Faculty of Medicine, Public Health and Nursing (FK-KMK) is one of the 18 faculties in Universitas Gadjah Mada (UGM). March 5th, 1946 was pronounced as the official date for commemorating the beginning of the Faculty of Medicine, Public Health and Nursing UGM, prior to establishment of the University. The undergraduate program in Medicine was the first program initiated at the Faculty of Medicine, Public Health and Nursing UGM.

Students are admitted through various entrances at National and University level, as well as through an international undergraduate program’s selection. Competition for an admission is immaculate. On average, one applicant has to compete with 300 other applicants for the national and university selection. Annually, there are about 300 undergraduate students accepted in this program.

Innovation in medical education has long been initiated and widely known in this program. In the academic year 1992/1993, the Faculty started implementing a Problem Based Learning (PBL) system. In 2003, the curriculum was delivered into 21 learning blocks. Ten years later (since 2013), the curriculum has been tailored to the National standard of competence for medical doctor (Standar Kompetensi Dokter Indonesia-SKDI) version 2012 and designed for 3.5 years of bachelor phase and two years of clinical rotation phase.

The spirit to create innovation also applies to the internship program. In October 2009, the faculty organized a two month internship program for the fresh graduates of medical doctor to provide an opportunity to practice as a medical doctor in the clinic setting and in type C or D hospital setting. The graduates received certificates after completing their internship. This model was then adopted by the Ministry of Health (MOH) as it has been considered to succesfully give a positive impact for medical education development in Indonesia. Therefore, MOH declared intership program to be compulsory for all fresh graduates of medical doctors in Indonesia.

Curriculum innovation and quality implementation of in the learning process will not be achieved without continuous quality improvement system. Responding to the increased global competitiveness in health professional, the demand to be internationally recognized leads the Faculty to participate in international accreditation programs that will be carried out by external quality assurances agency,such as the Philippine Acrediting Association of School, College and Universities (PAASCU) applying the World Federation for Medical Education (WFME) standard and the Asean University Network Quality Assurance (AUN QA). These will enable the Faculty to gain international reputation together with other world’s top medical schools.

In this spirit of globalization, two international programs are also offered to undergraduate students to improve their global vision, namely international elective exchange and international intercalated master program.These strategies are inline with achieving the vision of the Undergraduate program, i.e. to become an innovative and excellent program in Medicine through applyling the global standard to serve the interest of the nation and humanity delivered by competent human resources.

Why Study at School of Medicine

  • Favorite study program. Always become first choice priority by candidates.
  • Accredited. Accredited A by LamPTKes, and 3 years by world federation of medical education (WFME) through PAASCU. Internal academic quality assurance (AMI) is done routinely every year so that quality management of curriculum, educational organizations, and teaching-learning processes always well maintained.
  • Strong resources. School of Medicine as part of the Faculty of Medicine, Public Health, and Nursing take advantages to exploit the Faculty of Medicine, Public Health, and Nursing which has 32 departments, 6 master study program, 20 specialties, 1 doctoral studies program, and 9 study centers for teaching and learning.
  • More competitive. To enter medical study program, each candidate must defeat 40 candidates. This gives a good impact for the study program by obtaining the best student.
  • Strong alumni. Thousands of alumni have been graduated and coloring the world of healths in Indonesia and the world. This serve as interests of the nation and international professional human resources support
  • Up to date Learning Strategy. Starting the academic year 2013/2014, a new curriculum tailored to Indonesian medical doctor competency have been implemented SKDI 2012 by study program integrated in the blocks and PBL strategy. With this new system, span 3.5 years of academic phase, and 2 years of clinical rotation phase.
  • Two educational programs. We have 2 educational programs, these are Regular program and International program. The differences of both programs, please see  “administration requirement “.
  • High percentage pass national examination. Student performance for the first taker at national examination was excellent. More 90% student pass for national UKMPPD, a national medical doctor competence test. (See program specification).
  • Comfortable academic living and Facilities.

Specification Program

Point Description
Awarding Body Universitas Gadjah Mada
Faculty as institution delivered the program Faculty of Medicine, Public Health, and Nursing
Year of operation 1946
Study Program title School of Medicine
Starting operation year as School of Medicine 2016
Final award degree Medical Doctor (MD)
Learning outcome/output General Practitioner
Accreditation/Assessment LAM PT KES: A level (2015-2019) AUN QA 2009 (Over all verdict = 4.77 of 7 scal).PAASCU: accredited 2016-2019
Relevant subject benchmark statements and other external and internal  and reference points used to provide information on program outcomes LCME (Liaison Committee on Medical Education) USA CBT national exit exam rank 1st of 71 institutions 2014- 2017 (4 times)
Program outcomes (knowledge, skills and attitude) Pass of national exit exam: 97,43% (CBT), 99,63% (OSCE), 97,06%
Teaching, learning and assessment strategies Student centered learning teaching methods with comprehensive assessment strategies
Program structure and requirements Number of Credit or SKS: 165 (B. Med) and 45 (MD)* Number of semester: 7 (B.Med) and 4 (MD)
Date on which the program specification was written or revised.
  1. 2011 Academic Guideline Universitas Gadjah Mada
  2. 2012 SKDI
  3. 2012 National Standards for the Medical Profession  (SPPDI)
  4. 2015 Medical Curriculum Guide Book
  5. 2016 Regulation on Student Assessment
  6. 2016 General Guide for Clinical Rotation
  7. 2016 Specific Guide for Clinical Rotation in Each Clinical Department

*One credit or Satuan Kredit Semester (SKS) is equivalent to 42-64 study hours including:

a. (25-30 hours) scheduled sessions such as lectures, practical sessions, tutorials, panel discussions, and skills labs

b. (20-30 hours) self-study such as preparation before tutorial, lectures, practical skills and writing lab reports

Admission Requirement

There are two programs
1. Regular program

  • Applicants graduated from high school degree at last three years
  • Passed entrance examination which the methods and criteria are determined by Government. Several national selection scheme are SNMPTN (30-50% intake), and SBMPTN (30% intake), and UGM intake (UM UGM) was 20-40%. However in 2016, the percentage SNMPTN intake  became 35,35%, SBMPTN  27,78%, and UGM intake were  35,86% (the percentage distribution possible change annually depend on the government policy).
  • In a good health condition
  • Entrance examination include: academic potential test, basic academic test (mathematic, chemistry, physics, and biology), Bahasa Indonesia, and English.

