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From Concept to Practice Milestone Pengembangan KBK-FKUB 2002 - 2011

Pendidikan Dokter FKUB . KBK. 2002 - 2012. From Concept to Practice Milestone Pengembangan KBK-FKUB 2002 - 2011. Andi Ansharullah Fakultas Kedokteran Universitas Brawijaya. Devoted to : Prof. Ahmad Hidayat Dr.dr. Samsul Islam Dr. Supardan Dr. Nasrun. Struktur Presentasi.

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From Concept to Practice Milestone Pengembangan KBK-FKUB 2002 - 2011

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  1. Pendidikan Dokter FKUB KBK 2002 - 2012 From Concept to PracticeMilestone Pengembangan KBK-FKUB 2002 - 2011 Andi Ansharullah Fakultas Kedokteran Universitas Brawijaya

  2. Devoted to : • Prof. Ahmad Hidayat • Dr.dr. Samsul Islam • Dr. Supardan • Dr. Nasrun

  3. Struktur Presentasi

  4. 1. Milestone KBK-FKUB 2002-2012

  5. KBK FKUB tidak lahir begitu saja, melainkan berkembang dinamis dari resistensi, akomodasi, , difusi inovatif, kompromi , dan komitmen tanpa pamrih

  6. From Concept to Practice ?

  7. Milestone Pengembangan KBK-FKUB AKOMODASI Medical Education Unit 2 + Jurusan RESISTENSI Medical Education Unit I + Jurusan

  8. Komite Kurikulum

  9. Produk terkait Pengembangan KBK-FKUB • Penetapan Struktur Kurikulum • Penetapan USMLE Step 2 sebagai Curriculum Content • Pengesahan 1s/d 3 melalui Rapat Kerja FKUB 2004

  10. Produk terkait Pengembangan KBK-FKUB(ST : 901/ST/J10.1.17/KP/2004) • Dana SP4 2004-2006 : Uji Coba Kesiapan Mahasiswa, Uji Coba Kesiapan Dosen, Uji Coba Kesiapan Administrasi Penunjang Pelaksanaan PBL ( 2004 • Dana SP4 2005 : Pelatihan Penyusunan Modul dan Skenario • Dana SP4 2006 : Pelatihan Tutorial dgn Pakar UGM • Teaching Grant TPSDP : Pemenang Nasional di Bali ( dr Masruroh & dr.Luky ) • Studi Banding DN ke UGM dan UI ( Dr.dr. Wati cs ) • Studi Banding LN ke Sydney University ( dr Dian & dr Ristiawan ) • Benchmark ke NUS ( Tim PBL)

  11. Pokja Substansi Kurikulum( SK Dekan : 035/SK/J10.1.17/KP/2007 ) • Prof. Dr. Moh.HidayatSpB;SpOT • dr. AndiAnsharullah • Dr.Dra.SriWinarsih,APT,Msi • Dr.dr.Basuki B. Purnomo,SpU • Prof.Dr.dr. HandonoKalim,SpPD,KR • dr. Nurtjahjo Budi Santoso,SpA(K) • dr.Muh.Hanafi,MPH • Dr.dr.M.RasyadIndra,MS • dr.Supardan • dr.RoeKistiningsih,SpMK,MS • Dr.dr. Kusnarman,SpOG • dr. Sri Andarini, Mkes • dr.IndrastutiN,SpRad • dr.LukmanHakim,SpKK • dr. DjokoHeri H, SpPD

  12. Momentum awal implementasi KBK-FKUB

  13. Produk terkait Pengembangan KBK-FKUB Contingency Plan 2006 utk Implementasi KBK 2007 : • 3 Mei : Sosialisasi & Konsolidasi Pokja • 8 – 15 Mei : Struktur Kurikulum & Kodifikasi Bahan Ajar • 16 Mei – 15 Juni : Curriculum Mapping & sosialisasinya • 4 Juli-17 Juli : Kompilasi & Distribusi ke Struktur Kurikulum • 17 – 24 Juli : Silabus Semester I – III • 24-31 Juli : Sosialisasi Implementasi KBK 2002 • 1 – 21 Agustus : Umpan Balik dan Penyiapan Semester I

