Character Building and Competence Development in Medical and Health Professions Education

evaluating medical students' professional behaviour in the early years of their medical journey (Samarasekera, D.D., Shing L.S., Ping Y.S., Denise GOH.).- Chapter 12. Formative Objective Structured Clinical Examination (OSCE) as a learning tool and predictor of high-stakes OSCE (Wahyuningsih, K.A., Prastowo, N.A., Juliawati, V.D.J., Ardianto, C.).- Chapter 13. From burnout to resilience during online learning in the pandemic era: A qualitative study on medical students (Sari, S.M., Wulandari, A., Kristiana, R., Nurfuadi, L., Yuhana, G.P., Ibrahim, M.F.).- Chapter 14. Health professions education journal club: Faculty-led initiative in promoting community of practice (Razak, S.S.A., Nadarajah, V.D., Veasuvalingam, B.).- Chapter 15. "How intense should be a nurturing program physician mindset?" (Nurokhmanti, H., Utomo, P.S., Susilo, A.P., Prihatiningsih, T.S.).- .- Chapter 16. Implementation of design principles for virtual patient simulation in interprofessional education (Sumunar D.S.E.W., Stathakarou, N., Kononowicz A.A., Karlgren, K.).- Chapter 17. Medical student organization activities and self-directed learning readiness (SDLR): A cross sectional study (Maryam, S., Matuhah, A., Munawaroh, S., Nugroho, D.).- Chapter 18. Perception of interprofessional education (IPE) of healthcare workers from public health facilities (Munawaroh, S. Hitipeu, HR.).- Chapter 19. Teaching in limited time training using a 'champion' approach (Hapasari, S.N.D., Suhoyo, Y., Emilia, O.).- Chapter 20. The effect of self-regulation and the unified theory of acceptance and use of technology (UTAUT) factors on medical students' mental well-being (Indriyani, SL., Hermasari, BK., Nuroho, D.).- Chapter 21. The use of online flipped classroom in medical student clinical skills training during COVID-19 pandemic: Students' perception (Munawaroh, S., Hastami, Y., Hermasari, B.K., Nugroho, D., Nugroho, N.A., Budiastuti, V.I., Pamungkasari, E.P., Mashuri, Y.A., Hanifah, A.A.N.N.).- Chapter 22. Strengthening the implementation of programmatic assessment: Shifting the paradigm to assessment for learning as the first step (Hidayah, R.N., Findyartini, A., Poncorini, E., Claramita, M.).- Chapter 23. Student perception of integrated clerkship in primary care (Munawarah, S., Hermasari, B.K., Hanifah, A.A.N.N.).- Chapter 24. 'We want to practice and be safe': Students' perception on clinical learning methods during the first wave of the COVID-19 pandemic (Putri, D.P., Prabowo, N.A., Budianto P., Munawaroh, S.).

education from Melbourne University. She has been actively involved as a resource person in the faculty development programs in Indonesia, regionally and internationally. She actively publishes and reviews scholarly works in national and international journals and active members of the international community of practices in medical and health professions education.
Dujeepa Samarasekera is Senior Director at the Centre for Medical Education (CenMED), School of Medicine, National University of Singapore, and is Senior Consultant with the Ministry of Health Singapore. Dujeepa received a master degree in Health Professions Education from Maastricht University. Dujeepa received many accolades such as NUS School of Medicine Special Recognition Award as a Role Model in 2015, MILES Award  given for Mentoring Innovation and Leadership in Educational Scholarship,  NUS Virtues Awardfor excellence to service in the era of COVID in 2021, and NUHS Mochtar Riady Pinnacle Award for Excellence in Education in 2022. He is Editor-in-Chief of The Asia Pacific Scholar (TAPS) journal and serves on the editorial advisory boards of a number of other international education journals.