2. International program

  • Applicants from Indonesia or other countries graduated from high school degree at last three years.
  • For Indonesian: passed entrance examination, include: basic academic test (mathematic, chemistry, physics, and biology), Gadjah Mada Scholastic test (GMST= a psychological test), English proficiency test (Accept test), Situational judgement test (SJT) and MMPI. For student from other countries passed entrance examination of basic academic test (mathematic, chemistry, physics, and biology), GMST, and interview.
  • In a good health condition.

The difference Regular and International program

  • Mostly around 90% course program between regular and International program are similar. The differences include students involve in International program, lectures held using English as the language of instruction, learn international health system (in block D2), and obligatory to have experience studying outgoing out-country in elective block (block D3).


In the academic year 1992/1993 Faculty of Medicine started implementing the curriculum of medical education based core curriculum of medical education Indonesia (KIPDI) with the strategy of Problem Based Learning (PBL). Began in 2003/2004 utilized integrated curriculum in 21 blocks with PBL strategy. In the academic year 2007/2008, did modifications of the previous blocks. Starting the academic year 2013/2014, a new curriculum tailored to Indonesian medical doctor competency have been implemented SKDI 2012 by study program integrated in the blocks and PBL strategy. With this new system, span 3.5 years of undergraduate education academic phase, and 2 years of clinical rotation phase.

Expected Learning Outcome (ELO)

There are 8 ELOs for students graduated from USPM, these are standard national competent (area 1-7), and local competent (area 8)

  1. Area of Noble professionalism
    1. Have faith in God the Almighty.
    2. Possess qualities of moral, ethical and discipline.
    3. Abide the law.
    4. Be insightful of social and cultural affairs.
    5. Conduct in professional behavior.
  1. Area of Introspection and Capacity Building
    1. Perform self-introspection
    2. Implement lifelong learning
    3. Expand knowledge 
  1. Area of Effective communication
    1. Communicate between patients and their families.
    2. Communicate between working partners.
    3. Communicate between stakeholders and societies .
  1. Area of Information management:
    1. Assess information and knowledge.
    2. Effectively promoting information and knowledge to health care professionals, patients, societies and related parties to enhance the qualityof health services.
  1. Area of Basic medical sciences: Applying current biomedical science, humanitarian science, clinical medical science, and public health science/preventive medicine/community medicine to manage health problems in holistic and comprehensive manner. 
  1. Area of Clinical skills
    1. Perform diagnostic procedures.
    2. Perform holistic and comprehensive management.
  1. Area of Public health problems management:
    1. Implement health promotion in individual, family and communitylevels.
    2. Implement prevention and early detection of health problems inindividual, family and community levels.
    3. Perform health problem management in individual, family and community levels.
    4. Empower of and collaborate with communities in order to achievehealth improvement.
    5. Manage resources in effective, efficient and sustainable manner inhealth problem resolution.
    6. Apply specific health policies that are highpriorities in each region in Indonesia.
  1. The local competencies agreed by the stakeholder are:
    1. Perform medical emergency.
    2. Manage of Disaster Preparedness.
    3. Manage community and family health problems inter-professional.
    4. Perform more confidently as professional based on his/ her interest in the field of medicine (provided in elective blocks, consisting of 19 modules).

Course program, Teaching and Learning

The seven areas plus local of competences have been translated into 21 blocks of specific topics and 14 clinical rotation stages (see below), in which compiled into 3 phases of studying process. Each block is similar with 6 sks, while internship stages are varied between 2-10 sks.


The phases of learning process are:
Phase 1 with the theme Foundation of Medicine (year 1). At the end of this phase, students are expected to understand:

  1. the basics nature and function of balance (homeostasis) and conditions that interrupts the normal balance in a human body.
  2. the philosophy that the medical profession is a lifetime of study and is a part of the health care system.

This phase contains 6 block modules at the first year of the study, which are

  1. Block A1: Being Medical Students and Locomotors System
  2. Block A2: Digestive System and Metabolism
  3. Block A3: Cardio- Respiratory system
  4. Block A4: Genito-Urinary System
  5. Block A5: Nerve System, and Sense Organs
  6. Block A6: Blood and Immune System

Phase 1 is meant to be the phase where basic knowledge, skills and attitude needed to study medicine are inculcated. 

Phase 2 uses the theme Transition from Theory to Practice (year 2 – 3.5) as it is an intermediate level. At the end of this phase, students are expected to:

  1. understand the basic concept of disease, prevention, and management.
  2. compile the various knowledge and clinical skills in a structured and systematic manner when managing health issues.

This phase contains 15 block modules at year 2 – 3.5 year of the study, which are:
Year 2

  1. Block B1: Chest Problems
  2. Block B2: Neuromusculoskeletal Problems
  3. Block B3: Abdominal Complaints
  4. Block B4: Sense Organ Problems
  5. Block B5: Basic Medical Practice
  6. Block B6: Research

Year 3

  1. Block C1: Conception, Fetal Growth and Congenital Anomaly
  2. Block C2: Safe Motherhood and Neonates
  3. Block C3: Childhood
  4. Block C4: Adulthood & Adolescent
  5. Block C5: Elderly
  6. Block C6: Life Style Related Complaints

Year 4 (one semester)

  1. Block D1: Emergency
  2. Block D2: Health System and Disaster
  3. Block D3: Elective

In this new PBL method, students must complete 21 blocks in order to attain a degree. The whole blocks can be completed in 3.5 years with study load 165 semester credit units including thesis. Learning comprises attending classes, tutorials (small group discussions), practical session, and skills training as the basic clinical competent (BCC) at skills lab. The purpose of BCC is to give students clinical experience before they undertake their apprenticeship in a hospital clinic. When students graduated of the undergraduate program, the student will receive the degree S.Ked (Bachelor in Medicine). 