  14. Medical Education Unit FKUB

  15. Produk terkait Pengembangan KBK-FKUB • Lokakarya dan Sosialisasi Kompetensi Dokter KKI • Mengikuti Pelatihan HWS : • Uji Kompetensi : Jakarta, Padang • TOT Uji Kompetensi : Jakarta • Penjaminan Mutu Akademik : Jakarta • Evaluasi Hasil Belajar : UGM • Penyusunan KBK : UGM • Monitoring-Evaluasi Pelaksanaan KBK paruh semester I 2007 • Penyusunan Pedoman Akademik KBK 2007-2008 • Penyusunan Pedoman Akademik KBK 2008-2008 bersama Jurusan

  16. Amanat Sesepuh • Dr.dr. Samsul Islam : “ Konsep Kurikulum yang benar nomor-dua-kan dulu. Yang penting ikuti keinginan dosen/lab agar resistensi dapat dikurangi “ • Prof Handono & Prof Moh. Hidayat : “ Jangan hilangkan kompetensi disiplin ilmu masing-2 meskipun sudah terintegrasi : • Prof Djoko Wahono : ICS

  17. Konsekuensi : Output KBK

  18. 2. From Concept to Practice

  19. Perubahan Filosofi Paradigma PBM Teaching-Learning Shifting Paradigm

  20. Perubahan Paradigma PBM  Perubahan Konsep Kurikulum( Panduan Penyusunan KBK-Ditjendikti 2008 )

  21. Landasan Yuridis KBK FKUB

  22. Landasan Operasional KBK FKUB

  23. Pengembangan Penyusunan KBK Andi Ansharullah LP3 Unibraw Raker LP3 se Jawa Timur 2007

  24. 3. Lesson Learned Practice

  25. Profil Lulusan • Kompetensi Lulusan • Curriculum Content • Distribusi Curriculum content ke dalam : • Matakuliah (MKDI/MKK) • Semester • Beban Studi • Metoda Pembelajaran • Asesemen Hasil Belajar Disain KurikulumKBK-PD-FKUB(Hilda Taba, David Pratt, 2000) MESO MIKRO MAKRO

  26. MACRO DESIGN

  27. Macro Design: Profil  Competency  Curriculum Content CURRICULUM CONTENT DOKTER INDONESIA EMERGENCY MEDICINE BIOMEDIK UNITED STATES MEDICAL LICENSING EXAMINATION Step-2 PROFIL LULUSAN

  28. Profil Lulusan • Profil Lulusan ( Rumusan 2007 ) : • Dokter dengan Standar KKI • Added Value Biomedik & Kedaruratan Medik • “ Sejarah” Unggulan : • Kedokteran Keluarga  Traumatologi  Biomedik + Kedaruratan Medik • Mengapa Unggulan berubah-ubah ? • Karena ada PS Biomedik  Unggulan EM ? • Karena Unggulan EM  Ada PS Biomedik ? • SWOT Analysis

  29. Distribusi Curriculum Content • Program Study will be underpinned by 4 themes : • Medical Sciences (45%) • Clinical Skill (30%) • Population Health (15%) • Professionalism & Leadership (10%) • All 4 themes are integrated by 3 important frameworks : • Rural experience • Social Foundation of Medicine • Indigenous Health • Three frameworks provide the essential supporting structure for the four themes and interpenetrate the entire Medical Program

  30. Themesand Modules – Year 1 Life Cycle Life Protection Life Support Life Maintenance Life Structure Life Control Basic and Clinical Sciences Patient and Doctor Community and Population Medicine Personal and Professional Development

  31. Struktur KBK FKUB BLOK STRUKTUR,FUNGSI PATOLOGI UMUM 1 BASIC PRINCIPLES 2 COMMUNITY MEDICINE BLOCKS Program Studi Pendidikan Dokter Jurusan Kedokteran Fakultas Kedokteran Universitas Brawijaya 3 PROFESSIONALISM 4 BLOK MUSKULOSKELETAL CLINICAL SCIENCES 5 EMERGENCY MEDICINE THEMES Program Studi Pendidikan Dokter Jurusan Kedokteran Fakultas Kedokteran Universitas Brawijaya

  32. System-based Curriculum Content (USMLE)

  33. MESO DESIGN( Curriculum Mapping )

  34. MESO-DESIGN(Curriculum Mapping) • Means to show the linksbetween the elements of the curriculum. ( complexity, scope,cohesion ) • Display theessential features of the curriculum • Provide a structure for the systematicorganisation of the curriculum, which can be representeddiagrammatically ( Harden ,R.M, AMEE Med Ed 21, 2004 ;Newby, Diane; Central Michigan University, 2008 )

