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Strategi dan Metode Pembelajaran dalam Pendidikan Dokter

Strategi dan Metode Pembelajaran dalam Pendidikan Dokter. Titi Savitri Prihatiningsih Bagian Pendidikan Kedokteran. The importance of Health Profession Education ….

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Strategi dan Metode Pembelajaran dalam Pendidikan Dokter

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  1. Strategi dan Metode Pembelajarandalam Pendidikan Dokter Titi Savitri Prihatiningsih Bagian Pendidikan Kedokteran

  2. The importance of Health Profession Education…. • Anyone with responsibility for educating nurses, midwifes, residents, and physicians should be skilled and well informed about health profession education – as preparing these learners to provide a safe, humane and effective care for the members of our society is a heavy responsibility

  3. 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

  4. Doctor How do ensure that your doctor achieves actual competencies? What do you claim your doctor should be able to do? How do you ensure that you will producesuch a doctor?

  5. Assumptions of Learners based on Pedagogical Model • The need to know (exam) • The learner’s self-concept (dependent personality) • The role of experience (little) • Readiness to learn (depends on teacher) • Orientation to learning (subject-centred, subject content) • Motivation (external)

  6. What is wrong with Pedagogical Model? • Pedagogy is the art and science of teaching children – based on assumptions about teaching learning between 7th-12th Century in Monastic School of Europe

  7. What is Learning? • Learning is a change in human capability, which can be retained, and not due to the process of growth (Gagne, 1965) Education for Capability Competency-based Education

  8. Andragogical Model of Adult Learning • 1.The Need to Know(important for life) • 2. The Learner’s Self Concept (independent) • 3. The Role of the Learner’s Experience(important – self identity) • 4. Readiness to Learn(ready) • 5. Orientation to Learning(case, problem, real life)

  9. Constructivism Theory of Learning Merril (1991) in Smorgansbord (1997) propose the assumptions of constructivism as follows: • 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

  10. Constructivism Theory of Learning • 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

  11. Clinical Reasoning Networks Organizing memory (structure) Context information Information retrieval Pattern recognition

  12. Illness Script Theory Expert Novice Intermediate Novice

  13. Independent Learning A process in which: * individuals take the initiative with or without the help of Others * in diagnosing their learning needs, formulating learning goals, * identifying human and material resources * for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes (Knowles, 1975)

  14. Metode PembelajaranMutakhir berdasarkan Teori Konstruktivisme Teori Ilness Script Teori Belajar Orang Dewasa

  15. 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

  16. The Continuum of Teacher-Student Centred Participation andResponsibility of teacher Teaching orientation Learning orientation Didactic Lecture Self-study Participation and responsibility of student

  17. The Continuum of Teacher-Student Centred Participation andResponsibility of teacher Teaching orientation Learning orientation Didactic Lecture Self-study Participation and responsibility of student

  18. 1. Problem-based Learning

  19. The Continuum of PBL • Theoretical learning • Problem-orientated learning • Problem-assisted learning • Problem-solving learning • Problem-focused learning • Problem-based mixed approach • Problem-initiated learning • Problem-centred learning • Problem-centred discovery learning • Problem-based learning • Task-based learning

  20. The Continuum of PBL (1) Rul (Th) Rul (PT) Rul (Th) Eg

  21. The Continuum of PBL (2) Eg Rul (Th) Rul (Th) Rul Eg Rul Eg Eg Rul

  22. The Continuum of PBL (3) Rul (sp) Eg Eg Rul (sp) Eg Rul (G)

  23. The Continuum of PBL (4) Rul Eg (T)

  24. 2. Skills Lab Method

  25. 3. Experiential Learning

  26. 4. Lectures

  27. 5. Praktikum Lab

  28. 6. Kunjungan Lapangan

  29. 7. Community-based education

  30. 8. Web-based Learning

  31. 9. Patient-based learning

  32. 10. Project-based Learning

  33. 11. Virtual Learning

  34. 12. Collaborative Learning

  35. 13. Adaptive Learning

  36. 14. Learning Contract

  37. 15. Case-study

  38. 16. Practice-based Learning

  39. 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

  40. Terimakasih Selamat Bekerja

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