The SERVQUAL instrument is widely used to assess service quality across various sectors; however, its application in specialist medical education remains limited. This study evaluated the educational service quality of the Clinical Pathology Specialist Programme at Hasanuddin University, Indonesia, from the residents’ perspective using the SERVQUAL model. Out of 84 residents, 64 completed thestandardised questionnaire measuring five service dimensions: reliability, assurance, tangibles, responsiveness, and empathy. All dimensions showed negative quality gap scores, indicating that the perceived service fell short of expectations. The largest gap was found in responsiveness, reflecting delays or insufficient support in addressing the residents’ academic needs, whereas the smallest gap appeared in tangibles, suggesting relatively better satisfaction with facilities and staff appearance. The lowest- and highest-rated items were the availability of appropriate reading materials and the professional appearance of the staff, respectively. These findings highlight the need for targeted improvements, particularly in responsiveness and academic support. Persistent negative service gaps may undermine resident satisfaction, learning outcomes, and programme credibility. As postgraduate medical education shifts towards learner-centred, competency-based models, regular assessments using tools such as SERVQUAL are essential for guiding quality improvement, promoting institutional accountability, and supporting the development of competent clinical pathologists in Indonesia.
Master Adaptive Learners (MALs) can adjust their learning strategies to overcome challenges, a key trait for success in complex subjects like anatomy. This study explored the correlation between MAL characteristics—curiosity, motivation, growth mindset, and resilience—and anatomy performance in an active, game-based learning environment. A cross-sectional study was conducted among 246 first-year medical students at Hasanuddin University in 2022. The anatomy course used blended, active learning, and game-based learning methods. MAL traits were measured using validated Indonesian language instruments: the Curiosity and Exploration Inventory-II, Academic Motivation Scale short form, Growth Mindset Scale, and Connor-Davidson Resilience Scale. Anatomy performance was assessed through a comprehensive final exam. Non-parametric Spearman’s rank correlation was applied due to non-normal data distribution. Students achieved a high average score (mean = 76.7, standard deviation (SD) = 16.2). Most MAL traits showed no significant correlation with performance: curiosity, motivation, and resilience (p > 0.05). However, growth mindset demonstrated a weak but significant positive correlation (r = 0.26, p < 0.001). In conclusion, while active learning may support student success regardless of MAL traits, the growth mindset was modestly linked to better performance. Curriculum strategies that cultivate a growth mindset may enhance learning outcomes in anatomy education.
This study evaluated the resilience level among nursing students at Universiti Sains Malaysia (USM) and its association with psychological parameters. A total of 240 students from Year 1 to Year 4 were recruited through purposive sampling, and 186 responded (77.5% response rate). Data were collected via a Google Forms questionnaire distributed through WhatsApp, includingdemographic information, the Connor-Davidson Resiliency Scale (CD-RISC 25), and the General Health Questionnaire (GHQ-28). Resilience levels were categorised as significant or non-significant based on CD-RISC 25 scores. The highest domain mean was for managing negative emotions or stress (mean = 3.621, SD = 0.68). Statistical analyses showed that gender and educational level were significantly associated with resilience (p < 0.001). Age and years of study were also linked to resilience levels. Multiple linear regression revealed significant associations between resilience and psychological parameters, specifically somatic symptoms, anxiety, and insomnia. The findings suggest that USM nursing students demonstrated resilience, which was associated with various psychological factors. Therefore, interventions to enhance resilience are essential to support students in managing academic and clinical psychological stress.
Interprofessional collaboration (IPC) is an important part of the innovation strategy to overcome the health professional crisis. Most health professionals who currently work at public health centres engage in IPC without receiving training or collaborative learning experience at the undergraduate level, namely interprofessional education (IPE). This study aimed to determine the challenges ofinterprofessional health collaboration at public health centres in Palu. The researchers purposively visited 10 general practitioners to explore IPC interactions that occurred at their public health centres in Palu by conducting in-depth interviews. This study highlighted that the challenges of IPC at public health centres in Palu included a lack of roles and responsibilities, poor service team coordination,misunderstandings in interprofessional communication, and ethical issues in the health professions. Therefore, it is deemed pivotal to promptly implement IPE for undergraduate medical students at Alkhairaat University to help them acquire the skills needed to enter the health workforce and prepare them for IPC.
The Objective Structured Clinical Examination (OSCE) is a widely used assessment tool in medical schools, increasingly recognised for its impact on learning behaviour. This qualitative study explored the impact of OSCE on medical students’ learning behaviours at Alkhairaat University in Palu, Indonesia. Data were collected through six focus group discussions with 35 students purposively selected to represent diverse OSCE performances, and were analysed using thematic analysis. The results indicated that students perceived the OSCE as encouraging deeper learning, enhancing structured preparation, fostering skills relevant to professional growth, and reinforcing collaborative and self-regulated learning. Students also reported acquiring altruistic values through peer teaching and community-oriented behaviour. However, some students reported surface learning and dependency on rote memorisation. These findings highlight OSCE’s learning impact on medical students towards the accomplishment of not only clinical competence but also holistic professional development.
