Twinning - Guidebook for Ukm-unpad Medical Program 2009_ih (v.a5)-Revisi_3!12!2011+Cover

GuidebookTwinning Programme

2011/2012

Faculty of Medicine

UniversitasPadjad

Faculty of MedicineUniversity Kebangsaan

Malaysia

1

jaran

GUIDEBOOK FOR UKM-UNPAD MEDICAL PROGRAMME

1. Background of the Unpad and Faculty of Medicine Unpad

Unpad was established based on the initiative of prominent society

members of the West Java who were eager to have a higher institution at

which young generation of West Java can be prepared for serving as

future leaders.

After a long process, on the 11th of September 1957, Unpad was

established through the Government Regulation No. 37 dated on 24

September 1957 and officially opened by the President Soekarno on the

24th of September 1957.

At the time of its establishment, Unpad had only four faculties, i.e. Laws,

Economics, Medicine and Mathematics and Natural Sciences. But now it

has developed to become one of the leading higher educational

institutions in Indonesia with 16 faculties and 1 Graduate Programs.

Academic programs offered are 9 Doctoral programs, 18 Master Studies

Programs, 42 Undergraduate Studies Programs, 4 Profession Studies

Programs, 26 Specialist Studies Programs, 1 Diploma (D-4) Programs,

and 27 Studies Programs Diploma (D-3) Programs.

2

There is Post Graduate Non-regular, Doctor (S3) 4 Disciplines and Master

(S2) 11 Disciplines, who is managed in the faculties and collaboration

program with institution (Unpad Whith another institution) Among 15

S1 Faculties, four of them are new faculties, i.e. Faculty of Nurse, Faculty

of Fishery and Marine Science, and Faculty of Technology of Agricultural

Industry have just recently established in the academic year of

2005/2006. A new faculty, Faculty of Pharmacy was has just recently

developed from the Department of Pharmacy of the Faculty of

Mathematics and Natural Sciences in academic year 2006/2007 due to

increase of market demand to pharmacists and development in

pharmaceutical science.

Faculty of Medicine Unpad is one the oldest faculty in Unpad. It was

established in 1957, initially to fulfill requirement of medical doctors in

West Java. Now, it becomes one of leading faculty of Medicine in

Indonesia particularly as frontier in the Medical Education. It was

initiated with the establishment of English Class for Medical Education in

2001 with implementation of SPICES approach. Following this, SPICES

approach has also been implemented in the regular class in 2004.

Recognition of this program has been proven by national accreditation

by Badan Akreditasi Nasional (BAN) with A grade (excellent) and

accreditation by the Malaysian Medical Council and Jawatan

Perkhidmatan Awam Malaysia. As another way to improve the quality

and regional benchmarking process, Twinning Program has been

established since 2006 between Faculty of Medicine Unpad and Faculty

Perubatan University Kebangsaan Malaysia.

3

This Twinning Program consists of educational program which requires

a high order learning process. It is characterized by student-centered

principles towards autonomy and self-directed learning. To allow that,

pertinent case is firstly introduced as a trigger for integration and

acquisition of new knowledge. Skills lab is also provided to allow clinical

competencies deemed to be important for future physician in addition to

other related learning formats such as interactive lecturing and medical

laboratory activities.

Besides new character in learning process, new environment is also

challenging. Even though the difference between Indonesia and Malaysia

is not too significant, but still it can potentially hamper the educational

progress of the students. To cope with that, the students are supported

by the academic staffs as a tutor and academic advisor. Beyond that,

counselor team is available to help the students in dealing with potential

problem.

In line with student-centered principles, facilities for student amenities

are provided by the faculty. These should be optimally used by the

students for efficiency. Therefore, the students have to know the

availability of facilities and the way to optimize their use.

In parallel with supporting systems in the faculty, the students are

fostered to be actively engaged in social activities through student

organization. It is also the most important part of educational process.

However, the students have to find out the balance between personal

development through student and social activities on one hand, and self-

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effort to achieve educational outcomes through structured educational

activities.

2. University administrative staffs:

Rector : Prof. Dr. Ganjar Kurnia, Ir., DEA

Vice Rector for Academic Affairs

: Prof. Dr. Husein H Bachti

Vice Rector for Administrative Affairs

: Prof. Dr. Rina Indiastuti, SE, MSIE

Vice Rector for Student Affairs

: Trias Nugrahadi, dr., SpKN

Vice Rector for Collaboration

: Prof. Tb. Zulriska Iskandar, MSc.

Vice Rector for Planning, Information System, and Supervision

: Prof. Dr. Tarkus Suganda, Ir., MSc., PhD.

3. Faculty administrative staffs:

Dean of the Faculty of Medicine

: Prof.Dr. med. Tri Hanggono Achmad, dr.

Vice Dean for Academic Affairs

: Dr. Oki Suwarsa, dr., SpKK(K), M.Kes.

Vice Dean for Administrative Affairs

: Dr. Gaga Irawan Nugraha, dr., SpGK, M.Kes.

Vice Dean for Student Affairs and Collaboration

: A.Hussein S.Kartamihardja, dr., SpKN, M.Kes., M.H.Kes.

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4. List of Departments and Lecturers

4.1 Faculty administrative programme :

Coordinator : Ike MP. Siregar, dr., SpKJ., MPH.

Secretary : Ike Rostikawati Husen, dr., M.Kes.

4.1.1 Year education coordinator staffs :

1st Year Coordinator : Yuni Susanti Pratiwi, dr., M.Kes.

2nd Year Coordinator : Bony Wiem Lestari, dr., M.Sc

3rd Year Coordinator : Kuswandewi Mutiara, dr., M.Sc.

4.1.2 Supportive education staffs :

Coordinator : Ayi Nurdaliah Yusuf,A.Md.

1st Year Administration : Devivi Havidah, A.Md.

2nd Year Administration : Moh. Rachmansjah

3rd Year Administration : Miki Sadiman

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4.2 List of Lecturers of the Twinning Program1st year

No. Name Department

1. Yuni Susanti Pratiwi, dr., M.Kes. Physiology

2. Chrysanti Murad, dr., M.Kes. Microbiology

3. Nia Kania, dr., SpA., M.Kes. Cell Biology

4. Fifi Veronica, dr. Anatomy

5. Nugroho Harry Susanto, dr.Epidemiology &

Biostatistics

6. Nina Tristina, dr., SpPK., MKM. Clinical Pathology

7. Yenni Zuhaerani, dr., SpGK. Nutrition

2nd Year

No. Name Department

1. Bony Wiem Lestari, dr., M.ScEpidemiologi &

Biostatistika

2. Lenny Lesmayanti, dr., SpPK. Clinical Pathology

3. Kusman Widjaja, dr. Cell Biology

4. Gita Indah Triyanti R, dr., M.Kes Microbiology

5. Irawati Irani, dr., SpM., M.Kes. Ophthalmology

6. Vycke Yunivita, dr., M.Kes. Pharmacology &

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Therapy

7. Ike MP. Siregar, dr., SpKJ., MPH. Psychiatry

3rd Year

No. Name Department

1. Kuswandewi Mutiara, dr., M.Sc. Public Health

2. Nova Sylviana Imam, dr., M.Kes. Physiology

3. Ramlan Sadeli, dr., SpMK. Microbiology

4. Nida Suraya, dr., SpPK. Clinical Pathology

5. Hasrayati Agustina, dr., SpPA. Anatomical Pathology

6. Lola Ilona, dr., M.Kes.Epidemiology &

Biostatistics

7. Ike Rostikawati Husen, dr., M.Kes.Pharmacology &

Therapy

4.3 List of Department of the Twinning Program4.3.1 Anatomy

Head of the Department: Arifin Sunggono, dr., PAK

No. Lecturer Name ID Number

1 Arifin Sunggono, dr., PAK 19531217 198303 1 002

2 Ihrul Prianza Prajitno, dr., SpS., PAK. 19590910 198803 1 002

3 Yenti Permata, dr 19750609 200112 2 001

4 Alwin Tahid, dr., SpRM 19720621 200212 1 001

5 Leonardo Lubis, dr., M.Kes., AIFO 19800726 200812 1 003

6 Astrid Feinisa Khairani, dr., M.Kes 19810220 200812 2 001

8

7 Gita Tiara Dewi Nasution, dr 19800123 200912 2 002

4.3.2 Anesthesiology and Reanimation

Head of the Department: DR. Ike Sri Redjeki, dr. SpAn-KIC, M.Kes.


1 Prof. Dr. Tatang Bisri, dr., SpAn-KNA, KAO

19490207 197703 1 002

2 Eri Surahman, dr., SpAn-KNA 19471214 197303 1 0013 Deddy Koesmayadi, dr., SpAn-KIC 19461010 197501 1 0024 Iwan Fuadi, dr., SpAn-KNA., M.Kes 19711209 199903 1 0025 Dedi Fitri Yadi, dr., SpAn 19741018 200604 1 0026 Suwarman, dr., SpAn., M.Kes 19720224 200604 1 0027 Reza Widianto Sudjud, dr., SpAn 19790110 200912 1 004

4.3.3 Biochemistry

Head of the Department : Samsudin Surialaga, dr., M.Si


1 Samsudin Surialaga, dr., M.Si 19500709 198003 1 0042 Julius Broto Dewanto, dr 19530707 198001 1 0013 Haryono Tansah, dr 19510614 198103 1 0044 Adria Adnan, Dra., M.Kes 19490103 198203 2 0015 Edhyana K. Sahiratmadja, dr., Ph.D 19660511 199903 2 0016 Mohammad Ghozali, dr 19771130 200212 1 0027 Anisah Dahlan, Dra., M.Kes 19560707 198701 2 0018 Henhen Heryaman, dr 19751117 200604 1 0019 Mas Rizky Anggun A S, dr., M.Kes 19821201 200912 1 006

10 Sari Puspa Dewi, dr., MHPE 19761222 200912 2 002

9

4.3.4 Cell Biology

Head of the Department : R. B. Soeherman Herdiningrat, dr., M.Kes


1 Sudarsono, dr., MS 19470910 198103 1 0022 R. B. Soeherman H, dr., M.Kes 19491002 198403 1 0013 Kusman Widjaja, dr 19470301 198103 1 0014 R. A. Retno Ekowati, dr., M.Kes 19481114 198303 2 0025 Nursiah Nasution, dr 19490312 198103 2 0016 Januarsih Iwan A. Rachman, dr., MS 19510127 198011 2 0017 Siti Akbari, Dra., SU 19540822 198303 2 0028 Christine Arsianti, dr 19470415 198303 2 0019 Dr. Achadiyani, dr., M.Kes 19600410 198902 2 001

10 Nia Kania, dr., SpA., M.Kes 19690112 199802 2 00111 Deasy Silviasari Madina, dr 19751227 200112 2 00112 Arti Rosaria Dewi, dr., M.Kes 19761220 200312 2 00213 Nur Atik, dr, M.Kes 19811010 200801 1 01914 Andri Rezano, dr., M.Kes 19801204 200812 1 001

4.3.5 Epidemiology and Biostatistics

Head of the Department :


