A Doctor or doctor of medicine, medical doctor, or simply doctor—practices the ancient profession of medicine, which is concerned with maintaining or restoring human health through the study, diagnosis, and treatment of disease or injury. This properly requires both a detailed knowledge of the academic disciplines (such as anatomy and physiology) underlying diseases and their treatment—the science of medicine—and also a decent competence in its applied practice—the art or craft of medicine.Medical education is education related to the practice of being a medical practitioner, either the initial training to become a doctor (i.e., medical school and internship) or additional training thereafter (e.g., residency and fellowship).
Medical education and training varies considerably across the world. Various teaching methodologies have been utilised in medical education, which is an active area of educational research.
Both the role of the physician and the meaning of the word itself vary significantly around the world, but as generally understood, the ethics of medicine require that physicians show consideration, compassion and benevolence for their patients.
Education specialists in Indonesia called Doctor of Education Program Specialist, or PPDS is an educational program to train general practitioners to become the basis of certain specialists. Length of this education varies on average eight semesters. This program was carried out by several medical faculties at state universities in cooperation with teaching hospitals. General practitioners who continue their education as a medical specialist called a resident.
Dokter Indonesia
We induct 17 members of the Indonesian Medical Council of the service period from 2009 to 2014, September 2, 2009, President Susilo Bambang Yudhoyono, Indonesia ordered that the medical community to notice two aspects, namely ethics and competence. Presidential attention to the second aspect of it certainly is not unreasonable and to be important because the medical community just observed in two of the few things that always cherish their own.
Medical education in Indonesia is the forerunner of education, which is the oldest higher education, mostly through experience and higher education continues to be very challenging because it must continue to compete against the global growth rate, both medical science and health issues, with new variants .
Java Doctor of Education in 1849 it was the beginning of medical education. Although the term is not exactly a doctor there, a spirit that built that continues to encourage the development of medical education in Indonesia. Java doctors printed in the education of two years with the main task as the spearhead to various diseases and outbreaks of the dreaded Dutch colonial government. Of the more realize the importance of physicians in the community so that education gradually made more structured and closer in structure adopted by the state of Dutch education. Length of education continues to experience an adjustment.
School tot Opleiding van Indische Artsen (STOVIA) which later evolved into the Faculty of Medicine, University of Indonesia, Nederlands Indische Artsen School (NIAS) to the Faculty of Medicine, Airlangga University, and Faculty of Medicine, University of Gadjah Mada University, is the third medical school who became another example of the development of medical school so currently there are 70 courses / faculties of medicine across Indonesia.
Added is certainly good to increase competitiveness in order to meet the number of doctors are also required by the community. With a common ratio in every four million inhabitants built a medical school, the number of medical schools that there is now enough. Overall production rate is about 5000 doctors per year so that the number (quantity) is needed according to the ratio will be achieved in 2014.
With the publication of Law Number 29 Year 2004 on the Practice of Medicine, followed by the National Education Department programs about New Paradigm Medical Education in Indonesia, Indonesia again experienced the development, among others, by forming the Medical Council of Indonesia (KKI) as a regulatory agency and entry-Based Curriculum Competence (CBC), also the Indonesian Doctors Competency Test (UKDI), mail the registration marks (STR), and pemandirian program (internship).
Actually it is a process of quality assurance (quality assurance) as well as quality control (quality control), the medical profession. This is not a new problem, but it is very attached to the medical profession. Medical profession is well aware that the good doctor is not enough of the academic aspect only, but should also include the emotional and spiritual aspects. Guidance should be continuously carried out for education, lifelong even after becoming a doctor. We generally know how strict the selection of medical students. So tight so that the profession in Japan only two professions that are called with the title sensei, the teacher and doctor.
Now back to realize that the identity of a physician must have formed instinctively, even before one enters into medicine. This can only lead to questions, as if there is a privilege. Different things when viewed from the opposite aspect, namely responsibility.
The long journey of medical education in Indonesia has been proven that in terms of knowledge and skills, an Indonesian doctor not be doubted. Indonesia has been quite a lot of medical graduates who received continuing education in developed countries, and even worked there. Quite many Indonesian doctors were asked to teach and conduct consultative actions in other countries, including countries with highly developed medical system.
