Conceptual Design of a Biopsychosocial-Spiritual-Based Medical Education Syllabus for Geriatric Healthcare Competency

Murtafiqoh Hasanah, - and M. Agung Prasetya Adnyana Yoga, - (2026) Conceptual Design of a Biopsychosocial-Spiritual-Based Medical Education Syllabus for Geriatric Healthcare Competency. AR RUMMAN: Journal of Education and Learning Evaluation, 1 (1). pp. 1-6. ISSN E-ISSN: 3047-0943 P-ISSN: 3047-1141

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Abstract

Background: The rapid growth of the ageing population and the increasing burden of degenerative diseases demand a transformation in medical education to produce physicians competent in holistic elderly care. However, the implementation of the biopsychosocial-spiritual paradigm in Indonesian medical course syllabi remains fragmented and insufficiently integrated. Objective: This study aimed to develop a Semester Learning Plan (RPS) for a medical program based on a holistic health paradigm (biopsychosocial-spiritual) to enhance physicians’ competencies in elderly health care. Methods: This study employed a Research and Development (R&D) approach using the MANTAP model at Levels 1–3 (design and qualitative validation). The research stages included: (1) preliminary study through needs assessment and initial product analysis, (2) development of a holistic RPS prototype, and (3) qualitative expert validation using expert judgment. Data were analyzed descriptively and thematically to inform product design and revision. Results: The preliminary study identified a gap between the required competencies for holistic elderly care—encompassing promotive, preventive, curative, and rehabilitative approaches—and existing RPS designs that predominantly emphasize biomedical aspects. The developed holistic RPS prototype integrates the biopsychosocial-spiritual paradigm, a continuum-of-care framework for degenerative diseases, and contextual learning strategies such as PBL, CBL, and PjBL. Expert validation indicated that the RPS is conceptually and pedagogically appropriate, with recommendations to further strengthen learning outcome operationalization and affective–reflective assessment. Conclusion: This study produced a qualitatively validated holistic RPS model that is relevant for improving medical students’ readiness to deliver comprehensive elderly health care

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