1 Dr. Hadyana Sukandar, Drs., M.Sc 19550328 198403 1 0012 Dwi Agustian, dr., MPH 19740802 200112 1 0033 Anggraini Widjajakusuma, dr., SpPD 19661126 199703 2 0014 Raden Tina Dewi J, dr., SpOG 19690126 199702 2 0015 Yulia Sofiatin, dr., SpPD 19660731 199503 2 0016 Lulu Eva Rakhmilla, dr 19760807 200212 2 002

10

7 Lola Ilona Fuad Abdul H, dr., M.Kes 19780625 200501 2 0038 Kurnia Wahyudi, dr 19800824 200604 1 0029 Bony Wiem Lestari, dr., M.Sc 19760521 200912 2 001

4.3.6 Pharmacology and Therapy

Head of the Department of Pharmacology: Suryo Sutanto, dr


1 Prof. Dr. Herri S. Sastramihardja, dr., SpFK(K)

19440408 197303 1 001

2 Suryo Sutanto, dr 19470207 197412 1 001

3 Amnah Ruslan, Dra.Apt., M.Kes 19491113 198103 2 001

4 Kuswinarti, Dra.Apt., MS 19591023 198703 2 001

5 Ike Rostikawati Husen, dr., M.Kes 19600311 198803 2 001

6 Istriati, Dra.Apt., M.Kes 19530610 197811 2 001

7 Enny Rohmawaty, dr., M.Kes 19730404 200112 2 002

8 Rovina, dr., SpPD., Ph.D 19661006 199702 2 002

9 Emma Nurdiamah, Dra.Apt., M.Kes 19490407 198103 2 001

10 Trully Deti Rose S, dr., M.Si., SpFK(K)

19570427 198603 2 001

11 Eva Mardiana Hidayat, dr., M.Kes 19730704 200312 2 001

12 Widya Wicaksono Hartanto, dr 19791029 200604 1 014

13 Novi Vicahyani U, dr., M.Kes., AIFO 19811126 200812 2 001

14 Muhammad Hasan B, dr., M.Kes 19821112 200912 1 003

15 Vycke Yunivita K D,dr.,M.Kes. 19800617 201012 2 001

11

4.3.7 Physiology

Head of the Department : Prof. Dr. Ambrosius Purba, dr., AIF,MS


1 Prof.Dr. Ambrosius Purba,dr.,MS.,AIFO

19470407 197501 1 001

2 Dr. med. Setiawan, dr., AIFM 19710125 199702 1 002

3 Harry E Saroinsong, dr., M.Kes., AIF

19461128 197403 1 002

4 Dr. R. Reni Farenia S N, dr.,M.Kes., AIF

19521121 198103 2 001

5 Jimmy Setiadinata, dr., M.Kes., AIF 19480107 197602 1 001

6 Juliati, dr., AIF 19570702 198503 2 003

7 Dr. Vita Murniati T, dr., SpOG., M.Kes

19590913 198902 2 001

8 Rudolf Andean, dr 19790307 200604 1 002

9 Ronny, dr 19810219 200801 1 008

10 Yuni Susanti Pratiwi, dr., M.Kes., AIFO

19790610 200812 2 002

11 Putri Teesa Radhiyanti S, dr., M.Kes

19800522 200912 2 003

12 Nova Sylviana, dr.,M.Kes. 19791108 201012 2 002

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4.3.8 Anatomical Pathology

Head of the Department : Hj. Bethy Suryawathy Hernowo, dr., SpPA(K).,

Ph.D


1 H. Ismet Muchtar Nur, dr., SpPA(K)., MM

19480418 197602 1 001

2 Hj. Bethy Suryawathy Hernowo, dr., SpPA(K)., Ph.D

19550809 198403 2 001

3 Soeseno Hadi, dr., SpPK., M.Kes 19510403 198003 1 002

4 Hj. Sri Suryanti, dr., MS., SpPA(K) 19570905 198803 2 001

5 Anglita Yantisetiasti, dr., SpPA. 19760111 200604 2 003

6 Hermin Aminah Usman, dr., SpPA 19750331 200912 2 001

4.3.9 Clinical Pathology

Head of the Department : Dr. Ida Parwati, dr., SpPK, PhD.


1 Dr. Noormartany, dr., SpPK(K)., M.Si 19480605 198003 2 001

2 Dr. Ida Parwati, dr., SpPK(K)., Ph.D 19541229 198303 2 004

3 Sylvia Rachmayati, dr., SpPK(K)., M.Kes

19541002 198511 2 001

4 Agnes Rengga Indrati,dr.SpPK 19691008 199803 2 002

5 Silvia Rachmawati,dr,SpPK 19541002 198511 2 001

6 Dr. Ida Parwati,dr.,SpPK 19541229198303 2 004

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4.3.10 Parasitology

Head of the Department : Neneng Syarifah Syafei, dr

No Lecturer Name ID Number

1 Neneng Syarifah Syafei, dr 19520328 198412 2 001

2 Afiat Berbudi, dr., M.Kes 19820129 200912 1 001

3 Lia Faridah, dr., M.Si 19750120 200912 2 002

4 Silvita Fitri Riswari, dr 19810805 200912 2 002

4.3.11 Microbiology

Head of Department : Dr. Hj. Sunarjati Sudigdoadi, dr., MS., SpMK

No Lecturer Name ID Number1 Dr. Hj. Sunarjati Sudigdoadi, dr.,

MS., SpMK19511202 198001 2 001

2 Hj. Atin Amalia Hendrajatin, Dra., DMM., MS

19461104 197602 2 001

3 Yanti Mulyana, Dra.Apt., MS., DMM 19510707 198103 2 0014 Dr. H. Usep Abdullah Husin, dr.,

MS., SpMK19470720 197501 1 001

5 Ramlan Sadeli, dr., MS., SpMK 19480407 197412 1 001

6 Ine Kuswardinah, Dra.Apt., M.Kes 19510719 198503 2 001

7 Chrysanti, dr., M.Kes 19711009 200212 2 0018 Imam Megantara, dr., M.Kes.,

SpMK., SpTHT-KL19690518 199601 1 001

9 Gita Indah Triyanti Rukmana, dr., M.Kes

19780122 200112 2 001

14

4.3.12 Pediatrics

Head of Department : Prof. Dr. Nanan Sekarwarna, dr., SpA(K)., MARS.

No Lecturer Name ID Number1 Prof. H. Herry Garna, dr., SpAK., Ph.D 19421221 196702 1 0012 Prof. Dr. Ponpon S. Idjradinata, dr.,

SpAK19420825 196511 1 001

3 Prof. Cissy B. Kartasasmita, dr., M.Sc., SpAK., Ph.D

19470730 197501 2 001

4 Prof. Alex Chairulfatah, dr., SpAK 19500616 197602 1 0015 Prof. Dr. D. Sjarief Hidajat Effendi, dr.,

SpAK19480806 197412 1 001

6 Prof. Dr. Nanan Sekarwana, dr., SpAK., MARS

19491104 197611 1 001

7 Dr. Kusnandi Rusmil, dr., SpAK., MM 19500514 197711 1 0018 Dr. Heda Melinda Nazaruddin, dr.,

SpAK., M.Kes19550811 198212 2 001

9 Dr. Dida Akhmad Gurnida, dr., SpA(K)., M.Kes

19580704 198703 1 001

10 Prof. Dr. Dany Hilmanto, dr., SpAK 19630220 198711 1 00111 Dr. Dedi Rachmadi Sjambas, dr.,

SpAK., M.Kes19550224 198202 1 001

12 Dwi Prasetyo, dr., SpAK., M.Kes 19571002 198412 1 001

13 Meita Dhamayanti, dr., SpAK., M.Kes 19630519 198712 2 00114 Dr. Budi Setiabudiawan, dr., SpAK.,

M.Kes19611111 198802 1 001

15 Raden Reni Ghrahani D. M., dr., M.Kes., SpA

19710524 199903 2 001

16 Faisal, dr 19750328 200912 1 001

17 Novina, dr., SpA 19781101 200912 2 002

15

4.3.13 Internal Medicine

Head of Department : Primal Sudjana, dr. SpPD, KPTI-M.H.Kes


1 Prof. Dr. Rully M. A. Roesli, dr., SpPD-KGH

19480723 197403 1 001

2 Prof. Dr. M. Rachmat Soelaeman, dr., SpPD-KGH

19430616 196702 1 001

3 Prof. Dr. Zulkarnain Dahlan, dr., SpPD-KP,FINASIM

19431201 197309 1 001

4 Dr. Rachmat S. Sumantri, dr., SpPD-KHOM

19470517 197312 1 001

5 Rudi Supriyadi, dr., M.Kes., SpPD-KGH, FINASIM

19700425 199601 1 001

6 Augusta Yvete Luhulima, dr., SpPD-KE

19480619 197602 2 001

7 Iceu Dimas Kulsum, dr 19760226 200212 2 001

8 Andri Reza Rahmadi, dr., M.Kes., SpPD

19710811 199903 1 002

9 Muhamad Begawan Bestari, dr., SpPD-KGEH, M.Kes

19681224 199702 1 002

10 Pandji Irani Fianza, dr., M.Sc., SpPD 19650723 199103 2 002

11 Nanny Natalia Muliani Soetedjo, dr., SpPD., KEMD, M.Kes

19741214 200501 2 003

12 Miftahurachman, dr., SpPD., M.Kes 19771108 200812 1 002

16

4.3.14 Neurology

Head of Department : Nurdjaman Nurimaba, dr., SpS(K)


1 Nurdjaman Nurimaba, dr., SpS(K) 19470823 197602 1 001

2 Thamrin Sjamsudin, dr., SpS(K)., M.Kes

19481128 197602 1 002

3 Uni Gamayani, dr., SpS 19680218 199903 2 001

4 Sofiati Dian, dr., SpS., M.Kes 19771023 200812 2 002

4.3.15 Dermatovenerology

Head of Department : Rachmatdinata, dr., SpKK

No Lecturer Name ID Number1 Prof.Dr.Sudigdo Adi,dr,SpKK,MS 130610745

2 Prof.Dr.Tony Safei Djajakusumah, dr.,SpKK 130345073

3 Prof. Dr.Endang Sutedja,dr,SpKK 130367221

4 Oki Suwarsa,dr,M.Kes,SpKK 131928080

5 Reiva Farah Dwiyana.,dr,M.Kes. 132234874

6 Edhyana Kusumastuti.,dr. 132243660

4.3.16 Radiology

Head of Department : Mukadji Seno, dr., SpRad


1 Mukadji Seno,dr,SpR 19470810 197403 1 001

2 Achmad Bunyamin,dr,SpR 19480815 197710 1 001

3 Harry Galuh Nugraha, dr 19770622 200912 1 003

17

4.3.17 Nuclear Medicine

Head of Department : A. Hussen S. Kartamihardja, dr., SpKN


1 Prof.Dr.Johan S.Masjhur,dr,SpPD-

KE,SpKN

19420228 196511 1 001

2 A.Hussein S.K.,dr,SpKN 19580214 198511 1 001

3 Trias Nugrahadi,dr.,SpKN 19610704 199103 1 002

4 Basuki Hidayat,dr.,SpKN 19690313 199702 1 001

4.3.18 Psychiatry

Head of Department : Arifah Nur Istiqomah, dr., SpKJ.


