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"Skripsi ini membahas materi muatan kebijakan hak dan kewajiban pasien yang terdapat dalam Undang-Undang No. 29 tahun 2004 tentang Praktik kedokteran, Undang-Undang No. 38 tahun 2014 tentang Keperawatan dan Undang-Undang No. 44 tahun 2009 tentang Rumah Sakit dengan melihat adakah materi muatan yang sama antara peraturan tersebut. Penelitian ini menggunakan studi kepustakaan dengan metode pengambilan data menggunakan deskriptif kualitatif kemudian dianalisis menggunakan segitiga kebijakan. Data yang didapatkan menggunakan jenis data sekunder berupa undang-undang, risalah, rancangan undang-undang dan naskah akademik. Hasil penelitian menunjukan bahwa adanya pengulangan hal yang sama dengan makna yang sedikit berbeda pada materi muatan kebijakan hak dan kewajiban pasien dalam tiga undang-undang tersebut. Diperlukan adanya tataurutan perundangan yang seharusnya dilakukan sesuai pedoman pembentukan perundang-undangan sehingga tercipta konsistensi dan sinkronisasi antar peraturan. Selain itu, untuk meminimalkan pengulangan hal yang sama maka dalam proses pembuatan perundang-undangan diperlukan analisis kemiripan.

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This thesis discusses about patient's rights and obligations in regulation of law No. 29 in 2004 about Medical Practice, law No. 38 in 2014 about Nursing, and law No. 44 in 2009 about Hospital by looking overlapping material between regulations. This study uses library research, using qualitative on data collection method descriptive base with triangle policy. Use secondary data types. The results of the study is that there are overlap in the material content of the patient's rights and obligations in the law. Required rules of legislation that should be carried out using guidelines for establishing legislation so as to create consistency and synchronization between regulations. to minimize repetition of the same thing, in the process of making legislation analysis of similarities is needed."

"Pengaturan pendidikan kedokteran saat ini diatur dalam tiga buah undang-undang, yaitu UU No. 29 Tahun 2004 (UU Pratik kedokteran), UU No. 12 Tahun 2012 (UU Pendidikan Tinggi), dan UU No. 20 Tahun 2013 (UU Pendidikan Kedokteran). Ketiga undang-undang tersebut mengatur mengenai penetapan standar pendidikan profesi dokter, uji kompetensi dokter, dan dokumen kelulusan pendidikan profesi dokter. Ketiga substansi ini telah diatur dalam jenis dan bentuk peraturan perundang-undangan delegasi yang berbeda serta diimplementasikan oleh instansi yang berbeda juga yaitu Kementerian Pendidikan dan Konsil Kedokteran Indonesia. Kondisi seperti ini menyebabkan adanya potensi disharmoni di antara UU Praktik Kedokteran, UU Pendidikan Tinggi, dan UU Pendidikan Kedokteran. Penelitian dengan metode yuridis normatif ini menguraikan permasalahan mengenai kesesuaian antara pengaturan penetapan standar pendidikan profesi dokter, uji kompetensi dokter, serta dokumen kelulusan pendidikan profesi dokter dalam UU Praktik Kedokteran, UU Pendidikan Tinggi, dan UU Pendidikan Kedokteran dari sisi teks peraturan, doktrin hukum, dan aspek implementatif agar menghadirkan kepastian hukum. Hasil penelitian menemukan bahwa terdapat ketidaksesuaian penormaan dalam UU Praktik kedokteran, UU Pendidikan Tinggi, dan UU Pendidikan Kedokteran dalam pengaturan penetapan standar pendidikan profesi dokter, uji kompetensi dokter, dan dokumen kelulusan pendidikan profesi dokter sampai dengan peraturan delegasi dari ketiga undang-undang tersebut. Undang-undang ini memiliki hierarki yang sama dalam tata urutan perundang-undangan. Dari sisi materi muatan terdapat harmonisasi antara UU Pendidikan Tinggi dan Pendidikan Kedokteran, namun harmonisasi tidak terjadi antara UU Praktik Kedokteran dengan undang-undang lainnya. Oleh karenanya untuk memberikan kepastian hukum akibat adanya disharmoni antara UU Praktik Kedokteran dan UU Pendidikan Kedokteran serta UU Pendidikan Tinggi, perlu adanya ketaatan terhadap pelaksanaan asas lex superior derogat legi inferiori, lex posterior derogat legi priori dan konsistensi dalam pelaksanaan putusan pengadilan.