Since 2007 until July 2010, carrying 108 Indonesian doctors provided a letter of good standing from the invitations KKI to fulfill a consultative medical action in foreign countries. Education today is based on competence should further strengthen its image as it is because education is very noticed the ratio of faculty to students, competency must be achieved in full before the next rise to competency.
If so, why aspects of ethics and competence should be a special message? Apparently this comes from the increasing news or public complaints about their experiences when seeking health care. Although health care is not solely the responsibility of doctors, positively must be seen that the public complaints is a sign of love and great expectation from the public to the profession of medicine.
The ratio of faculty to students, the number and variety of cases that must be mastered, and examinations at each stage of the aspects that most concern. Competency Test Doctor Indonesia is also a part intact so that graduates are not only capable of constructing and governance issues (which is simplified in the form of exam questions) on the school itself but also on a national scale. Whether private or public medical faculties equally have to undergo all these stages, including stage pemandirian soon as they lift the oath.
Ethical aspects are given in the form of subject (lecture, discussion), modeling (role modeling), as well as observation and coaching throughout a doctor's professional activity. The medical profession even has a tribunal that assesses the implementation of medical standards and medical ethics. Thus, the real aspect of quality is ever paid attention and improved thoroughly. At least this aspect of quality is maintained by KKI, the Ministry of National Education, Ministry of Health, the Indonesian Doctors Association (IDI), other than by the communities themselves through social control. Clearly the medical profession since the first and will not quit doing the building himself with a very tight overall and patterned.
However, there are things beyond this that will quickly provide direct or indirect influence on the medical profession and the health service itself. If national health insurance system implemented, things will be much better structured, eg the realization levels of health-care referrals. It will have a major impact on health financing will shift to prevention rather than treatment.
Until the end of June, 2010, at KKI carrying 70 663 general practice physicians, but only around 7000 doctors to fill 9000 health centers throughout Indonesia. There is no guarantee of safety and well-being makes many doctors hesitate to work in border, remote and island areas. Local governments play a major role to overcome this. Doctors and the public is an asset of a territory which, if combined in synergy would be able to accelerate the development of the region.
So, in fact reached a level of public health services are based prima-quality medical services is the responsibility of all parties. The responsibility of all doctors to do the best as a communicator, health service, and decision makers in implementing health management as well as a community leader (The Five Stars Doctor; WHO). However, the system, legislation, and the atmosphere built environment will give a lot of influence on all of our expectations. But, believe me, doctors in Indonesia until today remain faithful nurture themselves and contribute to build Indonesia as a big country with healthy people.
Accreditation
Model Accreditation Program of study used to assess this Study Program can be illustrated as shown below :