1 Ike M.P. Siregar,dr,SpKJ,MPH 19491025 197602 1 001

2 Iwan Arijanto,dr.,SpKJ, MKes 19680330 199503 1 003

3 Linna Lidyana,dr.,SpKJ 19580628 199009 2 001

4 Dr.Tuti Wahmurti,dr.,SpKJ 19760626 200112 2 002

18

4.3.19 Surgery

Head of Department : Nurhayat Usman, dr., SpB-KBD


1 Prof. Dr. Suwandi Sugandi, dr., SpB., SpU

19430218 196902 1 001

2 Prof. Dr. Hendro Sudjono Yuwono, dr., SpBV(K)

19470126 197403 1 001

3 Kiki Lukman, dr., M.Sc., SpB-KBD 19630522 199001 1 001

4 Reno Rudiman, dr., M.Sc., SpB-KBD 19650710 199102 1 001

5 Arhans Chaerul Ismael, dr 19750924 200604 1 002

6 Teguh Marfen Djajakusumah, dr., SpB., M.Kes

19720830 200604 1 001

7 Aaron Tigor Sihombing, dr., SpU 19730526 200604 1 001

4.3.20 Neurosurgery

Head of Department : Dr. M. Zahrullah Arifin, dr., Sp.BS.


1 Prof.Dr. Kahdar Wiradisastra, dr,SpBS 19420313 197501 1 001

2 Achmad Adam, dr., M.Sc., SpBS 19740521 200012 1 002

3 Ahmad Faried, dr., Ph.D 19751120 200812 1003

4 Rully Hanafi Dahlan, dr., SpBS., M.Kes 19760714 200812 1 001

19

4.3.21 Obstetrics and Gynaecology

Head of Department : Prof. Dr. Jusuf Sulaeman Effendi, dr., SpOG-K.

No Lecturer Name ID Number1 Prof.Dr.Firman F.Wirakusumah,dr,

SpOG-K19480115 197302 1 001

2 Prof.Dr.Jusuf S. Effendi, dr., SpOG(K). 19520228 198012 1 0013 Prof. Dr. Sofie Rifayani Krisnadi, dr.,

SpOG(K)19481223 197612 2 001

4 Prof. Dr.Johanes C.Mose,dr,SpOG-K 19530130 197805 1 001

5 Prof. Herman Susanto,dr,SpOG-K 19480421 197710 1 0016 Yudi Mulyana Hidayat,dr,SpOG 19620925 199003 1 002

7 Amillia Siddiq, dr., MSi., SpOG. 19720418 199903 2 0038 Mulyanusa Amarullah Ritonga, dr.,

SpOG., M.Kes.19771024 200912 1 002

4.3.22 Ophthalmology

Head of Department : Dr. Andika Prahasta, dr., SpM(K)., M.Kes.

No Lecturer Name ID Number1 Prof.Dr.Gantira Natadisastra,dr,SpM 19420308 196511 1 001

2 Pandji A.Akbar,dr,SpM 19480527 197302 1 001

3 Izar Aziz,dr.,SPM 1400673094 Loekman

Prawirakoesoema,dr,SpM.M.Kes19470729 197703 1 001

5 Bambang Susetio,dr,SpM 19470214 197503 1 001

6 Arief Sjamsulaksan K.,dr.,SpM,MM 19700727 200003 1 0077 Shanti Fitrianti

Boesoeirie,dr,SpM.M.Kes19770316 200312 2 003

8 R.Angga Kartiwa,dr.,SpM.M.Kes 19780120 200604 1 002

9 Pandji A. Akbar, dr., SpM(K) 19480527 197302 1 001

10 Rova Virgana, dr 19770722 200501 1 002

20

4.3.23 ENT, Head and NeckHead of Department :Dr. Ratna Anggraeni S. Poerwana, dr., SpTHT-KL(K)., M.Kes

No Lecturer Name ID Number1 Prof.Dr.M.Thaufiq S.Boesoirie,dr., SpTHT,

MS.19470529 197403 1 001

2 Prof.Dr.Teti Hendrawati S,dr,SpTHT 19430328 196804 2 001

3 Wijana, dr,SpTHT-KL 19710531 199903 2 002

4 Yussi Afriany Dewi,dr., SpTHT-KL 19750413 200012 2 002

5 Arief Dermawan,dr., SpTHT-KL 19691024 200312 1 001

6 Shinta Fitri Boesoirie,dr, SpTHT-KL 19770316 200312 2 002

7 Denese Marie Samiadi,dr., SpTHT-KL 19770408 200212 2 001

8 Sally Mahdiani, dr. 19780505 200501 2 0039 Agung Dinasti Permana, dr., M.Kes.,

SpTHT-KL19760208 200812 1 002

4.3.24 Teeth and StomatologyHead of Department : Etty Sofia M.A., drg., SpKGA.


1 Marlianti Hidayat, drg., M.H.Kes 19601117 198701 2 001

4.3.25 ForensicHead of Department : Noorman Heryadi, dr., SpPF, SH

No Lecturer Name ID Number1 Noorman Heryadi,dr,SpPF,SH. 19520906 198403 1 002

2 Dr. Yoni Fuadah S,dr,M.Si., DFM 19700603 199703 2 010

3 Chevi Sayusman,dr. 19750916 200312 1 002

4 Susanto,dr 19750914 200604 1 001

5 Berlian Isnia Fitrasanti,dr,SIP 19751006 200604 2 001

6 Nita Novita, dr 19771118 200912 2 003

21

4.3.26 Orthopedics

Head of Department : Dr. Nucki Nursjamsi Hidajat, dr., Sp.OT(K)., M.Kes., FICS

No Lecturer Name ID Number1 Prof. Dr.Fachri Ambia Tanjung,dr,SpBO-

K, M,Phil(Orth),FICS19441217 197510 1 001

2 H. De Is M. Rizal Chaidir, dr., SpOT(K)., M.Kes., MMR., FICS

140130942

3 Yoyos Dias Ismiarto, dr., SpOT., M.Kes., FICS

19651202 200501 1 001

4 Fathurachman, dr., SpOT., M.Kes., FICS

19740204 199903 1 004

5 Herry Herman, dr., Ph.D 132169949

4.3.27 Public HealthHead of Department : Dr. Elsa Pudji Setiawati, dr., M.M

No Lecturer Name ID Number1 Dr. Henni Djuhaeni, dr., MARS 19501229 197612 2 0012 Sharon Gondodiputro, dr., MARS.,

M.H19640214 198802 2 001

3 Dr. Ardini S. Raksanagara, dr., MPH 19600521 198803 2 001

4 Dr. Elsa Pudji Setiawati, dr., MM 19610812 198901 2 001

5 Dr. Deni Kurniadi S, dr., DESS 19610128 198806 1 001

6 Guswan Wiwaha, dr., MM 19730822 199903 1 004

7 Irvan Afriandi, dr., Grad.Dipl.OEH 19710417 199702 1 002

8 Kuswandewi Mutyara, dr., M.Sc 19731005 199903 2 002

9 Nita Arisanti, dr., M.Sc.FM 19751225 200501 2 001

10 Pandji Fortuna Hadisoemarto, dr 19790422 200604 1 003

11 Sri Yusnita Irda Sari, dr 19780109 200912 2 002

12 Insi Farisa Desy Arya, dr.,M.Si. 19771214 201012 2 00113 Fedri Ruluwedrata Rinawan,

dr.,M.Sc.,PH19790207201012 1 001

22

4.3.28 Nutrition

Head of Department: Abdullah Firmansah, dr., Sp.GK., M.Kes

No Lecturer Name ID Number1 Dr. Dewi Marhaeni Diah Herawati,

drg.,M.Si.19610220 198903 2 002

2 Abdullah Firmansah, dr., M.Kes., SpGK

19701014 199802 1 001

3 Dr. Gaga Irawan Nugraha, dr., SpGK.,M.Gizi

19740305 200012 1 002

4 Cut Novianty Rachmi, dr., MIPH 19801115 200604 2 001

4.3.29 Physical Medicine and Rehabilitation

Head of Department : Marina A Moeliono, dr., SpRM


1 Tri Damiati Pandji, dr., SpRM 19480425 197803 2 001

2 Vitriana, dr., SpRM 19730602 199903 2 004

4.2.30 Cardiology and Vascular Medicine

Head of Department : Toni Mustahsani Aprami, dr., Sp.PD., Sp.JP

No Lecturer Name ID Number1 Januar Wibawa Martha, dr., M.HA.,

SpPD., SpJP19690107 199601 1 001

2 Mohammad Rizki Akbar, dr., M.Kes., SpJP

19710531 199802 1 001

23

Vision of the ProgrammeTo organize qualified, dignified, independent and society-oriented medical education through a system of effective and efficient governance.

Mission of the Program1. To run best medical education through dynamic academic curricula

development, qualified lecturers and administration staffs.2. To implement SPICES concept in medical education which are;

Student-centred, Problem-based, Community-oriented, Early clinical exposure and Systematic, and produce medical graduates that have ability to compete globally in science and technology.

3. To conduct excellent, multi–disciplinary community-based research with intellectual property rights orientation.

4. To apply good governance and good office management principle for effective and efficient governance.

Learning Objective1. To run the integrated system of medical education in an effect and

effective organization.2. To produce ethical and dignified medical and health graduates and

professionals who are able to compete in the national market and beyond.

3. To encourage and monitor research undertaken by the departments relevant to the educational level.

4. To conduct excellent, multi-disciplinary research at the school with intellectual property rights orientation.

5. To advance relevant infrastructure that support qualified research.6. To disseminate medical sciences and appropriate technologies to the

community.7. To achieve professionalism in dissemination of medical and scientific

technology to the communitu allowing the provision of qualified health services based on good medical practice.

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Curriculum Structure:i. Learning outcome.Graduates from this program should be able to demonstrate the ability:After completion of 6 semester, the student will be able:1. to communicate effectively with patient, family, community, and other

health professionals2. to perform basic clinical skills proficiently at the primary health care

settings3. to apply principles of basic biomedical, clinical, behavioural sciences

and epidemiology in the practice of medical profession4. to manage professionally common health problems at individual,

family and community level in a comprehensive, holistic, and continuous manner within the primary health care (PHC) settings

5. to be ethical, moral & religious professional6. to access, critically appraise and manage medical and health

information to maintain his/her lifelong learning capacity7. to conduct medical/health research to improve his/her

professional task8. to be self-aware, self-care and self-developed professional

ii. Course structureTo achieve the core competencies the curriculum in this program has been structured that basic medical education will be held within seven semesters. Six semesters will be done at Faculty of Medicine Universitas Padjadjaran, and the rest of time until clinical years will be performed at Faculty of Medicine University Kebangsaan Malaysia.

Basically, there are six educational programs offered to achieve core competencies, i.e. Freshmen Semester Program or Fundamentals of Biomedical Sciences (FBS), Biomedical Program (BMP), Clinical Skills Program (CSP), Community Health Oriented Program (CHOP), Community Research Program (CRP), and Bioethics and Humanity Program (BHP).

