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Block Development

Block Development. Titi Savitri Prihatiningsih Department of Medical Education Gadjah Mada University School of Medicine. Titi Savitri. Macro Level. Formulate competencies and the breakdown Selecting problems Defining the phase Allocating the competencies into each phase. Meso Level.

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Block Development

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  1. Block Development Titi Savitri Prihatiningsih Department of Medical Education Gadjah Mada University School of Medicine Titi Savitri

  2. Macro Level • Formulate competencies and the breakdown • Selecting problems • Defining the phase • Allocating the competencies into each phase

  3. Meso Level • Dividing each phase into several learning units/Block • Decide the name or themes of the block (preferably integrated themes – not necessarily discipline) • Allocating competences into each block • Allocating problems for each block • Deciding which core disciplines involved (if the name of block is integrated theme)

  4. Micro Level • Developing blue print blocks (outcome, problems, participating disciplines) • Each block team identify contents of each block: • Knowledge • Skills • Behaviour • Values • Insights etc

  5. Three levels of curriculum design CurriculumMacro Year/phaseMeso Block/module/unitMicro

  6. Comparison • Curriculum is the blueprint for the building(at macro and meso level) • Instructional planning (block or module development) is the process of constructing the building (at micro level)

  7. Three levels of coordination Curriculum coordinator Year/Phase coordinator Block coordinator

  8. Correspondence Macro curriculum Accumulation Meso Curriculum Connection Integration Micro Curriculum Comprehensiveness

  9. Correspondence Curriculum Coordinator Accumulation Year/Phase Coordinator Connection Integration Block Coordinator Comprehensiveness

  10. Block Blueprint is... derived from block theme and comprises a broad outline of block content, broad final objectives of the block and list of disciplines to participate in the block Blueprint block is designed by Curriculum Committee Blueprint block is the main instrument to control the curriculum content

  11. Task of Block Team

  12. Design Block Implement Block Evaluate Block

  13. Stages of Block Development 1. Analyse and discuss Blue Print Block 2. List the relevant topics 3. Order related topics 4. Identify the key topics

  14. 4. Identify the key topics Competences Preceeding Blocks (year 1) Phases of Education Priorities

  15. 5. Designing Conceptual Framework

  16. 5. Designing Conceptual Framework Matrix To visualise The relationship Among different concepts Hierarchical Central Axis

  17. Matrix

  18. Hierarchical

  19. Central Axis Nutrition and Food Safety

  20. 5. Designing Conceptual Framework 6. Formulate detailed objectives 7. Develop Block Books

  21. 7. Develop Block Books • Divide the block into different parts • Determine the order in which the different block parts should be presented: • From simple to complex • From concrete to abstract • From familiar to unfamliar

  22. 7. Develop Block Books • Spread the study load evenly • Identify integrated subjects – teaching formats • Outline the sequence of the different block parts and the amount of time available • Calculate hours • Recommended learning resources • Assessment • Write the text • Block evaluation

  23. BLOCK Book for Tutor • Introduction • Table of Contents • Blok Objectives • Topic Tree • Week 1: • Objectives • Scenario • Review of Content (depth and breadth) • 4. Teaching and Learning Activities • 5. Learning Resources • 6. References • 6. Assesment • 7. List of Block Constructors • 8. List of Block Contributors • 9. Resources of Persons • 10.Block References • 11.Block Schedule

  24. Scenario

  25. Objectives Problem Format Type

  26. Scenario • Definition • “A problem consists of a neutral description of an event or a set of phenomena that are in need of explanation in terms of underlying processes, principles or mechanisms” • Function • As the trigger to achieve block objectives • To activate prior knowledge • To stimulate self-directed learning

  27. Developing Scenario • Format: • Narative • Graphics • Pictures • Audiovisual • Make variations of different formats

  28. Good scenario is: • Relevant with the outcome of the blocks • Realistics • Logics • Appropriate • Interesting and motivating • Precise • d. Number of scenario

  29. THE ROLE OF PROBLEMS • New information is better processed and retained • Problem solving skills are enhanced • Integration of knowledge is stimulated • Students learn how to learn • Independent study • Student motivation is enhanced

  30. Conditions to be met by problems • Build on students’ prior knowledge • Stimulate elaboration • Relevant context • Stimulate self-directed learning • Offer motivation (open-ended, controversial issues) • Evidence-based

  31. Different types of problems • The explanation problem • The discussion problem • The strategy problem • The study problem • The application problem • The multilevel problem