Phase 3 uses the theme Doctor in Practice (year 4 and 5). At the end of this phase, students are expected to:

  1. perform preventive measures and management against health issues for a patient, family, and community in a professional manner and abides by principles, ethics, and values according to his/her authority as a doctor
  2. issue a referral to another health care facility that will provide more effective and efficient health care

This phase called clinical rotation period, which is a period in which a medical student in the clinical part of his/her education passes through various ‘working’ services in between duration 2-10 weeks of clinical stages (see table below). The length of study for this clinical program is 2 years with study load 35 sks. After graduating, the student will take exit examination (UKMPPD) before receive the title dr. (medical doctor)

Table. Clinical Rotation-in during Phase 3
No Clinical Stages Number of Weeks
1 Internal Medicine 10
2 Surgery 10
3 Pediatrics 10
4 Obstetrics & Gynecology 10
5 Family & Community Medical Field Work 6
6 Ophthalmology 4
7 Dermato-Venerology 4
8 Neurology 4
9 Psychiatry 4
10 Otorhinolaryngology 4
11 Radiology 4
12 Forensic Medicine 4
13 Anesthesiology 4
14 Public Health 2

In phase 3 students rotate in each specialist department for a particular period as depicted above.
Assessment grading scale
a. Academic phase
Summative assessment in Phase 1 and 2 of the curriculum are as follow:

  1. Block Examination (every 6th Maximum 2x make up test, scheduled at the end of every semester)
  2. Practical Session Examination (vary among block)
  3. Presentation for CFHC (each semester)
  4. OSCE (end of academic year 1, 2, 3 and end of 7th semester)
  5. Tutor Rating (end of each tutorial)
  6. Progress Test (twice a year)
  7. Thesis Examination (before bachelor graduation)
Table. Grading Scale
Grade Score
A Similar or more than 75
A/B 70 – 74.99
B 65 – 69.99
B/C 60 – 64.99
C 55 – 59.99
D 45 – 54.99
E Less than 45

b. Profession phase
Assessment at profession phase generally include:

  1. Log book (5-10%)
  2. Clinical tutorial (5-10%)
  3. Case reflection (5-10%)
  4. Workplace based assessment (e.g. MiniCex, Dops, OSLER) (30-40%)
  5. MCQ (0-10%)
  6. OSCE (0-20%)
Score Meaning Grade GPA
9,21-10 Excellent A 4
8,61 – 9,20 Very good A/B 3.5
8,0 – 8,60 Good B 3
< 8 Fail

Student Evaluation          

The main purpose of evaluation is to evaluate whether a student has mastered a certain competence that has been specified in the curriculum. Based on this evaluation, a decision can be taken as to the progress of the relevant student. Aside from main purpose, the result of the evaluation on the students will also be used to evaluate the overall learning process. There are:

  1. year one evaluation
  2. year two evaluation
  3. evaluation of Bachelor Phase
  4. evaluation of clinical Rotation

Year One Evaluation

Aim: To identify deficiency during the first year, so that academic supervisor could provide more appropriate coaching and mentoring. The coaching and mentoring for student with deficiency should focus on how to make more systematic, structured, and planned learning in the following year. Student with extreme deficiency must be advised to think seriously if they still want to continue to study medicine or look at the possibility to take other fields that might be more suitable for him/hers. Student is given reprimand letter if he/she:

  1. has GPA less than 2.5
  2. has poor professional behavior record

The reprimand letter is sent to student along with the copy that is also sent to the parent and academic advisor (DPA) and scholarship sponsor (for foreign students)

Year Two Evaluation Aim: To decide whether a student is suitable for continuing his/her study

  1. Requirement to continue study to year 3:
    1. Grade Point Average (GPA) of 6 best blocks is equals or greater than5
    2. Pass the first year OSCE
    3. At least sit in one progress test
    4. Meet satisfactory professional behavior assessment
  2. Student who does not meet the requirement is ask to withdraw from the study or to be processed for drop-out procedure.

Evaluation of Bachelor Phase

Aim: To decide whether student is eligible for bachelor of medicine degree

  1. Requirement for the bachelor of medicine degree:
    1. Completion of all blocks including research project (skripsi, see manual on HERE), and personality development subject with the GPA equals or greater than 2.5
    2. No E grade
    3. D grade is not more than 5 blocks
    4. Pass all the three OSCEs
    5. At least sit in three progress tests
    6. Satisfactory professional behavior assessment
    7. Duration of the study does not exceed 7.5 years or 15 semesters
  2. If within 7.5 years student is not able to fulfill the above requirements, he/she is not eligible to be rewarded bachelor in medicine degree and ask to withdraw or will be processed for drop out.
  3. The bearer of the bachelor in medicine degree may proceed to clinical rotation phase.

Evaluation of Clinical rotation

Clinical rotation (CR) is carried out in the 8th-11th semester in several teaching hospitals, health centers, and in community. Clinical rotation evaluation in each clinical department consists of competence achievement in clinical skills (25%), clinical tutorials (20%), case reflection (15%), and final examination (40%). The final examination is conducted by oral examination and/or OSCE depend on the related department. Oral examination always preceded by patient examination to get diagnosis, therapy, and prognosis (long case). All of the medical record was written and presented during oral examination. OSCE may be conducted by model, real or simulated cases, and vignette (short case).