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To allow both horizontal and vertical integrations, problem is put in the center to be seen from various points of views of the programs.

Semester1 2 3 4 5 6

FBS I(4)

RPS(10) EMS(7)NBS(10)

DMS(8)HIS(8)

CVS(8)RS(7)

GUS(7)GIS(7)

FBS II (4)

CSP I(2)

CSP II(2)

CSP III(2)

CSP IV(2)

CSP V(2)

FBS III(4)

FBS IV(4)

CHOP I(1)

CHOP II(2)

CHOP III(1)

CHOP IV(1)

CHOP V(1)

CHOP VI(2)

CRP I(1)

CRP II(2)

CRP III(1)

CRP IV(1)

CRP V(1)

CRP VI(2)

BHP I(2)

BHP II(3)

BHP III(1)

BHP IV(1)

BHP V(1)

BHP VI(1)

20 19 22 21 20 21Description : ( ) = credit load in semester credit unit FBS = Fundamentals of Biomedical ScienceRPS = Reproductive SystemEMS = Endocrine & Metabolism System NBS = Neurobehavior and Senses SystemDMS = Dermatomusculoskeletal System RS = Respiratory SystemCVS = Cardiovascular System HIS = Hematoimmunology System GUS = Genitourinary SystemGIS = Gastrointestinal System BHP = Bioethics & Humanities Program CHOP = Community Health Oriented Program CRP = Community Research Program CSP = Clinical Skill Program

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EDUCATIONAL PROGRAM

Curriculum structure is built up by a set of educational programs comprehensively to guarantee core competence achievement at the end of the educational process. The aim or goal of each program can be elaborated as follow:

Fundamentals of Biomedical Science is aimed at preparing the students for a high level educational process which requires autonomy and self-directed learning. Besides that, the content of fundamental biomedical sciences will be introduced to become prior knowledge for further educational process.

Biomedical Program has a goal to support the students actively to learn about basic medical sciences through an integrated clinical approach by means of problem-based learning.

Clinical Skills Program is aimed to train the students so that they have clinical skills competencies in line with Biomedical Program.

Community Health Oriented Program is aimed to support the students to learn and apply various basic principles of public health and community medicine.

Community Research Program is aimed at supporting the students to learn and apply various basic principles of research methodology, epidemiology and biostatistics in medical practice.

Bioethics and Humanities Program has the objective to support the students to learn and apply various basic principles of medical ethics, laws and other humanity aspects in medical profession.

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Learning Methods

Related to educational outcomes, various learning methods are used spreading from interactive lecture, tutorial, skills laboratory, medical laboratory, assignment, extramural activity and minor thesis.

Interactive lecture will be mostly provided in the freshmen semester program and the number will be gradually reduced according to educational needs of the students. This kind of activity is rather directed towards facilitating learning and not as away for content transformation.

Tutorial will become the most important part of educational process, as it is the heart of problem-based learning. This activity will be held in a small group with maximal 10 students.

Skills laboratory will be done embedded to the BMP from second semester. Here maximal 10 students will be coached by a trainer.

Medical laboratory will be offered to enhance student’s understanding on particular basic concepts and principles and it will be most relevant to the case discussed during tutorial. It also includes hands-on computer laboratory for CRP.

Assignment will be provided in form of report writing after extramural activities, textbook or journal reading or others to support student insight on particular themes.

Extramural activities will be organized to give more impression and experience for the students in particular aspects either in BHP or CHOP.

Minor Thesis will be provided as obligatory program with elective topics according to the student interests. After conducting research the students have to write scientifically and defend against the examination committee.

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Table Basic Information of Each Course/Module

1 Name of Course/Module : Fundamental of Basic Sciences I

2 Course Code : : C10A.101

3 Semester and Year offered : 1st semester, 1st year

4 Credit Value: 4 SCU

5 Synopsis:

In this module students will learn about the cellular function as a basic to the next module. It will deal with the molecules in terms of bio-molecule types, their reaction and bioenergetics. In terms of vertical and horizontal integration (between modules in similar years and between years), this module will also address relevant issues of community health, research programs and bioethics into week theme. The allotted time will be four weeks.

To achieve the course learning outcomes several learning opportunities are provided such as mini lecture, case-based tutorial, laboratory activity for biomedical science and computer skills, skills laboratory, class discussion and seminar, as well as extramural activities.

6 Learning outcome:

After finishing this module the student should be able to describe the basic principle of:

a. Human Biology & Medicineb. Biomoleculesc. Biochemical reactiond. Bioenergetics

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1 Name of Course/Module : Fundamental of Basic Sciences II




5 Synopsis

Fundamentals of Biomedical Sciences II will deal with the human life from gene to body design. Hierarchy of organism will be elucidated from gene, cellular life, basic tissue and general body design. In term of vertical and horizontal integration, this module will also address relevant issue of community health, research program and bioethics tighten into week theme. The allotted time will be four weeks. To achieve course learning outcomes several learning opportunities are provided such as mini lecture, case-based tutorial, laboratory activity for biomedical science and computer skills, skills laboratory, class discussion and seminar, as well as extramural activities.

6 Learning outcome

At the end of learning process in Fundamental of Biomedical Science 2, the student will competence to describe the relevant basic biomedical sciences in term of human genetic, early embryonic development, cellular life, basic tissue and general body design to the pertinent case, applying relevant public health issues, epidemiology and ethical issue such as determinant of health, health risk, human variability, measurement, literature searching and ethics in the world of Medicine, performing communication skills in a formal scientific meeting in the group and in the class.

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1 Name of Course/Module : Fundamental of Basic Sciences III




5 Synopsis:

Fundamentals of Biomedical Sciences III will deal with the agents of disease and mechanism of the disease. Agent of the disease can be physical, chemical and infectious agent (pathogen). Interaction of human body and pathogen will lead to disturbance of normal function. Mechanism of disease will be discussed particularly about the cellular injury, infection-inflammation, hemodynamic disorders and neoplasm. In term of vertical and horizontal integration, this module will also address relevant issue of community health, research program and bioethics tighten into week theme. The allotted time will be four weeks.

To achieve course learning outcomes several learning opportunities are provided such as mini lecture, case-based tutorial, laboratory activity for biomedical science and computer skills, skills laboratory, class discussion and seminar, as well as extramural activities.

6 Learning outcome:

At the end of learning process in Fundamental of Biomedical Science 3, the student will be able to describe the relevant basic biomedical sciences in term infectious agent and basic pathology to the pertinent case, relevant public health issues, epidemiology and ethical issues such as prevention and control of communicable diseases, SPSS, epidemiologic measurements and philosophy of science and performing communication skills in a formal scientific meeting in the group and in the class.

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1 Name of Course/Module : Fundamental of Basic Sciences IV




5 Synopsis

Fundamentals of Biomedical Sciences IV will deal with the basic diagnostic tools (laboratory examination and sampling management) and principle of pharmacology management in the clinical setting. In term of vertical and horizontal integration, this module will also address relevant issue of community health, research program and bioethics tighten into week theme. The allotted time will be four weeks.

To achieve course learning outcomes several learning opportunities are provided such as mini lecture, case-based tutorial, laboratory activity for biomedical science and computer skills, skills laboratory, class discussion and seminar, as well as extramural activities.

6 Learning outcome

At the end of learning process in Fundamental of Biomedical Science 4, the student will be able to describe the use of laboratory examination in patient management with blood and other specimen. The student also expected to be able to describe basic principle of pharmacology and therapy. Similar with other modules, in this module the fundamental basic science is learned the pertinent case, relevant public health issues, epidemiology and ethical issue such as prevention and control of non-communicable disease, descriptive statistics, Epi-Info and ethical guidelines on biomedical research to the pertinent case and performing communication skills in a formal scientific meeting in the group and in the class.

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1. Name of Course/Module : Bioethics and Humanities Program I (BHP I)

2. Course Code : C10A.106

3. Semester and year offered : 1st semester, 1st year

4. Credit Value : 2 SCU

5. Synopsis :

Bioethics and humanities program in the first semester of the freshmen year is to give students the basic of bioethics in medical world. Methods used in this first semester mostly interactive lectures that need dominant role of the faculty; although it is suggested to endorse involvement of students as far as possible, to attract the students to express their opinion using their knowledge and conscience as the members of the general society. Lecturers should help students recognize different perspectives of ethical problems and to analyze the reason used in each perspective.

6. Learning outcome :

At the end of this module, students will be able to describe code of ethics of Indonesian Doctors and consideration of ethical aspects in medical world.

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1. Name of Course/Module : CRP I


3. Semester and Year offered : I and 1st year

4. Credit Value : 1

5. Synopsis: This module is designed to provide the students with basic computer skills, especially which related with data analysis such as Microsoft Excel, EpiInfo, SPSS and basic literature searching.

6. Learning outcome:

At the end of learning process in CRP I, the student will have the competence to perform basic computer skills, especially which related with data analysis such as Microsoft Excel, EpiInfo, SPSS and basic literature searching.

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1. Name of Course/Module : Public Health Oriented Program I


3. Semester and Year offered : First semester, 1st year


5. Synopsis:

This module covers principles and philosophy of public health, the history and development of public health, health system, primary health care, public health laws and ethics. The course was designed to introduce the medical students to various basic principles, concepts and also implementations of public health.


After completing this module, the student should be able to:

1. Desribe the philosophy of public health2. Describe the development of public health3. Describe the history and development of public health

in developing countries4. Explain the health system5. Describe the concept and principles of primary health

care6. Describe public health laws and ethics

Describe the current issues in public health

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1 Name of Course/Module : Reproductive System

2 Course Code : C10A.201-C10A.202

3 Semester and Year offered : 2nd semester, 1st year

4 Credit Value: 10 SCU5 Synopsis

New baby born to the world is an extra ordinary occasion. Only a woman can bear the baby followed by breastfeeding during lactation. A healthy baby delivered normally by a healthy pregnant woman is an ideal picture, which will be the target of medicine of yesterday and tomorrow, respectively. In this module, the invention of many new methods and technologies of fertilization and delivery is given in various problems which also deals with ethical and social issue.As reproductive system also embraces the human life, from a cell to organism level, and from conception into elderly, then the presented system as the first should be very comprehensive and interesting for the students. The complexity and integration of the system also include ethical concepts, public health issue and epidemiological tools using certain statistic methods and research approach.To cope with those facts, we provide a systemic sequence of theme with integrated learning formats provided form lecture, laboratory activity, skills lab, class discussion, extramural activity and the most important also tutorial process as the heart of problem based learning.At end, we finally hope that the students can take the most advantage from this system held within 16 weeks by working hard independent and discuss extensively during structured activity.

6 Learning outcome At the end of this module the students will be able to describe normal structure and function of reproductive system and its pathology.

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1. Name of Course/Module : Bioethics and Humanities Program II


3. Semester and Year offered : 2nd semester, 1st year


5. Synopsis :

As reproductive system also embraces the human life, from a cell to organism level, and from conception into elderly, then the presented system as the first should be very comprehensive and interesting for the students. The complexity and integration of the system also include ethical concepts, public health issues and epidemiological tools using certain statistic methods and research approach.

