SISTEM PEMBELAJARAN DI FAKULTAS KEDOKTERAN

1. DettyIryani BagianPendidikanKedokteran FakultasKedokteranUniversitasAndalas SISTEM PEMBELAJARAN DI FAKULTAS KEDOKTERAN

2. STANDAR PENDIDIKAN PROFESI DOKTER • KKI, tahun 2006 • Bab II, 2.3. Struktur, komposisidandurasikurikulum • Kurikulumdilaksanakandenganpendekatan/ strategiSPICES (Student-centred, Problem-based, Integrated, Communitybased, Elective/ Early clinical Exposure, Systematic

3. S T eacher-centered tudent-centered I nformation gathering P roblem-based D I iscipline-based ntegrated C H ommunity-based ospital-based E C ore lective S A ystematic pprenticenship

4. Perbedaan Pembelajaran Teacher Centered Learning (TCL)dengan Student Centered Learning (SCL)

5. Perbedaan Pembelajaran Teacher Centered Learning (TCL)dengan Student Centered Learning (SCL)

6. Why we change ?

7. Reasons for Changes General Reasons Educational Background Cognitive Psychology

8. Reasons for Changes General Reasons Science & technology Globalization Curriculum: learning objectives (competencies), L&T approach, assessment & learning environment should be evaluated & revised Information & Communication High competitiveness Changes in community perception & knowledge to health issues High quality graduates: scientist- professional, lifelong learner, sensitive, creative, independent, innovative, critical thinking, ethics

9. Reasons for Changes Educational Background • Constructivism theory • Adult Learning • Shifting paradigm from teaching to learning • Research on learning formats

10. Reasons for Changes Educational Background • Constructivism theory

11. Reasons for Changes Educational Background Constructivism of learning: • Knowledge is constructed from experience • Learning is a personal interpretation of the world • Learning is an active process in which meaning is developed on the basis of experience • Conceptual growths comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning • Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity

12. Reasons for Changes Educational Background • Adult Learning

13. DefinitionAdult ?Age >16th ?Psikologis Tidak terikat orang lain Mandiri Bertanggungjawab Dapat mengambil keputusan sendiri ?Biologis Tanda kelamin sekunder

14. Adult learningCharacteristics (Malcolm Knowles) 1. Adults are autonomous and self-directed 2. Adults have accumulated a foundation of life experiences and knowledge 3. Adults are practical 4. Adults are relevancy-oriented

15. AndragogyCharacteristics (Malcolm Knowles) 5. Adults are goal-oriented 6. Adults need to be shown respect

16. Adult learning theory Tasks should be relevant for the learner, motivation Learner is involved in setting educational goals Practice of all the skills Laidley & Braddock, 2000

17. Adult learning theory Learning is within capacity of the learner Regular feedback is provided The learner can reflect on experiences

19. Reasons for Changes Educational Background • Shifting paradigm from teaching to learning

20. Teacher centered Knowledge transfer Reinforces passiveness Teachers provide answers Teachers direct students Student centered Knowledge acquisition Reinforces activeness Teachers ask questions Teachers guide students Teaching vs learning

21. Reasons for Changes Educational Background • Research on learning formats

22. The Learning Pyramid Average Retention Rate Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion group 50% Practice by doing 75% Teach others 80% National Training Laboratories, Bethel, Maine, USA

23. Reasons for Changes Cognitive Psychology • Expertise research • Problem solving

24. Reasons for Changes Cognitive Psychology • Expertise research • Problem solving

25. Cognitive Psychology Expert Novice

26. Problem solving General skill Content specific

27. Systematic Educational Planning Working environment Professional Tasks Learning needs Competencies The learner Programevaluation Educational objectives The Learner Learnerevaluation Learningactivities Working environment Fasilitator

28. Tugas, perandanfungsiseorang dokterdalam UKM dan UKP Strata pertama Komponenkompetensi yang dibutuhkanuntukmelaksanakantugas, fungsidanperanseorangdokterdalam UKM dan UKP Strata pertama PENGEMBANGAN KURIKULUM PENDIDIKAN DOKTER Kemampuan yang harusdikuasai agar kompetendalammelaksanakan tugas, fungsidanperanseorang dokterdalam UKM dan UKP strata pertama

29. PBL

30. Definition of PBL an active learning stimulated by, and focused round a clinical, community or scientific problem (Davis and Harden, 1999) Students work on the problem which is explicitly used to get students themselves to identify and search for the knowledge, that they need to obtain in order to approach the problem (Ross, 1991)

31. Definition of PBL instructional method characterized by the use of patient problems as a context for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences (Albanese&Mitchell, 1993) Faculty objectives are translated into a problem, usually consisting of a set of phenomena in need of some kind of explanation. Students analyse these problems, attempting to understand the underlying principles or processes through small-group discussion. During discussion, questions which remain unanswered are identified. These questions or learning issues serve as a guide for independent and self-directed learning (Dolman, 1994)

32. Problem-Based Learning (PBL) Suatu strategi pembelajaran: menggunakan masalah sebagai stimulus untuk menemukan atau mendapatkan informasi yang diperlukan untuk memahamidanmencarisolusinya

33. Characteristics of PBL • small group discussions on • interdisciplinary problems with • enough time for self study and • parallel training in skills

34. PROBLEM-BASED LEARNING CONCEPT MAP Collaborative Problem Characteristics Is Has Problem Based Learning Format Authentic Learning Follows A Is Is Has Self Directed Research Requires Has Learner Responsibilities Outcomes

35. Tutorial as intervention media for learning facilitation

36. Peran tutorial Tutorial dalam konteks PBL adalah suatu active learning processdalam diskusi kelompok kecil • distimulasi oleh suatu problem (skenario) • mengaktifkan prior knowledgemahasiswa • difasilitasi oleh seorang tutor • dipimpinoleh seorang mahasiswa yang terpilih • dibantu oleh seorang sekretaris yang terpilih Untuk mencapai tujuan belajar melalui aktivitas terstruktur yang disebutseven-jump

37. SEVEN JUMPS • STEP 1. Clarify Unfamiliar Terms • STEP 2. Define the PROBLEM (s) • STEP 3. Brainstorm Possible Hypothesis or Explanation • STEP 4. Arrange Explanation into a Tentative Solution • STEP 5. Define Learning Objective • STEP 6. Information Gathering and Private Study • STEP 7. Share the Results of Information Gathering and Private Study

38. TUTOR Tutorial group process PROBLEM STUDENT

39. Implementasipendidikandi FK-Unand • Tahapanpendidikan : • Pendidikantahapakademik (7 semester) • Di kampus FK • Pendidikantahapprofesi (3 semester) • Di RS Pendidikandanjejaring (rotasi I dan II) • Internship • Di wahana internship

40. Kegiatanpembelajaranditahapakademik 1. Tutorial 2. Belajarmandiri 3. Skills lab 4. Diskusipleno 5. Praktikumilmudasar 6. Konsultasipakar 7. Diskusikelompokkeciltanpa tutor

41. Metode Student Assessment ditahapakademik • Kognitif : MCQ, PAQ, oral, SOCA, Progres test • Proses : Check list • Skills : Check list, OSCE • Afektif : Observasi, Check list • Logbook, Portofolio • Feedback (evaluasiformatif)

42. Kegiatanpembelajaranditahapprofesi • Bedside teaching • Case report session • Meet the expert • Bertugasdipoliklinikdanruangrawatinap • Tutorial tahapklinik

43. Metode Student Assessment ditahapprofesi • Logbook, portofolio • Shortcase, longcase • MiniCex, OSCE • Feed back (evaluasiformatif)

44. TerimaKasih