjaran; health facilities, operational support, and housing from the Regency Governments. Embedded in regular budgets, not in fixed-term grants. |
Publications and dissemination
Evidence that the programme's knowledge is open to scrutiny and adoption by others. Each title carries the programme claim it supports, so there is no need to guess one by one.
| Publication | Published in | Supports the claim |
|---|---|---|
|
Agustian et al., Academic Health System Framework for Health Services Transformation: A Perspective View from West Java, Indonesia.
doi.org/10.2147/AMEP.S474314 |
Advances in Medical Education and Practice, 2024 | AHS model |
|
WFME World Conference 2025 — 13 abstracts.
Abstracts published in Medical Education (Wiley) doi.org/10.1111/medu.70063 |
Medical Education, 2025 | Transformative curriculum, UNPAD-CLIC, assessment system |
| Title | Presenter | Supports the claim |
|---|---|---|
| Strengthening primary healthcare through Longitudinal Integrated Clerkship: A sustainable academic health system approach at Universitas Padjadjaran | Nita Arisanti et al. | UNPAD-CLIC and primary care |
| Enhancing continuity of care and professionalism through the patient cohort method in Longitudinal Integrated Clerkships | Indah Amelia et al. | Long Case (patient cohort) |
| Strategies for selecting health facilities in medical education: Aligning with work environments for future doctors | Insi Farisa Desy Arya et al. | Teaching-site selection |
| The advancement of a digital e-Portfolio to augment medical education, clinical competencies, professional conduct and student evaluation via reflective practice and remote surveillance | Muhammad Hasan Bashari et al. | Assessment e-portfolio |
| The integration of education, research and community services through the transformative curriculum at Faculty of Medicine Universitas Padjadjaran | Mas Rizky A. A. Syamsunarno et al. | Integrating education, research, and community service |
| Correlation between self-regulated learning skills and academic performance in transformative medical curriculum implementation in Indonesia | Eko Fuji Ariyanto et al. | Transformative curriculum |
| Assessing character, communication skills, critical thinking skills, collaborative competency, citizenship and creativity of the medical students in the cross year-group tutorial | Yunisa Pamela et al. | Transformative curriculum |
| Fostering collaborative learning and peer teaching through cross-year-group | Yuni Susanti Pratiwi et al. | Transformative curriculum |
| Using design thinking to learn physiology through project-based learning | Yuni Susanti Pratiwi | Transformative curriculum |
| Integrating physical wellness into curriculum: Enhancing cardiovascular learning through experiential learning | Nova Sylviana et al. | Transformative curriculum |
| Assessing Professionalism in Medical Education: A Scoping Review of Valid Assessment Tools and Their Development Potential | Gracia Fernanda et al. | Assessment system |
| Mini OSCE as formative assessment for procedural skills and clinical reasoning in undergraduate medical education: Feasibility and effectiveness | Yuni Susanti Pratiwi et al. | Assessment system |
| Collaborative leadership in shaping evaluation systems: A multi-institutional approach in Indonesian medical schools | Muhammad Hasan Bashari et al. | Replication and partnership |
Funding sources
| Component | Funded by |
|---|---|
| Village doctor honoraria | West Java Provincial Budget (APBD) |
| Honoraria for all preceptors | Universitas Padjadjaran |
| Facilities, operational support, housing | Regency Governments |
| Total budget and annual budget | Not yet released |
Implementation period
| When | Phase |
|---|---|
| 2020 | Undergraduate curriculum reformed into a transformative curriculum; portfolio recording begins on the Glide app Portfolio Kedokteran |
| December 2022 | AHS Committee formed and formal framework drafted |
| ±2022 | First cohort reaches the clinical (professional) stage; AHS implementation begins at teaching sites |
| Early 2024 | Teaching-site network reaches 40 partner clinics |
| 11 October 2024 | AHS model published in an international journal |
| August 2025 | Village Doctor Program — first cohort |
| March–May 2026 | Information system rebuilt as JEJAK and Glide data migrated — one system for students, lecturers, preceptors, village doctors, and stakeholders |
| January–December 2026 | Village Doctor Program — expansion of placement villages |
| Today | Ongoing |
This section is recalculated every time the page is opened, directly from operational activity records. Its figures keep moving and are therefore not the same as the report figures above, which were frozen on 21 September 2026. The two are deliberately shown separately: one is the position at the data cut-off date, the other is the system's current position.
JEJAK is not a dashboard built just for this page. Portfolio recording has run since 2020 on the Portfolio Kedokteran app on Glide, and was then migrated to jejak.pro, which is now shared by students, lecturers, preceptors, village doctors, and stakeholders. This public page is built directly from the same database, with no re-entry.
Villages reporting activities per month
This series underpins the claim that recording coverage has widened — the only trend in this programme with many genuinely recorded time points. The last 15 months with data.
Contribution per SDG goal
Sorted by number of activities. The bar shows the share of activities that already carry evidence (a document or a link) out of all activities labelled with that goal.
The AHS-wide community health rollup for the current period has not been generated yet, so that part is not shown.
Breakdown per partner clinic and hospital, historical trends, and the full interactive map — requires a JEJAK leadership account.