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At the end of learning process, the students will be able:

- To describe the heterogeneity of perception related to age, gender, sexual orientation, ethnicity, disability and socio-economical status

- To describe and accept the responsibility related to human rights, physical and mental offences and legal procedure

- To analyze, conclude, and describe the ethical aspect in healthcare policy

- To describe the alternatives in facing difficult ethical choices

- To acknowledge the patient’s perspective- To respect the patient’s belief related to the disease- To consider bio-psycho-socio-cultural and local norms

in the process of decision making to provide holistic approach in patient management and to develop professional doctor-patient relationship

- To communicate to other professionals- To give relevant information to the authority or to

become expert witness- To explain how to apply ethical principles in balance in

medical practice- To evaluate ethical and legal issue related to family,

children, and women in the issue of reproduction system

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1. Name of Course/Module : CRP II


3. Semester and Year offered : II and 1st year

4. Credit Value : 2

5. Synopsis:

This module is designed to provide the students with basic knowledge of epidemiology and biostatistics.


At the end of learning process in CRP II, the student will be able to describe the roles of biostatistics and epidemiology in medical (health) research.

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1. Name of Course/Module : Public Health Oriented Program II (Basic Principles of Public Health II)


3. Semester and Year offered : 2nd semester, 1st year


5. Synopsis:

This module covers many issues in public health activity. The course was designed to introduce the medical students to various basic principles, concepts and also implementations of public health



1. Explain the concept of community empowerment 2. Describe the clean/ hygienic and healthy behaviours 3. Explain the tobacco control program 4. Explain the problems in community nutrition 5. Explain the prevention for HIV/AIDS 6. Explain the disaster management

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1. Name of Course/Module : Clinical Skills Program I


3. Semester and Year offered : second semester, first year


5. Synopsis :

This module gives student opportunity to train and observe some

basic clinical skills needed for their future. Every student has

chance to observe and practice twice in every title. It will give in-

depth understanding about the rationale of these clinical skills.

The topic is inline with the biomedical program so student has

experience to learn integrated related to reproductive system.

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6. Learning outcome:After completing this module, student will be able to:

1. demonstrate interview due to information gathering of standardized patient

2. demonstrate aseptic and antiseptic techniques

3. demonstrate vital sign measurement of standardized patient

4. demonstrate history taking and physical examination of obstetric and gynaecology to the model

5. demonstrate history taking and physical examination of dermatovenereology to the model

6. observe and tries to repeat the neonatal rescucitation to the model

7. demonstrate assesment of gestational age using Ballard /Dubowitz score to the model

8. demonstrate infant anthropometric measurement to the model

9. observe and tries to repeat the cold chain and giving immunization using the model

10. observe and tries to repeat breast examination using the model

11. observe and tries to repeat pap’s smear using the model

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1 Name of Course/Module : Endocrine and Metabolism System

2 Course Code : C10A.109

3 Semester and Year offered : 1st semester, 2nd year


5 Synopsis

As endocrine system also embraces the human life, from a cell to organism level and from infant to elderly, then the presented system as the first should be very comprehensive and interesting for students. The complexity and integration of the system also include ethical concepts, public health issue and epidemiological tools using certain statistic methods and research approach.

To cope with those facts, we provide a systematic sequence of theme with integrated leaning formats provided form lecture, laboratory activity, skills lab, class discussion, extramural activities and the most important also tutorial process as the heart of problem based learning.

At end, we finally hope than the student can take the most advantage from this system held within 6 weeks by working hard independently and discuss extensively during structured activity.

6 Learning outcomeAt the end of this module, the students will get the competence to describe anatomy, histology and physiology of endocrine glands and its pathologic conditions, to apply laboratory measurements in management of endocrinologic disorders and to evaluate drugs used in the treatment of endocrinologic disorders.

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1 Name of Course/Module : Neurobehavior and Special Senses System


3 Semester and Year offered : 1st semester, 2nd year


5 Synopsis

The neurobehavior and Senses System (NBSS) incorporate knowledge and skills about nerves, brain, mind, and special senses which form the essence of what defines us as human beings. To understand each structure and its working is to understand ourselves.

There are ten trigger cases that reflect each part of the NBSS, those are: Myeloradiculopathy and Somatoform disorder (peripheral nerves and sensory function), Hearing loss and vertigo (the ear and equillibrium), Decreased visual activity (the eye), Stroke (the cerebral blood flows and metabolism), Alzheimer disease and Dementia (the cerebral cortex), Mood disorder and Personality disorder (the limbic system), Epilepsy and Schizophrenia (brain activities and brain waves), Tetanus and Anxiety disorder (the autonomous nerves system), Meningitis (the protective layer, CSF, and motor function), and Cerebral Palsy with Mental Retardation (child neurobehavior).

As neurobehavior system also embraces the human life, from a cell to organism level and from infant to elderly, then the presented system as the first should be very comprehensive and interesting for students. The complexity and integration of the system also include ethical concepts, public health issue and epidemiological tools using certain statistic methods and research approach.

44



6 Learning outcome

At the end of this module, the students will get the competence to describe anatomy, histology and physiology of the nervous system and its pathologic conditions, to apply laboratory measurements in management of neurologic disorders and to evaluate drugs used in the treatment of neurologic disorders.

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46

1. Name of Course/Module : Bioethics and Humanities Program III


3. Semester and Year offered : 3rd semester, 2nd year


5. Synopsis :

As endocrine and neurobehavioral system also embraces the human life, from a cell to organism level, and from conception into elderly, then the presented system as the first should be very comprehensive and interesting for the students. The complexity and integration of the system also include ethical concepts. This module is to give student knowledge and understanding about these problems.


At the end of this module, student will be able to describe about ethical problems related to the concept quality of life, end of life, decision making in vulnerable group, and life support technology especially related to endocrine & metabolism and neurobehaviour system.

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1. Name of Course/Module : CRP III


3. Semester and Year offered : III and 2nd year

4. Credit Value : 1

5. Synopsis:

This module is designed to provide the students with basic knowledge of epidemiology and biostatistics focused on designing medical/health research.


At the end of learning process in CRP III, the students should be able to describe and apply the principle of basic epidemiology.

48

1. Name of Course/Module : Public Health Oriented Program III (Environmental Health)


3. Semester and Year offered : 3rd semester, 2nd year


5. Synopsis :

This module covers issues in the environmental health and designed to develop an awareness and understanding of concept in environmental health.



1. Explain the relationship between environment and health2. Explain the nature of environmental health hazards 3. Describe the workplace hazards4. Explain the effect of water and wastewater to health5. Explain the relationship between air and human health6. Explain the food hygiene and sanitation7. Explain the housing, residential and public facilities

sanitation

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1. Name of Course/Module : Clinical Skill’s Program II


3. Semester and Year offered : 3rd semester/ 2nd year


5. Synopsis :

The aims of this module to provide student experience and train their basic clinical skills thta inline with biomedical program (endocrine andneurobehaviour system) and requirement as their future as a medical doctor. They will gain enough opportunity to train their communication skills through history taking skills of the endocrine disorder and even psychiatric setting. They also gain training in some spesific physical examination that important for diagnostic.

50


After completing this module, student will be able to:

a. demonstrate pediatric anthropometric measurement using model

b. demonstrate how to apply Tanner method using model

c. demonstrate history taking and physical examination related to thyroid to standardized patient

d. demonstrate history taking and physical examination related to diabetes mellitus to standardized patient

e. Observe and tries to repeat diabetic foot careusing the models

f. Demonstrate how to use PEDS questionnaireg. Demonstrate cranial nerve examination,

motoric and sensoric examination and primitive reflex, coordination test on model

h. demonstrate to do eye examination on modeli. demonstrate how to apply MMSE and GCS on

model with specific casej. observe and tries to repeat psychiatric

examination using standardized patientk. Observe and tries to repeat basic life support

using the model

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1 Name of Course/Module : Dermatomusculoskeletal System2 Course Code : : C10A.2073 Semester and Year offered : 2nd semester, 2nd year4 Credit Value: 8 SCU5 Synopsis

Dermatomusculoskeletal system is one of supporting and maintenance system. The students will learn about protective and regulatory function of the skin and its appendages related to structural abnormalities due to various disease mechanism processes.Following the skin, other structures underneath will be covered, such as muscle and bone (including teeth). Systematically, musculoskeletal system will be elucidated according to the regions in head and neck, spine, upper and lower limbs. As dermatomusculoskeletal system also embraces the human life, from a cell to organism level and from infant to elderly, then the presented system as the first should be very comprehensive and interesting for students. The complexity and integration of the system also include ethical concepts, public health issue and epidemiological tools using certain statistic methods and research approach.To cope with those facts, we provide a systematic sequence of theme with integrated leaning formats provided form lecture, laboratory activity, skills lab, class discussion, extramural activities and the most important also tutorial process as the heart of problem based learning.At end, we finally hope than the student can take the most advantage from this system held within 8 weeks by working hard independently and discuss extensively during structured activity.

6 Learning outcomeAfter finishing this module, the students should be able to:1. Describe Embryology of the skin and adnexaExplain Structure of the skin and adnexaDescribe Functions of the skin and adnexa

52

2. Explain tiology microorganism of the acneExplain risk factor of the acne Describe pathogenesis and pathophysiology of the acne Describe complication 3. Describe principle diagnosis of the acneExplain Management of the acneDescribe prognostic of the acne4. Describe preventive, promotive and rehabilitative aspect of

the acneDescribe list of problem of the acne5. Explain embryology teeth, head and neck regionDescribe structure teeth, head and neck region6. Describe etiology microorganism related, risk factor,

pathogenesis, pathophysiology and complication of the phlegmon

7. Describe diagnostic, management and prognostic of the phlegmon

8. Explain preventive, promotive and rehabilitative aspect of the phlegmon

9. Describe list of problem of the phlegmon10.Explain embryology , structure,function of the skin and

muscle11.Describe etiology microorganism related, risk factor,

pathogenesis, pathophysiology and complication of the burn

12.Describe diagnostic, management and prognostic of the burn

Explain preventive, promotive and rehabilitative aspect of the burn

13.Describe list of problem of the burn14.Explain embryology of head especially lip and palateExplain structure,function of the lip and palet15.Describe etiology microorganism related, risk factor,

pathogenesis, pathophysiology and complication of the cleft lip and palate

16.Describe diagnostic, management and prognostic of the

53

cleft lip and palateExplain preventive, promotive and rehabilitative aspect of cleft

lip and palate17.Describe list of problem of the cleft lip and palate18.Describe embryology, anatomy, hystology of the muscle

and nerveExplain structure,function of muscle and nerve 19.Describe etiology microorganism related, risk factor, and

complication of the post polioExplain pathogenesis, pathophysiology of the post polio20.Describe diagnostic, management and prognostic of the

post polioExplain preventive, promotive and rehabilitative aspect of post

polio21.Describe list of problem of the post polio22.Describe embryology, anatomy, hystology of the axial

skelatonExplain structure,function of the axial skelaton 23.Describe etiology microorganism related, risk factor, and

complication of the SpondylitisExplain pathogenesis, pathophysiology of the Spondylitis24.Describe diagnostic, management and prognostic of the