Study Program Accreditation Process
| No. | Region | Level | College | Programme | Decrees No. | Years Decree | Rank | Expired | 1 | 04 | S1 | Univ. Padjadjaran (UNPAD), Bandung | Pendidikan Dokter Gigi | 017 | 2006 | A | 2011-10-19 |
|---|---|---|---|---|---|---|---|---|
| 2 | 09 | S1 | Univ. Hasanuddin (UNHAS), Makassar | Pendidikan Dokter Gigi | 004 | 2006 | A | 2011-06-01 |
| 3 | 07 | S1 | Univ. Jember | Pendidikan Dokter Gigi | 009 | 2006 | B | 2011-07-27 |
| 4 | 06 | S1 | Univ. Jenderal Soedirman (UNSOED), Purwokerto | Pendidikan Dokter | 017 | 2006 | B | 2011-10-19 |
| 5 | 07 | S1 | Univ. Airlangga, Surabaya | Pendidikan Dokter | 019 | 2007 | A | 2012-08-25 |
| 6 | 07 | S1 | Univ. Muhammadiyah Malang | Pendidikan Dokter | 020 | 2007 | B | 2012-09-07 |
| 7 | 09 | S1 | Univ. Muslim Indonesia, Makassar | Pendidikan Dokter | 022 | 2007 | B | 2012-09-14 |
| 8 | 02 | S1 | Univ. Lampung (UNILA), Bandar Lampung | Pendidikan Dokter | 020 | 2007 | B | 2012-09-07 |
| 9 | 07 | S1 | Univ. Brawijaya, Malang | Pendidikan Dokter | 003 | 2008 | A | 2013-05-02 |
| 10 | 02 | S1 | Univ. Sriwijaya (UNSRI), Palembang | Pendidikan Dokter | 011 | 2008 | A | 2013-06-20 |
| 11 | 03 | S1 | Univ. Prof. Dr. Moestopo ( Beragama ), Jakarta | Pendidikan Dokter Gigi | 025 | 2008 | B | 2013-10-17 |
| 12 | 05 | S1 | Univ. Muhammadiyah Yogyakarta | Pendidikan Dokter Gigi | 032 | 2008 | B | 2013-12-05 |
| 13 | 06 | S1 | Univ. Muhammadiyah Surakarta | Pendidikan Dokter | 010 | 2008 | C | 2013-06-13 |
| 14 | 03 | S1 | Univ. Islam Negeri (UIN) Syarif Hidayatullah, Jakarta | Pendidikan Dokter | 012 | 2008 | C | 2013-06-28 |
| 15 | 04 | S1 | Univ. Islam Bandung (UNISBA) | Pendidikan Dokter | 020 | 2008 | C | 2013-08-29 |
| 16 | 01 | S1 | Univ. Methodist Indonesia, Medan | Pendidikan Dokter | 032 | 2008 | C | 2013-12-05 |
| 17 | 08 | S1 | Univ. Islam Al-Azhar (UNIZAR), Mataram | Pendidikan Dokter | 029 | 2008 | C | 2013-11-13 |
| 18 | 03 | S1 | Univ. Katolik Indonesia Atma Jaya, Jakarta | Pendidikan Dokter | 028 | 2009 | A | 2014-09-16 |
| 19 | 03 | S1 | Univ. Yarsi, Jakarta | Pendidikan Dokter | 031 | 2009 | A | 2014-10-23 |
| 20 | 03 | S1 | Univ. Trisakti, Jakarta | Pendidikan Dokter | 003 | 2009 | B | 2014-04-11 |
| 21 | 03 | S1 | Univ. Tarumanegara (UNTAR), Jakarta | Pendidikan Dokter | 027 | 2009 | B | 2014-09-11 |
| 22 | 07 | S1 | Univ. Wijaya Kusuma Surabaya | Pendidikan Dokter | 004 | 2009 | B | 2013-12-05 |
| 23 | 07 | S1 | Univ. Hang Tuah, Surabaya | Pendidikan Dokter | 024 | 2009 | B | 2014-08-21 |
| 24 | 02 | S1 | Univ. Malahayati, Bandar Lampung | Pendidikan Dokter | 031 | 2009 | C | 2014-10-23 |
| 25 | 03 | S1 | Univ. Muhammadiyah Jakarta | Pendidikan Dokter | 011 | 2009 | C | 2014-05-29 |
| 26 | 01 | S1 | Univ. Abulyatama, Banda Aceh | Pendidikan Dokter | 031 | 2009 | C | 2014-10-23 |
| 27 | 08 | S1 | Univ. Mataram (UNRAM), Mataram | Pendidikan Dokter | 011 | 2009 | C | 2014-05-29 |
| 28 | 05 | S1 | Univ. Gadjah Mada (UGM), Yogyakarta | Pendidikan Dokter Gigi | 047 | 2010 | B | 2015-02-20 |
Accreditation bodies which had been visited for comparative studies among other things:
1. Accreditation Board of Engineering and Technological (Abet), in the United States.
2. Australian Universities Quality Agency (AUQA), in Australia.
3. Council for Higher Education Accreditation (Chea), in the United States.
4. National Accreditation Agency (State Accreditation Institute - LAN), in Malaysia.
5. National Council for Accreditation of Teacher Education (NCATE), in the United States.
6. Quality Assurance Agency (QAA), in England.
7. Accrediting Philippine Association of Schools, Colleges, and Universities (PAASCU)
Tidak ada komentar:
Posting Komentar