After finished clinical rotation, every student obligatory to take UKMPPD as exit exam that will be held 4 times annually at February, May, August, and November. Student who pass the exit exam will get a ‘competency certificate’ as medical doctor. A new medical doctor should do ‘internship’ serve as general practitioner in type C or D hospital or Puskesmas surround Indonesia around 1 year.


We have assessment regulation as official manual that regulate the assessment of student in School of Medicine.  Please open the web address to see the regulation in detail:  click this.

Laboratory Facilities

We have 9 laboratories utilizes for student practical works, 1 skills laboratories for clinical skills training, and field laboratory for students activities in the community. These are:

  1. Lab. of Anatomy
  2. Lab. of Biochemistry
  3. Lab. of Histology & Cell biology
  4. Lab. of Microbiology
  5. Lab. of Anatomical Pathology
  6. Lab. of Clinical Pathology
  7. Lab. of Parasitology
  8. Lab. of Pharmacology
  9. Lab. of Physiology

Skills lab

Skills lab is an important facility to practice a clinical skills in a laboratory setting before the students face to the real patient exactly. This clinical skills training starts from semester I to semester VII with themes related to block themes. Principally, there are 3 kinds of clinical skills training, these are communication skills, physical examination skills, and therapeutic skills.

The training starts with simple skills and then increases the level of difficulty, also by repeating the previously trained. Students are trained in groups of 10-12 people, accompanied by an instructor. Students are also trained in the role-playing manner or practicing with friends (act as proband or patient)  or using a model / mannequin. Simulated patients are also used for advanced semester students in integrated patient care and during comprehensive examinations.


Undergraduate Program in Nursing was established in 1998 Under Faculty of Medicine Universitas Gadjah Mada (UGM). Up to now, there are more than 1500 graduated students that work in various workplace setting both in Indonesia and overseas, etc.   In 2015, School of Nursing, UGM has been accredited with grade A. We consistently promote nursing development through education, research and community services. Together with School of Medicine and School of Nutrition, We emphasizing inter professional education started from the first academic years as formulated in programme named Community and Family Health Care (CFHC).

Vision & Mission


Become a Nursing Programme that is Internationalized standardized, innovative, superior, and always provide services for nations and humanity benefits, that is influenced by national culture based on Pancasila


To Improve community health status through education, research, community services and nursing care that is superior and to apply local wisdom, ethics, professionalism based on evidenced based which is integrated in Academic Health System


Goal 1: To yield alumni nurse who can be an agent of change in the field of nursing and health

  1. Target 1: To develop interdisciplinary education
  2. Target 2: To enhance the spirit of innovation and social entrepreneurship
  3. Target 3: Internationalization of study program
  4. Target 4: To develop a_ professional human resource recruitment system
  5. Target 5: Character development and professional behavior

Goal 2: To produce nursing and health researches which can be national and international referral that is based on environmentally insight

Target: To develop interdisciplinary research and education

Goal 3: To promote independence and prosperity of community continuously through community services that is involving alumni and partner strategies

  1. Target 1: To create the campus a media for the application of science and technology innovation towards community
  2. Target 2: To build synergies with alumni networks

Goal 4: To improve health and prosperity of an academician society and hospital society through responsible governance

Target : To strengthen the culture of service and superior performance


Semester 1

Block  1.1 Being Nursing Student (6 Credits)

This block is designed to present students with a student-centered learning concept and experience as they will use it during learning in the nursing program. Topics learned are: communication, basic nursing theories, and basic human needs. Skills lab: therapeutic communication

Block 1.2 Values & Belief (6 Credits)

Through this block, students have the opportunity to gain knowledge about: life spirituality; loss, grief, dying and death; palliative care; nursing ethic and leadership; english for nursing; health care system.

Skills lab: vital sign, medical asepsis

Block 1.3 Confort (6 Credits)

Through this block, students have the opportunity to learn about the concept of comfort (social and environmental), pain, and nausea. Students also introduce to basic medical sciences such as physiology, anatomy, biochemistry, pharmacology. Some skills lab activities are also provided including positioning, bed making, and bathing.

Semester 2

Block 1.4  Nutrition (6 Credits)

Students learn about nutrition: nutrition and digestion system: anatomy, physiology, Carbohidrate, protein, lipid, vitamin, enzim metabolism; Nutrition in health promotion: nutrition need, measurement of nutritional status, measurement analysis; nursing care related to nutrition problem in the community and hospital (oral, enteral, parenteral, specific diet for diseases), drug and nutrition interaction analysis. Practicum: Biochemistry, hematology, parasitology fieldtrip: Nutrition assessment in daycare and kindergarten

Block 1.5 Activity & Rest

Students learn about the concept of sleep and rest: the @ ~eemeeem physiology of sleep, nursing process related to sleep, pharmacology and nanpharmacology therapy for sleep problem. Activity and exercise: the consept of cells and tissue, the physiology of movement, nursing process related to activity and rest problem. Energy balance: cardiovascular system, lifestyle. Skills lab: Ambulation, Range of Motion, thorax examination.

Block 1.6 Self Care

Students learn about imun system and_ infection, universal precaution, patient safety, basic needs nursing care: feeding, toileting, grooming, bathing. During this block students have opportunity to learn about evidence-based nursing. Practicum: Microbiology, Self Care: Sistem imun (system imun dan infeksi, Universal precaution, patient safety, evidence based nursing, feeding, toileting, grooming, bathing.

Semester 3

Block 2.1 Physical Regulation (6 Credits)

Topics learned are thermoregulation: the concept of thermoregulation and nursing care related to thermoregulation problem. Pharmacology and nonpharmacology therapy fir thermoregulation problem. Endocrine system, diabetes: anatomy and physiology, histology, nursing care for metabolic syndrome. Immune system: hypersensitivity, HIV/ AIDS, voluntary consulting testing. Nervous system: the physiology  of of neurovascular, peripheral sensation management.  Skills lab: Blood draw techniques Fieldtrip: vital assessment in hospital

Block 2.2 Roles Relationship  (6 Credits)

Nurses not only care for individuals but also family and community. During this block, students learn theories of roles, role performance, wellness promotion model, health behaviour model, personality theories, social structure, Family nursing theories and model, family nursing care.