The thirteen evidence indicators of the programme. Each indicator has its own evidence page, and every item on it has a direct link, with the same item anchors as the Indonesian pages.
| No | Indicator | Evidence items |
|---|---|---|
| 1 |
General Information
/AHS-unpad/evidence/informasi-umum |
Activity photos; Best-practice video; Legal/establishment documents of the programme; Programme profile/location documents |
| 2 |
Novelty
/AHS-unpad/evidence/kebaruan |
Novelty fact sheet; AHS model/publication; UNPAD-CLIC curriculum documents; Documents showing how the approach differs from previous practice |
| 3 |
Effectiveness
/AHS-unpad/evidence/efektivitas |
M&E summary; AHS teaching-site data; Student and rotation data; Preceptor data; Clinical activity and assessment data; Village doctor data; SDG activity data; Community Project data |
| 4 |
Multi-stakeholder Participation and Engagement
/AHS-unpad/evidence/partisipasi-multi-pihak |
Tripartite cooperation agreement (PKS); Technical guidelines; List of/links to cooperation agreements; Evidence of government collaboration; Evidence of cooperation with universities; Evidence of cooperation with clinics/hospitals; Community documentation |
| 5 |
No One Left Behind
/AHS-unpad/evidence/no-one-left-behind |
Target location data; Documentation of services for vulnerable groups; Beneficiary data by group; Documentation of services for women, children, adolescents, older people, people with severe mental illness/disabilities, the poor, and hard-to-reach areas |
| 6 |
Social Benefits
/AHS-unpad/evidence/manfaat-sosial |
Beneficiary data; SDG activity summary; Community Project data; Before–after evaluation results; Activity documentation; Evidence of capacity building for community health volunteers |
| 7 |
Economic Benefits
/AHS-unpad/evidence/manfaat-ekonomi |
Data/evidence of savings in service access costs; Data on prevented curative costs; Professional workforce data; Programme financing documents; Evidence of regional government and Unpad contributions |
| 8 |
Environmental Benefits
/AHS-unpad/evidence/manfaat-lingkungan |
Telehealth documentation; Data/evidence of reduced travel; Documentation of environment-related disease control; Evidence of clean water and sanitation at programme sites |
| 9 |
Governance Benefits
/AHS-unpad/evidence/manfaat-tata-kelola |
Cooperation agreements (PKS); Technical guidelines; Multi-source financing documents; Supervisory structure/team; Monthly work plans; Tiered reports; M&E data; Evidence of the reporting system |
| 10 |
Knowledge Transfer
/AHS-unpad/evidence/transfer-knowledge |
Agustian et al. 2024 publication; Seminar/dissemination forum materials; UNPAD-CLIC curriculum; Village Doctor Program technical guidelines; M&E documents; Other publication/dissemination evidence |
| 11 |
Replication or Site Expansion
/AHS-unpad/evidence/replikasi-perluasan |
AHS teaching-site progress report; List of institutions/sites; Village Doctor Program expansion data; Evidence of implementation in other regencies/cities; Evidence of adoption/referencing by IPB University/UPI |
| 12 |
Capacity Building
/AHS-unpad/evidence/peningkatan-kapasitas |
Preceptor training summary and materials; Participant-hours data; Village doctor induction materials; Evidence of competency improvement; Community health volunteer training documentation; Standard operating procedures; Evidence of e-portfolio use |
| 13 |
Resource Allocation
/AHS-unpad/evidence/alokasi-sumber-daya |
Unpad budget documents; Provincial budget (APBD); Evidence of village doctor honoraria; Evidence of preceptor honoraria; Training budget; Evidence of regency government facilities; Data on human resources involved |
Open all supporting-evidence pages. Figures recorded in JEJAK are in the Recorded in JEJAK section, and per-activity evidence is available through Per-activity verification evaluator account. Documents kept separately in the programme document archive (the tripartite PKS, curriculum, training terms of reference) are linked on their respective items once their copies have been opened via Google Drive.
Evidence links that open without an account
/AHS-unpad/agreements#pks-<id>, with the same id as Appendix B of the programme report.
Village doctors' social media posts — 139 links
From internal monitoring records outside JEJAK: a manually curated list combined with an export of the per-activity M&E sheet (date, type, target audience). Home-visit posts about individual patients are deliberately not linked. Post titles are shown in their original Indonesian.
Placed as a section of its own, not as a footnote. Figures that have not been measured are written as such, not as zero.
963 evaluations on 732 of 2,841 rotations. Raising this coverage is the next improvement priority.
Monitoring and evaluation sessions have not yet reached every placement site.
Being scheduled with the Health Office, BAPPEDA (regional development planning agency), and the Inspectorate, using coverage of the 12 Minimum Service Standards as the instrument.
Residents' time and cost savings, and avoided travel and emissions, are now calculated from recorded activities, with the assumptions and unit prices shown openly — but none of them is measured directly in the field. The self-assessment scores for these two aspects are deliberately left low, not raised to look balanced.
The problem context in West Java, 2024
| Indicator | Situation in 2024 |
|---|---|
| Population | 50.35 million people |
| Villages | 5,957 villages |
| Regencies | 18 of 27 regencies/cities |
| Maternal deaths | 749 (98.60 per 100,000 live births) |
| Infant deaths | 5,333 (up from 2,959 in 2022) |
| Tuberculosis | 229,683 cases |
| HIV positive | 10,638 cases |
| Dengue fever | 61,423 cases (up from 36,608) |
| Blood pressure measurement among people with hypertension | 48.23% coverage |
| Puskesmas ratio | about 1 : 30,000 people |