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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 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 • 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)
Micro Level • Developing blue print blocks (outcome, problems, participating disciplines) • Each block team identify contents of each block: • Knowledge • Skills • Behaviour • Values • Insights etc
Three levels of curriculum design CurriculumMacro Year/phaseMeso Block/module/unitMicro
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)
Three levels of coordination Curriculum coordinator Year/Phase coordinator Block coordinator
Correspondence Macro curriculum Accumulation Meso Curriculum Connection Integration Micro Curriculum Comprehensiveness
Correspondence Curriculum Coordinator Accumulation Year/Phase Coordinator Connection Integration Block Coordinator Comprehensiveness
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
Design Block Implement Block Evaluate Block
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
4. Identify the key topics Competences Preceeding Blocks (year 1) Phases of Education Priorities
5. Designing Conceptual Framework Matrix To visualise The relationship Among different concepts Hierarchical Central Axis
Central Axis Nutrition and Food Safety
5. Designing Conceptual Framework 6. Formulate detailed objectives 7. Develop Block Books
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
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
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
Objectives Problem Format Type
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
Developing Scenario • Format: • Narative • Graphics • Pictures • Audiovisual • Make variations of different formats
Good scenario is: • Relevant with the outcome of the blocks • Realistics • Logics • Appropriate • Interesting and motivating • Precise • d. Number of scenario
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
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
Different types of problems • The explanation problem • The discussion problem • The strategy problem • The study problem • The application problem • The multilevel problem
The explanation problem • Purpose: to understand structure and mechanism. • Consisting of description of phenomena • Good for early year
The application problem • Purpose: to apply knowledge, understanding and skills • Stimulate belajar bila • A number of questions and assignments • Integration
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
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
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
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
The Study Problem • To do independent study of a particular subject • To master specific content • Stimulate specific learning activities
Three main considerations in Developing a problem 1. Learning outvcome (competencies) 2. Types 3. Format
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
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
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
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
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.
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
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
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