  32. The explanation problem • Purpose: to understand structure and mechanism. • Consisting of description of phenomena • Good for early year

  33. The application problem • Purpose: to apply knowledge, understanding and skills • Stimulate belajar bila • A number of questions and assignments • Integration

  34. The multi-level problem • Purpose: to study mechanism in more in depth • To follow up the problem • Weakness: Needs more time to developbutuh waktu banyak,. • Description of disease from complain to treatment

  35. The Strategy Problem • Purpose: students learn rational clinical reasoning and decision making based on knowledge and understanding of the underlying process • Management strategy • Invite simulation of real medical practice • A descriptin of complaints with data from history, physical examination

  36. Seven Clinical Step Approach • Identify central aspects • What information should be obtained from history, px, lab investigation? • Relate this with 1 • Try to discover causal relationship that would explain findings • Generate list of hypothesis • Consider dx • Drap up management plan

  37. The Discussion Problem • To foster understanding of different points of view regarding on issue • To reflect critically on the standards • To understand different points of view • Stimulate thinking about personal points of view • Useful for end block • Clear problem, opinions

  38. The Study Problem • To do independent study of a particular subject • To master specific content • Stimulate specific learning activities

  39. Three main considerations in Developing a problem 1. Learning outvcome (competencies) 2. Types 3. Format

  40. Contoh: • Tujuan: • Mampu melakukan pemeriksaan ANC • Mampu melakukan konseling dan memberikan informasi tentang proses dan tanda-tanda kehamilan dan persalinan • Pertanyaan yang ingin dimunculkan • Bagaimana ANC • Bagaimana tanda-tanda & proses kehamilan • Bagaimana tanda-tanda & proses persalinan • Bagaimana melakukan konseling dan memberi informasi pada ibu hamil

  41. PERBEDAAN TIPE MASALAH • Masalah yang membutuhkan penjelasan • Masalah yang diperlukan untuk mengembangkan pandangan • Masalah yang diperlukan untuk melatih penalaran • Masalah untuk melatih menerapkan pengetahuan • Masalah untuk melatih memacu mahasiswa belajar • Masalah untuk berbagai tingkat pendidikan dan profesi

  42. Different Format of Scenarios • Narrative • Phenomenons- singkat menggambarkan pasien • SOEP (Subjective, objective, evaluate, plan) –roblem pack - Terbungkus banyak masalah yang tersembunyi • Sign pack – problems presented in phase • Verbatim – doctor-patient encounter • Correspondence – referral letter

  43. Menyusun Skenario • Format yang bisa dipilih: • Narasi • Grafik • Gambar • Audiovisual • Usahakan format skenario dalam suatu blok bervariasi sehingga akan meningkatkan daya tarik blok • b. Sumber skenario bisa dari pengalaman pribadi, percakapan dokter-pasien, media masa, artikel jurnal, laporan penelitian dan lain sebagainya

  44. Format yang dipilih Narrative Imud (19 tahun) premi gravida hamil 7 bulan, memeriksakan ANC sejak kehamilan 2 bulan. Sekarang merasakan gerakan bayi makin keras. Payudaranya bertambah besar dan semua pakaiannya menjadi sesak. Kadang-kadang rahimnya kontraksi keras lalu hilang. Ia takut kalau melahirkan bayi sebelum cukup umur.

  45. PETUNJUK PENYUSUNAN SKENARIO • Hubungkan dengan prior knowledge • Hubungkan dengan objektif secara jelas • Pertimbangkan tingkat kerumitan masalah • Pertimbangkan struktur yang memadai untuk diskusi • Pilih kata nyata yang erat dengan profesi • Pilih masalah-masalah yang multi disiplin • Pertimbangkan panjang/ pendeknnya masalah yang ingin dimunculkan

  46. PETUNJUK PENYUSUNAN SKENARIO • Waktu untuk belajar mandiri • Waktu untuk fase pelaporan • Variasi pengalaman belajar • Jumlah skenario dalam satu blok • Sekuen skenario • Waktu yang tersedia untuk penulisan skenario

  47. Pertimbangkan waktu yang diperlukan • Pemahaman : • Diskusi • Belajar • Membuat laporan • Variasi aktivitas belajar • Urutan masalah yang akan dimunculkan • Memilih kejadian yang dapat membangun citra profesi • Relevan dan dapat memicu belajar

  48. Sumber Belajar

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