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The regulation of medical education is currently regulated in three laws, Law Number 29 of 2004 (Law of Medical Practice), Law Number 12 of 2012 (Law of Higher Education), and Law Number 20 of 2013 (Law of Medical Education). The three laws regulate the establishment of medical professional education standards, medical competency tests, and medical professional education graduation documents. These three substances have been regulated in different types and forms of delegation legislation and implemented by different agencies, namely the Ministry of Education and the Indonesian Medical Council. This condition creates the potential for disharmony between the Medical Practice Law, the Higher Education Law, and the Medical Education Law. This research using a normative juridical method describes the problem of conformity between setting standards for medical professional education, medical competency tests, and graduation documents for medical professional education in the Medical Practice Law, Higher Education Law, and Medical Education Law from the perspective of regulatory texts, legal doctrine, and implementation aspects in order to provide legal certainty. The results of the study found that there were inconsistencies of norms in the Law on Medical Practice, the Law on Higher Education, and the Law on Medical Education in the setting of standards for medical professional education, medical competency tests, and graduation documents for medical professional education up to the delegation regulations of the three laws. This law has the same hierarchy in the order of legislation. In terms of content, there is harmonization between the Law on Higher Education and Medical Education, but harmonization does not occur between the Law on Medical Practice and other laws. Therefore, in order to provide legal certainty due to disharmony between the Medical Practice Law and the Medical Education Law and the Higher Education Law, it is necessary to adhere to the implementation of the principles of lex superior derogat legi inferiori, lex posterior derogat legi prioriand consistency in implementing conviction."

"MEDICAL TERMINOLOGY FOR HEALTH PROFESSIONS simplifies the process of memorizing complex medical terminology by focusing on the important word parts - the common prefixes, suffixes and root words -- to provide a foundation for learning hundreds of medical terms. Organized by body systems, the chapters begin with an overview of the terminology related to the body's structures and functions, then proceed through diseases and disorders, and finally diagnostic procedures and treatments. This helps students master the necessary language to describe how the human body works, what goes wrong with it, and how we treat it. Every chapter engages learners with the See and Say pronunciation system, interactive exercises, real life medical scenarios and critical thinking exercises. An updated art program includes illustrations that reflect the latest terms and procedures, and multi-cultural /multi-generational photos that accurately portray today's medical world."

"Recent trends in health care across the United States and internationally have emphasized a novel approach that consists in comparing the effectiveness and efficacy of treatment interventions with a patient-centered emphasis (i.e., evidence-based health care), while ensuring cost constraints, maximizing benefits, and minimizing risks. In this book, experts in comparative effectiveness and efficacy research and analysis for practice (CEERAP) in health care in general address a range of topical issues. The emphasis is on implications for endodontics and nursing, both of which are considered in a series of detailed chapters. Commonalities and differences among CEERAP, utility-based and logic-based analysis and decision-making, and evidence-based and patient-centered practice are defined and discussed. The book concludes by examining applications for CEERAP in developing patient-centered optimal treatment interventions for the next decade."

""Law and Ethics for the Health Care Professions illustrates the numerous legal and ethical issues that health care professionals face every day. The topics are derived from real-life experiences and dilemmas from a variety of health care practitioners. Through the use of learning outcomes, key terms, ethics issues, chapter reviews, case studies, Internet activities, court cases, and video vignettes, students hear from health care practitioners in various locations throughout the United States as they encounter legal and ethical problems and situations. Students will practice critical thinking skills to decide how to resolve the real-life situations or theoretical scenarios, determine why the court made a particular ruling and decide how the issues are relevant to the health care profession they will practice."-"