JEJAK Academic Health System · Unpad Dashboard Supporting Evidence Community Projects Research News ID Bahasa Indonesia
Supporting evidence · Indicator 10 of 13

10Knowledge Transfer

The programme's knowledge is open for others to examine and adopt: open-access publication, international conference abstracts, and national speaking roles.

6 of 6 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. 10.1 Agustian et al. 2024 publication Open without an account
  2. 10.2 Seminar/dissemination forum materials Partly open
  3. 10.3 UNPAD-CLIC curriculum Open without an account
  4. 10.4 Village Doctor Program technical guidelines Open without an account
  5. 10.5 M&E documents Open without an account
  6. 10.6 Other publication/dissemination evidence Open without an account

Evidence per item

10.1

Agustian et al. 2024 publication

Open without an account

Academic Health System Framework for Health Services Transformation: A Perspective View from West Java, Indonesia — Advances in Medical Education and Practice, 2024, open access.

Evidence

10.2

Seminar/dissemination forum materials

Partly open

Thirteen abstracts were presented at the WFME World Conference 2025 and published in Medical Education. Unpad experts led a national seminar on the Longitudinal Integrated Clerkship at the invitation of the Faculty of Medicine, IPB University (January 2026), then spoke at the Programmatic Assessment in Medical Education Workshop at the Faculty of Medicine and Nutrition, IPB University (30 March–1 April 2026), alongside Prof. Erik Driessen of Maastricht University.

Evidence

Publications 13 WFME World Conference 2025 abstracts
TitlePresenterSupports the claim
Strengthening primary healthcare through Longitudinal Integrated Clerkship: A sustainable academic health system approach at Universitas PadjadjaranNita Arisanti et al.UNPAD-CLIC and primary care
Enhancing continuity of care and professionalism through the patient cohort method in Longitudinal Integrated ClerkshipsIndah Amelia et al.Long Case (patient cohort)
Strategies for selecting health facilities in medical education: Aligning with work environments for future doctorsInsi 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 surveillanceMuhammad Hasan Bashari et al.Assessment e-portfolio
The integration of education, research and community services through the transformative curriculum at Faculty of Medicine Universitas PadjadjaranMas 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 IndonesiaEko 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 tutorialYunisa Pamela et al.Transformative curriculum
Fostering collaborative learning and peer teaching through cross-year-groupYuni Susanti Pratiwi et al.Transformative curriculum
Using design thinking to learn physiology through project-based learningYuni Susanti PratiwiTransformative curriculum
Integrating physical wellness into curriculum: Enhancing cardiovascular learning through experiential learningNova Sylviana et al.Transformative curriculum
Assessing Professionalism in Medical Education: A Scoping Review of Valid Assessment Tools and Their Development PotentialGracia Fernanda et al.Assessment system
Mini OSCE as formative assessment for procedural skills and clinical reasoning in undergraduate medical education: Feasibility and effectivenessYuni Susanti Pratiwi et al.Assessment system
Collaborative leadership in shaping evaluation systems: A multi-institutional approach in Indonesian medical schoolsMuhammad Hasan Bashari et al.Replication and partnership

Abstracts published in Medical Education (Wiley) — doi.org/10.1111/medu.70063

What is not yet available. Materials from the national Longitudinal Integrated Clerkship seminar at the Faculty of Medicine, IPB University (January 2026) are not yet linked; the materials of the follow-up workshop are open.

10.3

UNPAD-CLIC curriculum

Open without an account

Curriculum components that can be replicated as they are: five dimensions of continuity, three stages of competency progression, and e-portfolio-based programmatic assessment. The list of diseases for patient cohorts must be adapted to local epidemiology.

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

Context — not evidence for this claim

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

10.4

Village Doctor Program technical guidelines

Open without an account

The tripartite cooperation agreement model, tiered supervisory teams, and the tiered monthly reporting structure can be replicated, with the names of regional government bodies adjusted.

Evidence

Context — not evidence for this claim

The copy opened via Google Drive is titled Draf Pedoman Program Dokter Desa versi 21 (the draft Village Doctor Program guidelines) — the programme's technical guidelines.

10.5

M&E documents

Open without an account

The village doctor M&E instrument and summary are open: seven dimensions with a written scoring rubric, and an aggregate summary of the sessions held so far.

Evidence

  • Kept separately Summary of supervising lecturers' monitoring and evaluation of village doctors (April–August 2026) A supporting document from the programme document archive (Appendix C of the programme report), not yet published here.
Instrument Village doctor M&E instrument: seven dimensions, 1–4 scoring rubric
DimensionScore 1Score 2Score 3Score 4
Activity
Attendance and consistency of daily activity recording		 Attendance <50%, activities not recordedAttendance 50–79%, activities inconsistentAttendance ≥80%, ≥1 activity/day on most daysAttendance ≥90%, complete and consistent daily activities
Community health (UKM)
Share and regularity of community health efforts (promotive-preventive) compared with individual care (UKP)		 Almost all activities are individual (clinical) care, no UKMUKM <50%, irregular (≤1x/week), few typesUKM 50–69%, fairly regular (≥1x/week), ≥2 types of activityUKM ≥70%, regular (≥2x/week), varied (≥3 types of UKM activity)
UKM programme
Existence and quality of the UKM programme designed by the village doctor		 No programmeA programme exists but is not running / not relevant / not based on the SPMProgramme running, fairly relevant, based on 1–2 SPMActive programme, based on village problems, innovative, and based on ≥3 SPM
Collaboration
Collaboration with the Puskesmas, village officials, community health volunteers, or other stakeholders		 No collaboration1 collaborative activity≥2 collaborative activitiesActive and sustained collaboration
Impact
Activities reach their targets, are repeated, and show change or improved access to services		 No impactful activities / no clear targetsActivities exist but reach <10 people/week and are not repeatedReaches ≥10 people/week or activities are repeated (≥2x)Reaches ≥20 people/week with signs of change (e.g. more visits, participation, or behaviour change)
Professionalism
The village doctor's work attitude, communication, and initiative		 Passive, shows no roleLimited response, no initiative yetGood communication, beginning to take initiativeProactive, leads activities and can solve problems
Information system
Completeness and tidiness of the village doctor's information system/dashboard entries		 Does not fill in the information system<50% filled in≥80% filled inComplete, routine, tidy

JEJAK today Supervising lecturers' M&E of village doctors — summary

No village doctor M&E session has been recorded in this database yet. The summary according to the programme report is still written on the M&E summary item.

10.6

Other publication/dissemination evidence

Open without an account

Dissemination to the public through village doctors' educational posts, and to the scientific community through conference abstracts, each paired with the programme claim it supports.

Evidence

Social media Village doctors' health education posts — 32 posts

27 more posts

The top five are chosen from different villages (the largest target group per village); the rest are in date order. Post titles are shown in their original Indonesian.