Introduction: The prevalence of hypertension in Indonesia is increasing, but adherence to antihypertensive medication remains low. Previous studies have mostly examined medication adherence determinants separately at individual and environmental levels, with limited research integrating these factors comprehensively. This study investigates the factors influencing adherence to antihypertensive medication in Indonesia. Materials and methods: The study utilised data from the IFLS-5, involving 2,334 respondents aged ≥ 15 years diagnosed with hypertension. Multilevel logistic regression is used to identify predictor variables for medication adherence. The effect size is determined by odds ratio (OR) and significance at p-value < 0.05. Result: Contextual household factors influence up to 22.45% of the variation in adherence to antihypertensive medication. Variables that influence medication adherence are comorbid diabetes (OR = 1.53, 95% CI: 1.04 – 2.23, p=0.029), had a heart attack (OR = 2.84, 95% CI: 1.79-4.52, p<0.0001), comorbid stroke (OR = 2.79, 95% CI: 1.59 – 4.90, p<0.0001), routine medical check-up (OR = 1.70, 95% CI: 1.23-2.36, p=0.001), feel healthy (OR = 0.59, 95% CI: 0.43-0.72, p<0.0001), aged ≥ 47 years (OR = 2.84, 95% CI: 2.10-3.84, p<0.0001), and households with social protection cards (OR = 0.61, 95% CI: 0.40-0.93, p=0.022). Conclusion: Higher adherence occurs in hypertensive patients with diabetes, stroke, heart attack, routine check-ups, and aged ≥ 47 years. However, lower in feeling healthy and households with social protection cards. Programs to improve medication adherence should focus on hypertension without comorbidities, aged <47 years, feeling healthy, and low-income families.

Longitudinal interprofessional education (IPE) is vital for developing collaborative practice-ready health professionals, yet its implementation and impact remain underexplored. This scoping review maps the current evidence on longitudinal IPE, examining implementation models, evaluated outcomes, and key facilitators and barriers. Following the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a systematic search of five databases from 2016 to March 2024 was conducted. Data from 45 included studies were thematically analyzed. Findings reveal that most longitudinal IPE programs are short-term and partially integrated, constrained primarily by meso-level administrative barriers such as scheduling conflicts and time constraints, rather than being truly longitudinal. Based on the interprofessional socialization framework, a significant “measurement gap” exists; evaluations predominantly focus on self-assessed interprofessional competencies and readiness for interprofessional learning, while largely overlooking interprofessional identity development and behavioral readiness for collaborative practice. Furthermore, an “interprofessional socialization paradox” suggests that longitudinal IPE must be intentionally designed to provide high-quality, repeated, and meaningful interprofessional experiences across the entire curriculum. This review also advocates the use of spiral curriculum equipped with authenticity of the learning context, particularly clinical exposure, to support dual identity development. The current longitudinal IPE landscape is fragmented, revealing a chasm between pedagogical goals and implementation reality. Progress requires a deliberate shift towards evidence-based models like spiral curricula grounded in authentic clinical contexts, supported by robust faculty development, the alignment of macro-level accreditation standards, and a research agenda focused on dual identity development and higher-level behavioral outcomes.

Objectives: Diabetes mellitus (DM) is a serious public health issue that places a heavy financial, social, and health-related burden on individuals, families, and healthcare systems. Self-reported health-related quality of life (HRQoL) is extensively used for monitoring the general population’s health conditions and measuring the effectiveness of interventions. Therefore, this study investigated HRQoL and associated factors among patients with type 2 DM at a primary healthcare center in Indonesia. Methods: A cross-sectional study was conducted in Klaten District, Central Java, Indonesia, from May 2019 to July 2019. In total, 260 patients with DM registered with National Health Insurance were interviewed. HRQoL was measured with the EuroQol Group’s validated Bahasa Indonesia version of the EuroQoL 5-Dimension 5-Level (EQ-5D-5L) with the Indonesian value set. Multivariate regression models were used to identify factors influencing HRQoL. Results: Data from 24 patients were excluded due to incomplete information. Most participants were men (60.6%), were aged above 50 years (91.5%), had less than a senior high school education (75.0%), and were unemployed (85.6%). The most frequent health problems were reported for the pain/discomfort dimension (64.0%) followed by anxiety (28.4%), mobility (17.8%), usual activities (10.6%), and self-care (6.8%). The average EuroQoL 5-Dimension (EQ-5D) index score was 0.86 (95% confidence interval [CI], 0.83 to 0.88). In the multivariate ordinal regression model, a higher education level (coefficient, 0.08; 95% CI, 0.02 to 0.14) was a significant predictor of the EQ-5D-5L utility score. Conclusions Patients with diabetes had poorer EQ-5D-5L utility values than the general population. DM patients experienced pain/discomfort and anxiety. There was a substantial positive relationship between education level and HRQoL.

Purpose: The development of students’ clinical reasoning skills should be a consideration in the design of instruction and evaluation in medical education. In response to the coronavirus disease 2019 (COVID-19) pandemic, several changes in the medical curriculum have been implemented in promoting clinical reasoning. This study aims to explore medical students’ perceptions and experiences with the clinical reasoning curriculum during the COVID-19 pandemic and determine their skills development. Methods: The study used a mixed-method design with a concurrent approach. A cross-sectional study was conducted to compare and examine the relationship between the outcomes of the structured oral examination (SOE) and the Diagnostic Thinking Inventory (DTI). Then, the qualitative method was used. A focus group discussion using a semi-structured interview guide with open-ended questions was conducted, then the verbatim transcript was subjected to thematic analysis. Results: There is an increase in SOE and DTI scores between second-year to fourth-year students. The diagnostic thinking domains and SOE are significantly correlated (r=0.302, 0.313, and 0.241 with p<0.05). The three primary themes from the qualitative analysis are perceptions regarding clinical reasoning, clinical reasoning activities, and the learning component. Conclusion Even if students are still studying throughout the COVID-19 pandemic, their clinical reasoning skills can improve. The clinical reasoning and diagnostic thinking skills of medical students increase as the length of the school year increases. Online case-based learning and assessment support the development of clinical reasoning skills. The skills are supported in their development by positive attitudes toward faculty, peers, case type, and prior knowledge.