SpondylitisExplain preventive, promotive and rehabilitative aspect of the

Spondylitis 25.Describe list of problem of the Spondylitis26.Describe embryology, anatomy, hystology of the appendic

culareExplain structure,function of the Multiple Fracture 27.Describe etiology microorganism related, risk factor, and

complication of the Multiple FractureExplain pathogenesis, pathophysiology of the Multiple Fracture28.Describe diagnostic, management and prognostic of the

Multiple Fracture Explain preventive, promotive and rehabilitative aspect of the

Multiple Fracture 29.Describe list of problem of the Multiple fracture

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30.Explain structure,function of the joint31.Describe etiology microorganism related, risk factor, and

complication of the Shoulder Dislocation Explain pathogenesis, pathophysiology of the Shoulder

DislocationDescribe diagnostic, management and prognostic of the Shoulder Dislocation Explain

1 Name of Course/Module: Hematoimmunology system


3 Semester and Year offered : 2nd semester, 2nd year


5 Synopsis

Hematoimmunology system is composed of blood and lymphoid tissue. Blood itself shows ability and function performed by its blood cells (erythrocytes, leucocytes and thrombocytes) and also other constituent solute in the blood (coagulating factors, complement system etc). Lymphoid tissue is the place where it is involved in the life cycle of blood cellular component. Besides, it is very important for maturation process. A systematic concept on hematoimmunology system is done initiated with erythrocyte function for carrying oxygen. It is followed with the leucocyte function abrupted by the neoplastic process. Another blood component such as thrombocyte and other factors contributing to the hemostasis will be covered subsequently. The rest of the module will then deal with immunology such as immunity, hypersensitivity, autoimmunity and immunodeficiency.

As hematoimmunology system also embraces the human life, from a cell to organism level and from infant to elderly, then the presented system as the first should be very comprehensive

55

and interesting for students. The complexity and integration of the system also include ethical concepts, public health issue and epidemiological tools using certain statistic methods and research approach.



6 Learning outcomeTo have knowledge, understand and apply the principle of:

1. Describe hematopoisesExplain structure,function of the red blood cellExplain regulation metabolism of the hemoglobin

2. Describe etiology microorganism related, risk factor, and complication of the Iron Deficiency AnemiaExplain pathogenesis, pathophysiology of the Iron Deficiency AnemiaDescribe Clafication Anemia

3. Describe diagnostic, management and prognostic of the Iron Deficiency Anemia

4. Explain preventive, promotive and rehabilitative aspect Iron Deficiency Anemia

5. Describe list of problem of the Iron Deficiency Anemia6. Explain structure,function of the white blood cell 7. Describe etiology , risk factor, and complication of the

Acute Myeloblastic LeucemiaDescribe classification of leucemia

8. Describe diagnostic, management and prognostic of

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the Acute Myeloblastic Leucemia9. Explain preventive, promotive and rehabilitative

aspect of the Acute Myeloblastic Leucemia10. Describe list of problem of the Acute Myeloblastic

Leucemia11. Describe etiology , risk factor, and complication of the

Acute Myeloblastic LeucemiaDescribe classification of leucemia

12. Describe diagnostic, management and prognostic of the Acute Myeloblastic Leucemia

13. Explain preventive, promotive and rehabilitative aspect of the Acute Myeloblastic Leucemia

14. Describe list of problem of the Acute Myeloblastic

Leucemia15. Explain structure,function of the thrombosit16. Describe etiology , risk factor, and complication of ITP

Describe classification of bleedingDescribe coagulation factors

17. Describe diagnostic, management and prognostic of the ITP

18. Explain preventive, promotive and rehabilitative aspect of the ITP

19. Describe list of problem of the ITP20. Explain structure,function of the thrombosit21. Describe etiology microorganism related , risk factor,

and complication of DHFDescribe classification of dengue

22. Describe diagnostic, management and prognostic of the DHF

23. Explain preventive, promotive and rehabilitative aspect of the DHF

24. Describe list of problem of the DHF25. Describe etiology microorganism related , risk factor,

and complication of HIV/AIDSDescribe Clasification of Lymphoma

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26. Describe diagnostic, management and prognostic of the HIV/AIDS

27. Explain preventive, promotive and rehabilitative aspect of the HIV/AIDS

28. Describe list of problem of the HIV/AIDS29. Describe etiology microorganism related , risk factor,

and complication of HIV/AIDSDescribe Clasification of Lymphoma

30. Describe diagnostic, management and prognostic of the HIV/AIDS

31. Explain preventive, promotive and rehabilitative aspect of the HIV/AIDS

32. Describe list of problem of the HIV/AIDS33. Explain structure,function of the cardiovascular system34. Describe etiology , risk factor, and complication of the

Anaphylactic shock35. Describe diagnostic, management and prognostic of

the Anaphylactic shock36. Explain preventive, promotive and rehabilitative

aspect of the Anaphylactic shock 37. Describe list of problem of the Anaphylactic shock38. Explain structure,function of the immunesystem39. Describe etiology , risk factor, and complication of the

SLE40. Describe diagnostic, management and prognostic of

the SLE41. Explain preventive, promotive and rehabilitative

aspect of the SLE42. Describe list of problem of the SLE

1. Name of Course/Module : Bioethics and Humanities Program IV


3. Semester and Year offered : 4th semester, 2nd year

58


5. Synopsis :

As dermato musculoskeletal and hematoimmuno also embraces the human life, from a cell to organism level, and from conception into elderly, then the presented system as the first should be very comprehensive and interesting for the students. The complexity and integration of the system also include ethical concepts. This module is to give student knowledge and understanding about these problems and also enhance knowledge about medical nowadays

6 Learning outcome :

At the end of this module, student will be able to describe about ethical problems related to the concept mistake, HIV/AIDS, epidemics, and international cooperation in medical research especially related to dermatomusculoskeletal and hematoimmunology system.

1. Name of Course/Module : CRP IV


3. Semester and Year offered : IV and 2nd year

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4. Credit Value : 1

5. Synopsis:

This module is designed to provide the students with basic knowledge of epidemiology and biostatistics focused on applying statistical concepts in medical/health research.


At the end of learning process in CRP IV, the students should be able to describe and apply the principle of basic epidemiology and biostatistics.

1 Name of Course/Module : Public Health Oriented Program IV (Occupational Health)


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3 Semester and Year offered : 4th semester, 2nd year

4 Credit Value : 1 SCU

5 Synopsis :

This module covers issues in occupational health including the regulation for occupational health. This module was designed to raise an understanding about similarities and differences between environmental health and occupational diseases.

6 Learning outcome:


1. Describe water disposal and hospital waste.2. Describe vector controls .3. Describe environmental exposures and controls.4. Explain transboundary and global ecological health

concern.5. Explain occupational health, occupational diseases and

occupational related diseases.6. Explain health care facilities based infections.7. Understand ergonomic and accidents.8. Describe regulation and control in occupational health

and safety.9. Explain the application of occupational health and safety

in several occupational environment and aspect .

1. Name of Course/Module : Clinical Skill’s Program III


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3. Semester and Year offered : fourth semester, second year


5. Synopsis :

This module gives student opportunity to train and observe some basic clinical skills needed for their future. Every student has chance to observe and practice twice in every title. It will give in-depth understanding about the rationale of these clinical skills. The topic is inline with the biomedical program so student has experience to learn integrated related to reproductive system.

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a. Demonstrate how to do history taking related to dermatology cases to standardized patients

b. Demonstrate how to do physical examination related to dermatology cases using model

c. Observe and tries to repeat instrument setting, knotting, wound care and dressing using model

d. Demonstrate how to do ENT history taking and physical examination using model

e. Observe and tries to repeat local anesthesia and suturing using model

f. Observe and tries to repeat local fixation and debridement using model

g. Demonstrate to do physical examination on spine using spine

h. Demonstrate how to do hematology history taking and physical examination using standardized patient and model

i. Observe and tries to repeat Sahli measurementj. Observe and tries to repeat blood smear preparation,

WBC and Differential countk. Demonstrate how to do allergy-immunology history

taking and physical examination using standardized patient and model

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1 Name of Course/Module: Cardiovascular System2 Course Code: C10A.1163 Semester and Year offered: semester 5th, 3rd year4 Credit Value: 8 SCU5 Synopsis:

In this module students will learn about the embryology, structure and function of cardiovascular system integratedly, triggered by related pathological proccess. The complexity and integration of the system also include ethical concepts, public health issues and epidemiological tools using certain statistic methods and research approach.

To cope with those facts, we provide a systematic sequence of theme with integrated learning formats provided from lectures, laboratory activities, clinical skills laboratories, class discussions, extramural activities and the most important is tutorial process as the heart of problem based learning.

6 Learning outcome:After finished this module the students should be able to described embryology, anatomy, histology, physiology and pathology of cardiovascular system, and able to apply all of this concepts to clinical conditions. These include:

a. Cardiac conduction and rhythm b. Endocardiumc. Myocardium and pumping actiond. Pericardiume. Cardiac valvesf. Coronary artery circulationg. Embryology of the hearth. Structure and function of blood and lymph vessels

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1 Name of Course/Module : Respiratory System


3 Semester and Year offered : semester 5th, 3rd year


5 Synopsis:

In this module students will learned about the structure and function of respiratory system integratedly, triggered by related pathological proccess. The complexity and integration of the system also include ethical concepts, public health issue and epidemiological tools using certain statistic methods and research approach.

6 Learning outcome:

After finish this module the student should be able to understand the basic principle of the whole concept of basic to clinical respiratory system and its application, including:

e. Ear, nose, sinuses, physiology of nose, ear, paranasal sinuses and mechanism of hearing

f. Larynx, pharynx, voice formation and functions of respiratory passageways

g. Bronchus, Bronchiolus and lung respiratory volumesh. Lung Parenchym, physiology of diffusion O2 and CO2 through

respiratory membrane, and alveolar ventilation perfusion ratio.

i. Pleura, Thorax Cavity, physiology about fluid in the pleural cavity, pleural pressure, its changes during ventilation and effect of the thoracic cage on lung expansibility

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1. Name of Course/Module : Bioethics and Humanities Program V


3. Semester and Year offered : 5th semester, 3rd year


5. Synopsis :

As cardiovascular and respiratory also embraces the human life, from a cell to organism level, and from conception into elderly, then the presented system as the first should be very comprehensive and interesting for the students. The complexity and integration of the system also include ethical concepts. This module is to give student knowledge and understanding about these problems and also understand about dilemmas regarding to health care and insurance system.


At the end of this module, student will be able to describe about ethical problems related to the concept of accessibility and affordability in health care, multidisciplinary team issues, neglected disease, and distributive justice especially related to cardiovascular and srespiratory system.

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1. Name of Course/Module : CRP V


3. Semester and Year offered : V and 3rd year

4. Credit Value : 1

5. Synopsis:

This module is designed to provide the students with basic principle of clinical epidemiology and to build their competence in applying evidence-based medicine for their future clinical practice.


