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Supporting evidence · Indicator 2 of 13

02Novelty

What is new is not the type of activity but the way education, services, research, and community empowerment are connected into a single feedback cycle within a defined area.

4 of 4 items open without an account Report figures as of 21 September 2026 JEJAK figures calculated when opened

Evidence items

Copied as they are from the indicator's evidence list. Click an item to go straight to its card; each card's address can be copied from the link at its foot.

  1. 2.1 Novelty fact sheet Open without an account
  2. 2.2 AHS model/publication Open without an account
  3. 2.3 UNPAD-CLIC curriculum documents Open without an account
  4. 2.4 Documents showing how the approach differs from previous practice Open without an account

Evidence per item

2.1

Novelty fact sheet

Open without an account

The programme's five novelties. Each has an operational trail that can be followed: the input–process–output chain and the Longcase assessments already under way.

Five novelties

  • The university moves from supplying graduates to actively strengthening the health system, through two separate tracks
  • Value flows both ways between education and services (continuity of system)
  • The patient cohort, not the single case, as the unit of learning
  • Clinics and villages treated as laboratories of the learning ecosystem
  • Programmatic assessment that separates learning from judgement

Evidence

What is not claimed: the academic health system, the longitudinal integrated clerkship, and the learning health system are not Unpad inventions. What is claimed is their integration and contextualisation within the West Java health system.

2.2

AHS model/publication

Open without an account

The AHS model was published in an open-access international journal — the first AHS model published for Indonesia — and developed into 13 abstracts at the WFME World Conference 2025.

Evidence

2.3

UNPAD-CLIC curriculum documents

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A longitudinal integrated clerkship that moves professional medical education from the hospital into primary care (called Padjadjaran MedLINC in the programme report). Rotations already completed can be traced per teaching site.

Curriculum structure — UNPAD-CLIC

Study load
72 credits (SKS) over 4 semesters
Placement
4–5 months per site
Preceptor ratio
1 : 5–6 students
Network
110 clinics and 49 hospitals
Coverage
Teaching sites under agreement in 16 regencies/cities
Institutional basis
Faculty of Medicine, Unpad — a cooperation agreement per teaching site

Evidence

The full curriculum document can be opened directly via a Google Drive link.

2.4

Documents showing how the approach differs from previous practice

Open without an account

A comparison of previous practice and the AHS approach as written in the programme report, with operational evidence for the most concrete difference: patient cohorts followed through the Longcase.

Report · 21 September 2026 2,074assessments Long Case assessments
JEJAK today 2,074assessments Longcase assessments

Previous practice and the AHS approach

Previous practiceAHS approach
The medical faculty as a supplier of graduates who are handed over to the systemThe university helps fix the health system: managing institution for village doctors and clinical education partner
Fragmented block rotations; students take experience without giving backLong placements; students give the clinic feedback and quality-improvement proposals
Single cases: seen once and donePatient cohorts followed into the home; Longcase with at least two home visits
Learning content follows the department structureCohorts prioritise the most common local diseases — the curriculum follows local epidemiology
A single high-stakes examinationDaily low-stakes assessments collected in the e-portfolio; progression decided on triangulated data
Research on study populations dominated by high-income countriesClinics and villages as laboratories for the learning ecosystem and applied research

Evidence