Skills lab: intravenous therapy, medication administration

Block 2.3 Sexuality & Reproduction

Students learn maternity nursing, trend and issues, ethic and legal, transcultural nursing, anatomy and physiology of reproduction system, women health promotion, healthy sexuality concept, sexually transmitted diseases, nursing care on antenatal, intranatal, postnatal; high risk and abnormal pregnancy; complications, councelling Women health promotion. Demonstration: Family Planning Counselling, IVA screening, breastfeeding technique, oksitosin stimulation, perineum care Skills lab: antenatal assessment, intranatal care, |UD insertion

Semester 4

Block 2.4 Growth & Development (6 Credits)

The concept of growth and development, best practice in pediatric nursing, heredity influence, growth and development simulation, early detection, nursing care in every growth and development phase, hospitalization for children. Field study: growth and development assessment using DDST Il & SDIDTK

Skills lab: neonatal care, nebulizing, abdomen examination

Block 2.5 Sensation & Tissue Integrity (6 Credits)

Students learn about the anatomy and physiology of sense organs, nursing care and pharmacology related to sense organ problem; malignancy clinical pathology, early detection, prevention, therapy, side effect; decubitus; wound care; modern dressing; perioperative care.

Skills lab: wound care, cytostatic management, scrubing- gowning-gloving

Practicum: Anatomy & biochemistry

Fieldtrip: 5 senses assessment in hospital

Block 2.6 Elimination, Fluid & Electrolyte (6 Credits)

Students learn about the anatomy and physiology of sense organs, nursing care and pharmacology related to sense organ problem; malignancy clinical pathology, early detection, prevention, therapy, side effect; decubitus; wound care; modern dressing; perioperioative care. Skills lab: wound care, cytostatic management, scrubing-gowning- gloving

Practicum: Anatomy & biochemistry Fieldtrip: elimination assessment in hospital

Semester 5

Block 3.1 Cardiovaskular & Respiratory (6 Credits)

Cardiovascular system: Anatomy, physiology, pathophysiology, nursing care on cardiovascular diseases, health promotion &  prevention, pharmacology, ECG interpretation, palliative care. Respiratory system: Anatomy, physiology, pathophysiology, nursing care on respiratory disease TB, promotion & prevention, DOTS TB, palliative care.

Skills lab: ECG, Chest Physiotherapy, Oxygen therapy Practicum: Anatomy

Block 3.2 Research & Education in Nursing (6 Credits)

Students learn about health education & promotion, role of nurse educator, nursing education development, basic curriculum, assessment. Nurses must understand research in order to effectively participate in developing evidence-based nursing. Students in this block learn research in nursing. Practicum: Microteaching

Block 3.3 Neurocognition (6 Credits)

Students learn about neurology: physiology  of central nervous system, GCS, MMSE, nursing care for neurological deseases, pharmacology related to neurological diseases. The students also learn the basic consept of psychiatric nursing.

Skills lab: Neurology examination, hallucination management

Semester 6

Block 3.4 Selft Perception (6 Credits)

Optic learned are: self concept, somatoform disturbance, personal identity, body image. During this block the students also developing a research proposal.

Skills lab: traction care, tracheostomy care, WSD care

Block 3.5 Behavior & Emotional Coping (6 Credits)

Students learn about crisis and post-traumatic stress disorder (PTSD): the concept and management; drug abuse; violance and suicide management. Research: proposal development.

Skills lab: restraint

Block 3.6 Elderly (6 Credits)

To be competent of caring geriatric population, students learn the concept of gerontology and geriatry; ageing process: theory of ageing process, anatomy, physiology, sociology, psychology; issues & trends: demographic trend, strereotypes of ageing, policy and program for elderly; common health problem in elderly: physical & mental problem; environment management: structuring, relocation, transport, personal space; care & service delivery: care delivery system, case management, evaluation & performance management Field trip: Elderly house, Posyandu for elderly, Puskesmas

Semester 7

Block 4.1 Emergency & Critical Nursing (6 Credits)

Topics learned are emergency and critical care: concept, ems, ethicolegal, triage, basic life support,airway management, hemodynamic management, pharmacology, information system, transportation and _ stabilisation, assessment, trauma management, dokumentasi, critical in children, obstetric, adult, geriatric, palliative care in emergency & critical setting, psychiatric emergency, forensic nursing.

Skills lab: Cardiopulmonary Resuscitation, bandaging and splinting.

Block 4.2 Disaster Management (6 Credits)

Students learn basic concept of disaster in health: concept, resilience, capacities, concept disaster nursing, stakeholder roles; prevention/mitigation: risk reduction,risk assessment in disaster, collaboration, community based health care disaster plan, disaster plan for vulnerable group, community risk assessment: disaster preparedness: communication system plan, multidisciplinary collaboration, community based disaster preparedness, research in disaster nursing, family disaster preparedness; disaster response & rehabilitation/recovery: rapid health assessment, nurse’s role, data-information, surveillance, triage, management survivors post disaster, disaster psychological impact, referral system

Skills lab: hecting, disaster simulation

Block 4.3 Community Nursing & Helath Care System (6 Credits)

Nurses have active roles to improve community health. Students in this block learn community nursing: national and_ global development; epidemiology: screening, surveillance, oubreak, and outbreak management; disease prevention and control; health care services, leadership, health policy, MDGs, SDGs.