At the end of learning process in CRP V, the students should be able to describe and apply the principle of basic clinical epidemiology and evidence-based medicine

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1 Name of Course/Module : Public Health Oriented Program V (Health Service Management)


3 Semester and Year offered : 5th semester, 3rd year


5 Synopsis :

Management has been defined as the process of getting things done through and with people. It is planning and directing of effort, the organizing and employing of resources to accomplish some predetermined objective. This course will cover the basic function of management. The student will be encourage to evaluate and set up the program

6 Learning outcome:


1. Explain the management function2. Explain human resource management3. Describe the medical record and health information

system4. Set up the program5. Explain the issues in health service management

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1. Name of Course/Module : Clinical Skill’s Program IV


3. Semester and Year offered : fifth semester, third year


5. Synopsis :

This module gives student opportunity to train and observe some basic clinical skills needed for their future. Every student has chance to observe and practice twice in every title. It will give in-depth understanding about the rationale of these clinical skills. The topic is inline with the biomedical program so student has experience to learn integrated related to cardiovascular and respiratory system.



a. Demonstrate how to do cardiac history taking and physical examination using standardized patient/model

b. Demonstrate how to read and interpret ECGc. Demonstrate how to do physical examination on arteries

and veins using modeld. Observe and tries to repeat pediatric emergency

procedures using modele. Demonstrate to do history taking and lung physical

examination using standardized patient/modelf. Observe and tries to repeat anterior nasal packing using

modelg. Observe and tries to repeat oxygen therapy using modelh. Observe and tries to repeat needle thoracostomy and

Heimlich maneuver using modeli. Observe and tries to repeat tuberculin test using modelj. Perform Ziehl Nielsen staining

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1 Name of Course/Module : Gastrointestinal system


3 Semester and Year offered : preclinical phase in 6th semesters , 3rd year program


5 Synopsis:

In this module students will learned about structure and function of Gastrointestinal system integratedly, triggered by related pathological proccess.

6 Learning outcome:

After finish this module the students should be able to describe anatomy, histology, physiology and basic pathology of

70

gastrointestinal system, and able to apply all of this concepts to the clinical conditions. These include:

1. Structure and function of upper gastrointestinal tract 2. Structure and function of the liver 3. Structure and function of bile pouch and the pancreas4. Structure and function of small and large intestine5. Structure and function of the appendix6. Structure and function of rectum and anal canal7. Basic pathology of gastrointestinal system8. Nutritional management in gastrointestinal disorders

1 Name of Course/Module : Genitourinary system


3 Semester and Year offered : preclinical phase in 6th semesters , Third Year Program


5 Synopsis:

In this module students will learn about the embryology, structure and function of Genitourinary system integratedly, triggered by related pathological proccess.

6 Learning outcome:

After finished this module, the students should be able to describe

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anatomy, histology, physiology and basic pathology of genitourinary system, and able to apply all of this concepts to clinical situations. These include:

a. Structure and function of genitourinary tractb. Glomerular filtration ratec. The nephrond. The renal tubule\ar system e. Physiology of acid-base balance and its disordersf. Blood pressure regulation and its disorders

1. Name of Course/Module : Bioethics and Humanities Program VI


3. Semester and Year offered : 6th semester, 3rd year


5. Synopsis : This is the final module that student get at FMUP, so the program give the students opportunity to collaborate all the previous module to answer this BHP VI module

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To support the students to learn and apply various basic principles of medical ethics, laws and other humanity aspects in medical profession especially related to gastrointestinal and genitourinary system.

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1 Name of Course/Module : Public Health Oriented Program VI (Health Service Management)


3 Semester and Year offered : 6th semester, 3rd year


5 Synopsis :

Management has been defined as the process of getting things done through and with people. It is planning and directing of effort, the organizing and employing of resources to accomplish some predetermined objective. This course will cover the basic function of management. The student will be encourage to evaluate and set up the program.

6 Learning outcome:


1. Explain the health economic2. Explain health care finance3. Understand the logistic in health service4. Explain health care quality5. Explain hospital management system

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1. Name of Course/Module : CRP VI


3. Semester and Year offered : VI and 3rd year

4. Credit Value : 2

5. Synopsis:

This module is designed to build student’s competence on designing, conducting medical/ health research and communicating their research findings in biomedical society.


At the end of learning process in CRP VI, the students should be able to understand and apply the principle of basic epidemiology and biostatistics.

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1. Name of Course/Module : Clinical Skill’s Program V


3. Semester and Year offered : sixth semester, third year


5. Synopsis :

This module gives student opportunity to train and observe some basic clinical skills needed for their future. Every student has chance to observe and practice twice in every title. It will give in-depth understanding about the rationale of these clinical skills. The topic is inline with the biomedical program so student has experience to learn integrated related to gastrointestinal and genitourinary system.

6. Learning outcome: After completing this module, student will be able to:

a. Demonstrate how to do genitourinary history taking and physical examination using standardized patient and model

b. Demonstrate how to do jaundice history taking and physical examination using standardized patient and model

c. Demonstrate how to do gastrointestinal cases history taking and physical examination using standardized patient and model

d. Observe and tries to repeat genitourinary diagnosis and theurapeutic procedures using model

e. Observe and tries to repeat circumcision using modelf. Observe and tries to repeat NGT using modelg. Observe and tries to repeat IV line using modelh. Demonstrate how to do breastfeeding counselling

standardized patient and using modeli. Perform Gram staining procedures

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4. Appendix

i. Student assessment:

Type of the examinationIn line with the learning methods used, various type of student examination will be adopted.

The most prominent examination is written examination. It can be further divided into Multiple Choice Questions (A- one best answer and R-type Extended Matching Questions), and Modified Essay Questions. Written Report is a must for the students after extramural activities or research experimentation.

In addition, oral examination in form of Objective Structured Oral Case Analysis (OSOCA) will be done to evaluate clinical reasoning or critical thinking based on case presentation.

Practical examination will also be provided in form of Objective Structured Clinical Examination (OSCE), Objective Structured Practical Examination (OSPE) or hands-on computer laboratory examination.

The following table describes the relation of the educational program and selected type of examination.

Program MCQ Essay OralPractical

ExamWritten Report

FBS √ √

BMP √ √

CSP √

CHOP √ √ √

CRP √ √ √ √

BHP √ √ √In addition, to evaluate attitude and behavior of the students the portfolio will be established and evaluated by the tutors.

77

Time schedule of the examinationExamination will be organized twice in one semester (every 8 weeks). Particularly at the end of every semester there will be a comprehensive examination. To give the feedback for the students about the educational progress, a formative test will be implemented in every 2 weeks.

Weighing and Grading SystemTaken into consideration various types of assessment used for each program, to achieve final mark there should be weighing and subsequently

grading system. Weighing of each program can be illustrated using the following table (in percentage):

ProgramMid-term

FinalComprehensive

OSOCAPractical

ExamOthers

FBS 40 20 40BMP 40 20 40CSP 100

CHOP 25/20 25/20 25/20 25/20 0/20CRP 25/20 25/20 25/20 25/20 0/20BHP 25/20 25/20 25/20 25/20 0/20

In particular for Minor Thesis, its weighing is 60% for supervision and 40% for oral examination.After final mark has been calculated from various assessment formats used, the pass mark will be set up using criterion reference.Pass mark for all type of examination is C, except for OSCE is A.Grading System

Raw Score Grading Letter Grading Mark

80 – 100 A 4.00

76 – 79 B++ 3.50

72 – 75 B+ 3.25

68 – 71 B 3.00

64 – 67 C++ 2.75

60 – 63 C+ 2.50

56 – 59 C 2.00

78

45 – 55 D 1.00

< 45 E 0

Remedial ExaminationRemedial examination is obligatory for the students who get D or E. The students with C or above can still take the remedial examination to improve their mark. However, it is restricted to 4 courses. Only the best results will be considered, except for OSOCA with maximal C mark. Remedial examination for OSCE is only for particular stations in which the students fail. Remedial examination for OSOCA and OSCE will be done directly after first attempt, while the remedial for MDE will be conducted at the end of the year after first judicium. If the students do not attend without permission on the examination day they will directly be penalized with E mark.

JudiciumJudicium is aimed at evaluating the educational progress of the students. It consists of two phases:1. First Judicium

In this judicium the students will know the academic progress to be used for remedial strategy.

2. Second JudiciumIn this phase the decision about promotion, drop-out or graduation will be taken.

Promotion CriteriaThe students deserve to get promotion if they fulfill the minimum requirements for all programs. They include no E for all subjects, and cumulative D credits not exceeding 20%.

Drop-out penaltyIf the students can not fulfill the promotion criteria twice in consecutive years, they will be threat with Drop-out penalty by the University.Graduation CriteriaThe students are considered to have accomplished Bachelor in Medicine Program if they have fulfilled all requirements as follow:

1. Minimum CGPA of 2.5.79

2. Pass in all subjects within 12 semesters.3. Fulfill all administrative requirements at the Faculty/University.

ii. Learning Resources

Primary references and further readings

1. Moore KL and Persaud TVN. The Developing Human. Clinically Oriented Embryology. 6th Edition. Elsevier Saunders. 2003.

2. Murray RK, Granner DK, Mayes PA, et al., Harper’s Biochemistry, 26th Ed., Mc Graw Hill, Lange Medical Books, 2003

3. Devlin MT, Textbook of Biochemistry with Clinical Correlations, 5th Ed. Willey Liss, 2002

4. Shils, ME, Olson, J.A., Shike, M, Ross, AC, Modern Nutrition in Health and Disease, 10th Ed., Lea&Febriger, Philadephia, 2005.

5. Moore KL and Dalley AF. Clinically Oriented Anatomy. 5th Edition. Lippincott Williams & Wilkins. 2006.

6. Junqueira and Carnaero, Basic histology 10th Ed.the Mac Graw Hills.Companies Inc., 2003.

7. Guyton and Hall. Textbook of Medical physiology 11th ed. Elsevier Saunders.2006.

8. Brooks, Butel, Morse, Brooks. Jawetz, Melnick, Adelberg’s Medical Microbiology. 23rd Edition. Mc Graw Hill. 2004.

9. Judith S. Heelan , Frances W. Ingersoll , Essential of Human Parasitology, 1 Ed., Delmar Cengage Learning, 2001.

10. Robin and Cotran, Pathologic Basis of Disease 7th Ed. Elsevier Saunders.2005.

11. Katzung BG. Basic and Clinical Pharmacology. 8th Edition. Lange Medical Books/McGraw-Hill. 2001.

12. Pharmacope Indonesia 13. Breuninger CM, Wittig P; Diagnostics- An A to Z Guide to

Laboratory Tests and Diagnostic Procedures. Springhouse Corp, Pennsylvania. 2001

14. Gaedeke MK, Laboratory and Diagnostic Tests Handbook. Addison-Wesley, The Benjamin/Cummings Publishing Co. 1996.

15. Richard A. McPherson , Matthew R. Pincus, Henry’s Clinical Diagnosis and Management by Laboratory Methods,21 ed. Saunders, 2006.

