Purpose: This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students. Methods: This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF. Results: Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups. Conclusion NAA are positively associated with the PIF process, with students’ active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students’ potential, motivation, and PIF.

Purpose: This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students. Methods: This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF. Results: Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups. Conclusion NAA are positively associated with the PIF process, with students’ active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students’ potential, motivation, and PIF.

Purpose: This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students. Methods: This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF. Results: Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups. Conclusion NAA are positively associated with the PIF process, with students’ active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students’ potential, motivation, and PIF.

Purpose: This study explores the association between student involvement in non-academic activities (NAA) and the stages of professional identity formation (PIF) among Indonesian medical students. Methods: This cross-sectional survey was distributed to students in 50 medical schools, across both preclinical and clinical students in years 2-6. Respondents completed a Developmental Scale (DS) questionnaire to assess PIF and self-reported the number of hours spent on different NAA. Descriptive and bivariate analyses were performed; multiple linear regression was utilized to predict PIF. Results: Indonesian medical students reported a median of 13 NAA hours and a median DS score of 5.07 on a scale of 7. NAA hours were significantly different across sex groups, years of study, university regions, and institution types. Female participants spent significantly more hours on NAA than male students and PIF was predicted by the number of hours spent on research and competition-related activities. Shifts between the types of NAA were also observed among year groups. Conclusion NAA are positively associated with the PIF process, with students’ active involvement in research and competitionrelated activities as predictors in this area. Supporting these activities becomes imperative for medical schools in order to optimize students’ potential, motivation, and PIF.

AIMTo evaluate the efficacy and tolerability of vardenafil, a phosphodiesterase type-5 (PDE-5) inhibitor, in men of Asian ethnicity with erectile dysfunction (ED).

METHODSIn this prospective, double-blind, multinational study, Asian men were randomized to receive vardenafil (10 mg) or placebo (4:1 ratio) for 12 weeks. The primary efficacy variables were the International Index of Erectile Function erectile function domain (IIEF-EF), and Sexual Encounter Profile (SEP) questions related to penetration and intercourse completion. Significant mean improvements were required in all three measures to show positive benefits of vardenafil treatment. Secondary efficacy variables included the Global Assessment Question (GAQ) on erection improvement.

RESULTSLeast-squares mean baseline IIEF-EF domain scores (vardenafil 14.6, placebo 13.4) were consistent with moderate ED. After 12 weeks, vardenafil treatment was associated with significant increases from the baseline in IIEF-EF domain scores compared with the placebo (22.4 vs. 14.3; P<0.001). Vardenafil was associated with significant improvements from baseline in least squares (LS) mean success rates for SEP-2 (vardenafil 82.2 vs. placebo 43.6; P<0.001) and SEP-3 (vardenafil 66.1 vs. placebo 24.0; P<0.001). Positive GAQ responses were reported by 81.8% of vardenafil recipients vs. 24.3% of placebo recipients. Adverse events were reported by 25.4% of the vardenafil group, the majority mild and transient.

CONCLUSIONVardenafil (10 mg) is a highly effective and well-tolerated treatment for moderate ED in Asian men. These results add to the increasing amount of data demonstrating the safety and efficacy of vardenafil for the treatment of ED in a range of patient populations.

Adult ; Aged ; Double-Blind Method ; Erectile Dysfunction ; drug therapy ; Humans ; Imidazoles ; adverse effects ; therapeutic use ; Male ; Middle Aged ; Phosphodiesterase Inhibitors ; adverse effects ; therapeutic use ; Piperazines ; adverse effects ; therapeutic use ; Prospective Studies ; Sulfones ; adverse effects ; therapeutic use ; Triazines ; adverse effects ; therapeutic use ; Vardenafil Dihydrochloride