Semester 8

Block 4.4 Enterpreneurship & Electives

In todays world enterpreneurship become important skills to any profession including nursing. Students in this block learn the history, concept, principles of  enterpreunership; promotion, marketing and ethics related to it; e-commerce. At the end of the block students develop a business project proposal.

Electives: workplace health promotion , global health, Infection, nursing informatics, dementia care

Block 4.5 Comprehensive Clinical Nursing Skilss

In this block students are provided with opportunity to review all learning material on basic aah 7 nursing care, adult nursing care, maternity nursing care, pediatric nursing care, family nursing care, community nursing care, mental health nursing care, and emergency nursing care. At the end of this block students take the OSCE for all nursing skills that have been learned in the whole program. The assessment include their clinical skill and clinical reasoning. This block is designed to prepare the students before they enter the clinical rotation.

Clinical Rotation

1 Basic Nursing 4
2 Medical Surgical Nursing 6
3 Pediatric Nursing 3
4 Maternity Nursing 3
5 Mental Health Nursing 3
6 Management in Nursing 2
7 Emergency and Critical Care 3
8 Gerentology, Family and Community Nursing 5
9 Electives (e.g. Emergency Department, Hemodialysis Unit, Intensive Care Unit, Operation Theatre, Community Nursing,etx 5
Total 34


A.Main Competences :

  1. Able to perform professional nursing care in both clinics and community
  2. Able to implement ethics and legal in nursing practice
  3. Able to implement leadership and nursing management
  4. Able to develop sustained professionalism and lifelong learning.
  5. Able to establish interpersonal relationship
  6. Able to communicate effectively by having consideration of cross-cultural aspect
  7. Able to conduct research

B.Supporting Competences:

  1. Able to perform national and social responsibility in nursing
  2. Able to cooperate in the context of providing health service (collaborator)
  3. Able to perform management and information technology in nursing service.

C.Other specific competences which have correlation with main competences:

Ability to develop their spirit, motivation, ability and skill in entrepreneurship based on situation and local culture. It must also be useful in cross-sections included in the competence

Learning Method and Strategies

A.Lectures, Response Course
B.Group Discussion (Tutorial)
C.Other Methods in addition to PBL
D.Laboratory Practice and Nursing Clinical Skill (Skills Lab)
E.Field Study Experience
F.Seminar and Research Learning Method
G.Clinical Education (Nurse Profession) in Hospital and Health Centers

Evaluation Methods

  • Block Final Examination/Mid Term Examination/ Final Examination
  • Evaluation of the First Year (The first two semesters)
  • Evaluation of the First Two Years ( The first four semesters)
  • Final Evaluation of Undergraduate Program
  • Final Evaluation of Profession Program
  • Evaluation of Students’ Learning Process
  • Evaluation of work performance of academic and non-academic staffs


  1. Infrastructures in Ismangoen Building consist of Nursing Skill Laboratory, Classrooms, Lecturers’ Rooms and Administration Office, and Auditorium.
  2. Other facilities for the students of School of Nursing Faculty of Medicine UGM are spacious yard, parking lots, and musholla (praying room), New integrated laboratory and a library with comprehensive collection are promising facilities for students where they get excellent and credible sources for learning. All academicians in Faculty of Medicine, UGM uses these facilities.
  3. The activities of profession program are performed in some hospitals and other health centers such as RSUP. Dr. Sardjito, RSUD Banyumas, RSUP Dr. Soeradji Tirtonegoro, RS.Grhasia Pakem,
  4. Puskesmas Imogiri, Depok and Mlati, Panti Wredha Abiyoso, and Panti Wredha Budhi Luhur


The Undergraduate Program in Nutrition and Health was founded in 2003 as the first undergraduate program in nutrition in Indonesia with a primary focus on human health in three area of competences: clinical, community nutrition and food service management. The program is designed to equip a Bachelor of Health Nutrition who are scientifically and practically capable in addressing health issues related to nutrition by offering rigorous and thorough nutrition education through classroom theory and hands-on application in the instructional laboratory. This program is also the first one in Indonesia that successfully arrange a-one-year elective Dietetic Internship Program for students who already receive their Bachelor in Nutrition. After completion of their internship, students will receive a dietician certificate.

Every year, about 300 students are enrolled. Student entrance to this program is highly competitive and toughest in UGM. In 2015, this program has five lecturers with doctoral degree, 15 lecturers with master degree, 18 guest lecturers, and supported by eleven academic staff.

The Nutrition program is firmly building its track to become an internationally recognized center of education, research and community service in health and nutrition. It places great emphasis on professionalism in preparing human resources that uphold moral values and pledge integrity on national interest through education, research, and community service activities under good and professional governance according to local wisdom.The content and quality of the program has been evaluated and successfully meets the national accreditation standard for higher education.

International collaborations are also given high priorities in this study program. Currently it has various collaborations in research, academic, and capacity building for academic staff and students with University Sains Malaysia, Taipei Medical University, and Flinders University. Under these collaborations several activities have been conducted since 2008 until now, such joint research, joint courses , student exchange and Annual Symposium.

For further information please visit http://gizikesehatan.ugm.ac.id.