16. Lynn S. Bickley, Peter G. Szilagyi, Bates' Guide to Physical Examination and History Taking, Lippincott Williams & Wilkins, 2005.

17. Fred A. Mettler, Essentials of Radiology, 2nd Ed, Saunders, 2004.18. Cunningham, et al. Williams Obstetrics. 22nd Edition. McGraw-Hill.

2005.

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19. Emil Novak, Jonathan S. Berek , Novak’s Gynecology, Lippincott Williams & Wilkins, 2002.

20. Dennis L. Kasper, Eugene Braunwald, Anthony S. Fauci, Stephen L. Hauser, Dan L. Longo, Harrison's Principles of Internal Medicine, McGraw-Hill Companies, 2004.

21. Lee Goldman, J. Claude Bennett, Dennis Ausiello, Russell L. Cecil, Cecil Textbook of Medicine, Elsevier Health Sciences, 2003.

22. F. Charles Brunicardi, Seymour I. Schwartz, John G. Hunter, Timothy R. Billiar, Raphael E. Pollock, Schwartz's Principles of Surgery: A Modern Approach, McGraw-Hill Companies, 2004.

23. Nelson Textbook of Pediatrics. 17th edition. Philadelphia: WB Saunders Co., 2004.

24. Adams’s RD, Victor M. Principles of Neurology 7th ed. USA: McGraw-Hill, 2001.

25. Rowland LP. Merrit’s Neurology 11th ed. USA: Lippincott Williams and Willkins,2005.

26. Swaiman KF, Aswhal S, Ferriero DM, Pediatric Neurology, Principles and Practise, 4th edition, Mosby Elsevier, Philadelphia, 2006.

27. Kaplan & Sadock’s; Comprehensive Text Book of Psychiatry, 9th ed.Lippincott Williams,Philadelphia;2006.

28. Kaplan & Sadock’s, Synopsis of Psychiatry, Behavioral Sciences/Clinical Psychiatry,Lippincott Williams&wilkins, 10th

Ed.2007.29. Kerr AG, Groves J. Scott-Brown’s Otolaryngology. Fifth edition.

Butterworths. London. 198730. Vaughn., General Ophthalmology 200531. Greenspan FS, Gardner DG. Basic &Clinical Endocrinology, seventh

edition, McGraw-Hill Companies 2004.32. William D. James, Timothy Berger, Dirk Elston, Andrews' Diseases

of the Skin: Clinical Dermatology, 10 Ed., Saunders, 2005.33. Klaus Wolff, Lowell Goldsmith, Stephen Katz, Barbara Gilchrest,

Amy Paller, David Leffell, Fitzpatrick's Dermatology in General Medicine, 7th Ed., McGraw-Hill, 2007.

34. Walter Greene, Netter's Orthopaedics, 1st Ed., Saunders, 2005.35. Louis Solomon (Author), David J. Warwick (Author), Selvadurai

Nayagam (Author), Apley's Concise System of Orthopaedics and Fractures, 3rd Ed., A Hodder Arnold Publication, 2005.

36. John P. Greer (Editor), John Foerster (Editor), John N. Lukens (Editor), Wintrobe's Clinical Hematology, Lippincott Williams & Wilkins, 2003.

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37. Thao Doan, Roger Melvold , Susan Viselli, Carl Waltenbaugh , Lippincott's Illustrated Reviews: Immunology, Lippincott Williams & Wilkins, 2007.

38. Peter Libby, Robert O. Bonow , Douglas L. Mann, Douglas P. Zipes, Braunwald's Heart Disease: A Textbook of Cardiovascular Medicine, 8th Ed., Saunders, 2007.

39. Victor Chernick, Thomas F. Boat, Robert W. Wilmott, Andrew Bush, Kendig's Disorders of the Respiratory Tract in Children, 7 th Ed., Saunders, 2006.

40. Emil Tanagho, Jack McAninch, Smith’s General Urology, 17 Ed., Mc Graw Hill, 2007.

41. Michael Eddleston, Robert Davidson, Andrew Brent, Robert Wilkinson, Oxford Handbook of Tropical Medicine, 3 ed., Oxford University Press, 2008.

42. Gordon C. Cook, Alimuddin I. Zumla, Manson's Tropical Diseases: Expert Consult, 22nd Ed., Saunders., 2008.

43. Constitution of Republic of Indonesia, Year 1945. 2nd Amendment, 2000.

44. Depkes RI. Pedoman Kerja Puskesmas Jilid I. Jakarta: Depkes RI, 1999, p. 45-48, 151-155

45. Depkes RI. Pedoman Kerja Puskesmas Jilid II. Jakarta: Depkes RI, 1999, p. 167-174

46. Depkes RI. Buku Pedoman Pembinaan Program. Perilaku Hidup Bersih dan Sehat di Tatanan Rumah Tangga. Jakarta: Depkes RI, 1999/2000

47. Depkes RI. Buku Pedoman Pembinaan Program. Perilaku Hidup Bersih dan Sehat di Tatanan Sarana Kesehatan. Jakarta: Depkes RI, 1999/2000

48. Depkes RI. Buku Pedoman Pembinaan Program. Perilaku Hidup Bersih dan Sehat di Tatanan Tempat-tempat Umum. Jakarta: Depkes RI, 1999/2000

49. Depkes RI, Pengembangan dan Penyelenggaraan Poskesdes,200650. Depkes RI, Pedoman Umum Pengelolaan Posyandu,200651. Gostin,Lawrence O., Public health Law, Power,Duty , Restraint,

University of Californis Press, California, 2000.52. Mc Kenzies etal. An Introduction to Community Health , 4th ed.,

Benlett Pub., Canada, 2002.53. Ministry of Health RI. National Health System. Jakarta: MOH, 200454. Lucas & Gilles, Short textbook of Public Health Medicine for the

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http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Michael%20Eddleston

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_4?_encoding=UTF8&search-type=ss&index=books&field-author=Andrew%20Bush

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_4?_encoding=UTF8&search-type=ss&index=books&field-author=Andrew%20Bush

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_3?_encoding=UTF8&search-type=ss&index=books&field-author=Robert%20W.%20Wilmott

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-type=ss&index=books&field-author=Thomas%20F.%20Boat

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Victor%20Chernick

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_4?_encoding=UTF8&search-type=ss&index=books&field-author=Douglas%20P.%20Zipes

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_3?_encoding=UTF8&search-type=ss&index=books&field-author=Douglas%20L.%20Mann

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-type=ss&index=books&field-author=Robert%20O.%20Bonow

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Peter%20Libby

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_4?_encoding=UTF8&search-type=ss&index=books&field-author=Carl%20Waltenbaugh

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_3?_encoding=UTF8&search-type=ss&index=books&field-author=Susan%20Viselli

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-type=ss&index=books&field-author=Roger%20Melvold

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Thao%20Doan

56. Detels R and Breslow L, eds. Oxford Textbook of Public Health, 4th edition. New York: Oxford University Press, 2002.

57. Streefland P and Chabot. J. Implementing Primary Health Care, Experiences since Alma-Ata. 1990

58. A. G. Muninjaya, Manajemen Kesehatan, Edisi Kedua, EGC, 2004.59. Anne Mills, Lucy Gilson, Ekonomi Kesehatan untuk Negara-negara

sedang berkembang, sebuah pengantar, Unit analisa Kebijaksanaan dan Ekonomi Kesehatan Depkes RI, Jakarta, 1990.

60. Azrul Azwar, Pengantar Administrasi Kesehatan, Edisi Ketiga, Binarupa Aksara, 1996.

61. Yassi A, Kjellström T, de Kok T, Guidotti TL. Basic Environmental Health. Chapter 1: Introduction. New York: Oxford University Press, 2001.

62. Joseph LaDou J, ed. Occupational and Environmental Medicine, 2nd

edition. Stamford: Appleton & Lange, 2004.63. Maxcy-Rosenau-Last: Public Health and Preventive Medicine, 14th

edition. London: Prentice-Hall International, 199864. WHO. Foodborne Disease: a Focus for Health Education. Geneva:

World Health Organization, 2000.65. Prüss A, Giroult E, Rushbrook P, eds. Safe Management of Wastes

from Health-care Activities. Geneva: World Health Organization, 1999.66. Levy & Wegman, Occupational Health, Recognizing and

Preventing Work Related Disease. Third Edition. Little Broan and Company, Boston / NewYork/Toronto/London,2006

67. Joseph LaDou, Occupational & Environmental Medicine, Third Edition, Lange, USA,2004

68. Rosenstock, Textbook of Clinical Occupational and Environmental Medicine, Second Edition, Saunders, 2005,

69. WHO, Practical guidelines for infection control in health care facilities, 2003

70. Danggur Kondarus, Keselamatan Kesehatan Kerja, Litbang Danggur & Partners, 2006.

71. Robert D. Hisrich.2005. Entrepreneurship. Sixth edition. McGraw Hill.

72. The Royal Australian College of General Practitioners ‘Green Book’ Project Advisory Committee. Putting prevention into practice. Guidelines for the implementation of prevention in the general practice setting.

73. Young.2003. Management Accounting in Health Care Organizations.

83

74. Woodruff R. Palliative Medicine: Symptomatic and Supportive Care for Patients with Advanced Cancer and AIDS. Third edition. Oxford University Press.

75. Weygandt, Kieso and Kimmel.2005. Accounting Principles, 7Th Edition.

76. Raymond S. Greenberg, Stephen R. Daniels, W. Dana Flanders, John William Eley, John R. Boring, Medical Epidemiology, McGraw-Hill Companies, 2004.

77. World Health Organization, Health Research Methodology, World Health Organization, 2001.

78. Beth Dawson , Robert Trapp, Beth Dawson, Robert Trapp, Basic & Clinical Biostatistics (LANGE Basic Science), McGraw-Hill Medical; 4 edition, 2004.

79. Bonnie Steinbock, The Oxford Handbook of Bioethics, 1st Ed., Oxford University Press, 2007.

80. Marcia A. Lewis, Carol D. Tamparo, Medical Law, Ethics, & Bioethics for the Health Professions, 6th Ed., FA Davis Company, 2007.

iii. Qualification criteria to enter the programIncoming students entering this program should fulfill requirements for studying abroad and later in UKM as mandated by the Directorate of Higher Education Malaysia. First selection of the students is done by MARA for administrative requirements. A list of students from MARA will be further selected based on written examination results (Math, Physics, Chemistry and Biology subjects), personal interview (with interviewer from Unpad and UKM), MMPI (personality test), English Proficiency, and Grade Point Average (GPA).

84

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-type=ss&index=books&field-author=Carol%20D.%20Tamparo

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Marcia%20A.%20Lewis

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Bonnie%20Steinbock

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_4?_encoding=UTF8&search-type=ss&index=books&field-author=Robert%20Trapp

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_3?_encoding=UTF8&search-type=ss&index=books&field-author=Beth%20Dawson

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-type=ss&index=books&field-author=Robert%20Trapp

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Beth%20Dawson

Documents

Twinning - Guidebook for Ukm-unpad Medical Program 2009_ih (v.a5)-Revisi_3!12!2011+Cover