  35. Meso : Distribusi : Smt  Blok  Beban 1 3 2 2 Semester Beban Studi Blok Non Blok

  36. Curriculum Map • Study one topic (“BLOCK” )at a time, for 3-7 weeks. • In the 1st year, students take a series of 7 blocks address three fundamental themes: basic structure, basic functions, basic principles. For example, • Block 1 is Orientation and Improving the Public’s Health; • Block 2 is Basic Structure, taught through molecular biology, basic gene expression, basic cell structure, and microscopic anatomy. • In the second year, students take 7 blocks that address three more themes: organ systems, pathophysiology, diagnostics and therapeutics. • Morning sessions of the block  reinforced in the afternoon during clinical integration sessions with patients, small groups of students, or in facilitated sessions with faculty members. • Each block is separated by a flexible 1-2 week-long academic enrichment period known as a "selective." • 12 weeks of selectives times : short courses that allow for career exploration or specialty enrichment experiences in a research lab or in community service. Students and faculty may design selectives.

  37. CURRICULUM MAPPING Dibelajarkan oleh masing2 Lab B L O K KALAB PJP MATERI MODUL Dibelajarkan terintegrasi oleh Jurusan DISTRIBUSI MATERI DALAM BLOK PJMK JURUSAN

  38. Catatan & Kontroversi BLOK • BLOK adalah Unit Pembelajaran terkecil pada tiap semester • Dalam Kurikulum FKUB , tak semua Materi Blok dibelajarkan secara terintegrasi ( Lihat : Amanat ) • Kriteria BLOK meliputi pembelajaran seluruh komponen Kompetensi : Kowledge, Clinical Skill/Practical Skill, dan Attitude • Materi dalam semester yang tak memenuhi Kriteria itu masuk NON BLOK : Humaniora , Agama,PS, Entrepreneurship, Bahasa, PKNM Metodologi, Elektif, Bioetik, Hukum Kedokteran, • Materi ditentukan oleh Lab masing-2 sesuai dengan Curriculum Map • Modul MKK dan Modul Clinical Skill (Labskill) masih terpisah • PBL termasuk pemilaiannya merupakan bagian dari BLOK

  39. Materi menyerupai Blok dengan Beban Studi setara dengan Blok ?? • Patient Safety ( WHO )  seyogyanya built in dalam setiap Blok System  Setiap Blok ada unsur Patient Safety • Tropical Medicine  Perlu kesepakatan sebaran materinya kedalam MKDI ( Parasitologi, Mikrobiologi, Penyakit Dalam, Penyakit Anak dsb ) maupun MKK • Bedah Onkologi dan Radiologi Dasar  USMLE : masuk General Principle • Profesionalisme  1 Area Kompetensi besar yang belum tersentuh

  40. MICRO DESIGN

  41. MICRO DESIGNModel PBM dan Asesmen Hasil Belajar (Pendekatan Pembelajaran, Harden.R, 2000)

  42. Implementasi SPICES dalam PBM

  43. Sistim Kredit Semester & Beban Studi dalam Kurikulum FKUB Smt I s/d 7 PBM KONVENSIONAL PBM KBK-FKUB TATAP MUKA TATAP MUKA TER STRUKTUR TER STRUKTUR 1 sks setara kegiatan 20-22 jam 1 sks : 50 menit TM,T,M

  44. “Pemetaan Klinik“ (Early Clinical Exposure) • Tahap Klinik • Rotasi Klinik • (Clerkship) • Miller 4 di Bagian Tahap Pendidikan Profesi Tahap Pendidikan Akademik • Tahap Akademik • Blok • (system-based) • Integrasi Vertikal (early exposure to clinic  materi klinik  bukan clinical integration) • Miller 1 s/d 3 di Labskill Kurikulum Berbasis Kompetensi saat ini : Integrated Teaching , Mindset konvensional Kurikulum Konvensional

  45. DUNDEESpiral Curriculum The overall Dundee curriculum and learning model is regularly illustrated as a Spiral Curriculum

  46. 11 Steps in Integration Ladder ( Harden,Med.Ed 2000,557)

  47. Evaluasi Model Asesmen Hasil Belajar

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