Program Specification

1 Awarding Body/ Institution Universitas Gadjah Mada (UGM)
2 Teaching Institution Department of Nutrition and Health Faculty of Medicine, Public Health and Nursing
3 Program Title Bachelor in Nutrition and Health (BNH)
4 Name of Final Award Bachelor of Science in Nutrition (S.Gz/ Sarjana Gizi)
5 Year of Establishment 2003
6 Detail of Accreditation Accredited by National Accreditation Board of Higher Education (BAN-PT), Ministry of Research, Technology and Higher Education:

  • Accredited as B in 2009 – 2014
  • Accredited as A in 2014 – 2019
7 Program Educational Objective BNH UGM was established to produce Bachelor of Science in Nutrition who has scientific and practical ability in 3 principal areas of competencies (i.e. clinical nutrition, community nutrition and food service management) as a professional nutrition and health provider to overcome nutritional problems in Indonesia.
8 Graduate Profiles 1.  Nutrition care provider
2. Community nutrition program manager
3. Food service manager
9 Expected Learning Outcomes (ELO)
  1. Able to show ethical and professional behavior in education and apply them in nutrition practice. (ELO 1)
  2. Able to explain basic theories of nutrition, food, biomedicine and health sciences. (ELO 2)
  3. Able to organise nutritional care in individual, group, and community under healthy and specific condition as part of interprofessional collaboration based on evidence. (ELO 3)
  4. Able to organise large scale food service by using science and technology. (ELO 4)
  5. Able to organise nutrition and health project including promotive, preventive, currative, and rehabilitative approaches based on evidence. (ELO 5)
10 Curriculum To educate graduates with the expected profile, BNH designed a curriculum that suits the needs of the community and stakeholders with reference of relevant subject benchmarks. BNH is currently implementing the new version of curriculum i.e. Curriculum 2016 which starts on August 2016. Subjects/ courses in the curriculum are the embodiment of the learning outcomes.
11 Curriculum Map The courses that are encompassed in the curriculum are based on the expected learning  outcomes (ELO) as well as the level of competence required to achieve related ELOs. The curriculum map is presented in the appendix.
12 Relevant Subject Benchmark The curriculum was designed by referring to a) national regulation on education: Indonesian Qualification Framework (IQF) and Minister Decree on Standard of National Higher Education/ SNPT); b) Core Curriculum (2015 version) issued by Association of Indonesian Nutrition Education Institution/ AIPGI;c) Stakeholders’ Tracer Study; d) results of benchmarking with similar program in Universiti Putra Malaysia (UPM) and Flinders University, Australia.
13 Main support for students in the learning process
  1. Qualified and experienced lecturers who have qualification of master’s, doctorate’s and register dietitian and/or expert practitioners
  2. Provision of up-to-date lecture materials/ modules and e-learning platform
  3. Students’ guidance by academic supervisors and Academic Services and Student Affairs at the department and faculty
  4. Implementation of assistance and guidance for practical/lab and field work as well as final project/ thesis completion
  5. Integrated facilities under the Faculty of Medicine, Public Health and Nursing UGM including class and computer rooms, laboratories, library, academic hospital of UGM and network hospitals of the faculty (mainly Dr. Sardjito General Hospital Yogyakarta) for students’ practical work placement
  6. Various scholarships and grants that encourage student’s achievement
14 Admission Criteria of admission of BNH students:

  1. High school graduate in natural science
  2. Not suffering from colour-blindness or having physical and verbal disability
  3. Pass the admission test from UGM

Futher information about the entrance examination system can be accesed through the website http://um.ugm.ac.id

15 Teaching-Learning Strategies
  1. Lecture (combined conventional lecture using power point presentation, whiteboard and multimedia/video)
  2. Tutorial (small group discussion with one tutor and 9 to 12 students)
  3. Practical/laboratory work
  4. Paper assignment and report (group or individual)
  5. Oral Presentation (group or individual)
  6. Field visit
  7. Clerkship/field work including case study and projects
  8. Research and thesis writing
16 Assessement Tools Midterm exam, final exam, practical exam, individual assignment, group work, written and oral presentation
17 Program Structure and Content Program scope consists of:

  1. Basic Nutrition and Nutrition-related Science: mastering the basic knowledge/ concepts of nutritional science, biomedical science and food science in a system related to health and nutrition in human as well as non-biological component of science (e.g. social-humanities science) related to nutrition and health.
  2. Human Nutrition: student will have ability to integrate basic science that they received from the first phase to solve problem related to human nutrition in healthy individual.
  3. Application in Nutrition and Dietetics: students will have ability to assess nutrition problems; identify diagnosis; plan, implement, monitor and evaluate intervention/ programs in specific conditions in individu and community including providing nutrition education/ counselling and organising a large scale food service activities according to professional ethics.

The academic program is delivered in form of courses:

  1. Mandatory courses = 132 credits
  2. Interprofessional Education Course = 7 credits
  3. Elective courses = 22 credits

Total = 149 credits

18 Method of Evaluation and Improvement of the Quality and Standards of Learning Process
  1. Internal feedbacks from students’ evaluation for all courses in every semester, tracer study of alumni
  2. External feedback from the faculty: annual internal quality auditing/ AMI
  3. Upgrading capacity of academic staffs through formal and informal education
  4. Updating of academic manual procedures, teaching materials/media and modules
  5. Application of Information and Communication Technologies / ICT and Student Centered Learning/ SCL method
  6. Facilitating academic activities inside and outside the university that supports development of student quality through seminars, conferences, Student Creativity Program/ PKM, training and benchmarking.
19 Graduation criteria Cumulative Achievement Index (GPA) of 2.50, has got no “E” mark and “D” mark <25% of the total credits, has completed the Thesis and submitted revisions, no negative remarks on Professional Behavior.
20 Revised Date of Program Specification January 2, 2018

Educational Philosophy

The Bachelor in Nutrition and Health (BNH) UGM designs the courses following the educational philosophy of constructivism, a student-centered philosophy that emphasizes the importance of students’ active participation in teaching. BNH UGM implements SCL (Student Centered Leaning), a learning system where students learn to discover and build knowledge from various sources such as texts book, articles, and journals, and are responsible to share with others in classroom setting, as its teaching method.

Expected Learning Outcome

  1. Able to show ethical and professional behavior in academic settings and nutrition practices (ELO 1)
  2. Able to explain the concepts of nutrition, food, biomedicine, and health sciences (ELO 2)
  3. Able to provide evidence-based nutrition care towards individual, groups, and communities under healthy and specific condition as part of interprofessional collaborative work. (ELO 3)
  4. Able to implement science and technology to perform large-scale food services (ELO 4)
  5. Able to organize evidence-based nutrition and health projects, which includes nutrition promotion and marketing, as well as disease prevention, treatment, and rehabilitation (ELO 5)


1St Semester Credits
1 Pancasila 2
2 Civic 2
3 Religion 2
4 Bahasa Indonesia 2
5 Maths 2
6 Anatomy 2
7 Cell & Molecular Biology 2
8 Chemistry 2
9 Fundamental of Nutrition 2
10 Food Science 3
Total credits in 1st Semester 22
2nd Semester Credits
11 Nutrient analysis 3
12 Physiology 3
13 Macronutrient Metabolism 2
14 Basic Management 2
15 Sociology & Anthropology 3
16 Applied English 3
17 Communication 2
18 Public Health 1
Total credits in 2nd Semester 21
3rd Semester Credits
19 Nutrition and Immunology 2
20 Micronutrient Metabolism 2
21 Nutritional Assessment 2
22 Assessment of Food Consumption 2
23 Culinary 3
24 Basic Nutritional Training 2
25 Psychology 2
26 Biostatistics 3
27 Fundamental of Nutrition 2
28 Current Issue in Clinical Nutrition*) 2
29 Obesity Management*) 2
Total credits in 3rdSemester 21
4th Semester Credits
30 Basic Epidemiology 2
31 Health Care System 2
32 Nutrition in Lifecycle 4
33 Clinical Biochemistry 3
34 Food Microbiology 3
35 Basic Sport Nutrition 2
36 Food Safety 2
37 Nutrigenomic*) 2
38 Analysis of Food and Nutrition Data *) 2
Total credits in 4th Semester 21
5th Semester Credits
39 Diet and Disease: Deficiencies and Communicable Diseases 2
40 Nutrition Care Processes 3
41 Food Technology 3
42 Research Methodology 3
43 Food Service Management 2
44 Food Security 2
45 Bioethics 2
46 Advanced Sport Nutrition*) 2
47 Functional Food and Nutraceuticals*) 2
Total credits in 5th Semester 20
6th Semester Credits
48 Diet and Disease: Non-Communicable Diseases 4
49 Advanced Food Service Management 2
50 Nutritional Epidemiology 2
51 Nutrition Program Management 2
52 Nutrition Managemen in Disaster 2
53 Enterpreneurship 2
54 Community Service Program 3
55 Occupational Nutrition*) 2
56 Food Fortification*) 2
Total credits in 6th Semester 20
7th Semester Credits
57 Diet and Disease: Trauma and Critical III 5
58 Clerkship in Clinical nutrition 3
59 Clerkship in Food Service Management 3
60 Food Program for Vulnerable Group*) 2
61 Culinary Dietetics *) 2
Total credits in 7th Semester 14
8th Semester Credits
62 Nutrition Program Implementation 4
63 Thesis 6
Total credits in 8th Semester 10

*) optional course
CFHC = Community And Family Health Care With Interprofessional Education (CFHC-IPE) course

Graduate Profiles

  1. Nutrition care provider
    The role of nutrition care provider includes nutrition screening, assessment, diagnosis, intervention, as well as monitoring and evaluation of the devised treatment. In addition to performing nutrition care process to the clients, nutrition care provider is also responsible for nutrition promotion, education, counseling, documentation, and reporting.
  1. Food service manager
    A food service manager tasks include food and supplies procurement, preparation, processing, distribution, consumption as well as monitoring and evaluation. He/she is responsible in dealing with resource management (work force, finance, machines, and infrastructure). Ascertaining the quality and safety of the meals provided at hospitals, restaurants, athlete training centers, dormitories, catering and schools are within the responsibilities of a food service manager.
  1. Community nutrition program manager
    The role of a nutrition program manager includes program planning, implementation, monitoring, and evaluation. He/she will play an important role in nutrition promotion, disease prevention, and treatment at the community level and also work closely with various stakeholders such as the government, industries/private sectors, civil society organizations, and research institutes to advocate better nutrition for the general population.

Generally known as a nutritionist or dietitian

Laboratory Facilities

  1. Laboratories
    Bachelor in Nutrition and Health use 4 laboratories in the areas of Faculty of Medicine, Public Health and Nursing UGM for practicum (lab work) activities, namely:

    1. Laboratory of Physiology
    2. Microbiology Laboratory
    3. Culinary & Dietetic Laboratory
    4. Nutrient Analysis Laboratory
  2. Nutritional Skills Laboratory (Skills Lab)
    Skills lab is a facility where students can practice the clinical skills and anthropometric measurement in a laboratory setting before they face the real patients. There are three types of clinical skills, namely communication and counseling skills, physical examination skills and therapeutic skills. Students are trained in small groups of 10-11 students accompanied by an instructor through methods of role play, practicing with friends, or using models for certain skills.
  3. Field Laboratory
    1. Hospitals:
      1. dr. Sardjito General Hospital Yogyakarta
      2. UGM Hospital
      3. dr. Soeradji Tirtonegoro General Hospital Klaten
      4. Banyumas District Hospital
      5. Wates District Hospital
      6. Wonosari District Hospital
      7. Muntilan District Hospital
    2. Public Health Centers (PUSKESMAS):
      1. Puskesmas Seyegan
      2. Puskesmas Tempel 1
      3. Puskesmas Tempel 2
      4. Puskesmas Ngemplak 2
      5. Puskesmas Mlati 2
    3. Rumah Pemulihan Gizi (RPG) Kota Yogyakarta
    4. Caterings:
      1. Catering Marwah
      2. Catering Karunia
      3. Catering Laras
      4. Catering Sidosemi
      5. Catering Bimasena
      6. Catering Syuhada
    5. Sport Facilities in Universitas Negeri Yogyakarta (UNY)

Further information about the registration procedure and the cost components of education, please see the website http://um.ugm.ac.id