Download - SISTEM PEMBELAJARAN DI FAKULTAS KEDOKTERAN
SISTEM PEMBELAJARAN DI FAKULTAS
KEDOKTERANDetty Iryani
Bagian Pendidikan KedokteranFakultas Kedokteran Universitas
Andalas
STANDAR PENDIDIKAN PROFESI DOKTER
KKI, tahun 2006 Bab II, 2.3. Struktur, komposisi dan durasi
kurikulum Kurikulum dilaksanakan dengan
pendekatan/ strategi SPICES (Student-centred, Problem-based, Integrated, Communitybased,Elective/ Early clinical Exposure, Systematic
tudent-centered
roblem-based
ntegrated
ommunity-based
lective
ystematic
eacher-centered
nformation gathering
iscipline-based
ospital-based
ore
pprenticenship
Perbedaan Pembelajaran Teacher Centered Learning (TCL)dengan Student Centered Learning (SCL)
TEACHER CENTERED LEARNING
STUDENT CENTERED LEARNING
Berpusat pada guru/dosen.Dosen yang aktif memberikan pengetahuan
Berpusat pada mahasiswa.Mahasiswa yang aktif mendapatkan Pengetahuan, keterampilan
Sesuai untuk mengembangkan ilmu dalam satu disiplin saja
Sesuai untuk pengembangan ilmu dengan pendekatan secara interdisipliner
Iklim pembelajaran lebih individualis dan kompetitif
Iklim pembelajaran lebih kolaboratif, supportif dan kooperatif
Hanya mahasiswa yang dianggap melakukan proses pembelajaran
Mahasiswa dan dosen belajar bersama dalam mengembangkan pengetahuan, konsep dan keterampilan
Dosen bertindak sebagai instruktur dan pembuat keputusan dalam pembelajaran
Dosen bertindak sebagai fasilitator dalam pembelajaran, mahasiswa yang membuat keputusan
Perbedaan Pembelajaran Teacher Centered Learning (TCL)dengan Student Centered Learning (SCL)
TEACHER CENTERED LEARNING
STUDENT CENTERED LEARNING
Penekanan pada tuntasnya materi Penekanan pada pencapaian Kompetensi anak didik
Penekanan pada bagaimana cara dosen mengajarkan
Penekanan pada bagaimana caraMahasiswa belajar dengan Menggunakan berbagai sumber untuk mencapai kompetensi
Menekankan pada jawaban yang benar saja
Penekanan pada proses Pengembangan pengetahuan
Perkuliahan adalah kegiatan belajar yang utama
Perkuliahan hanya salah satu kegiatan belajar, mahasiswa dapat belajar dari berbagai sumber lain
Reasons for Changes
General Reasons
Cognitive Psychology
Educational Background
Curriculum:learning objectives
(competencies),L&T approach, assessment &
learning environmentshould be evaluated
& revised
Science & technology
Information & Communication
Changes in communityperception & knowledge
to health issues
Globalization
High competitiveness
High quality graduates: scientist-professional, lifelong learner,
sensitive, creative, independent,innovative, critical thinking,
ethics
Reasons for ChangesGeneral Reasons
Reasons for Changes
Constructivism theory Adult Learning Shifting paradigm from teaching to learning Research on learning formats
Educational Background
Reasons for Changes
Constructivism theory
Educational Background
Reasons for Changes
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
Educational Background
Reasons for Changes
Adult Learning
Educational Background
>16th?Age
?Psikologis
Tidak terikat orang lainMandiri
BertanggungjawabDapat mengambil
keputusan sendiri
?Biologis Tanda kelamin sekunder
DefinitionAdult
Adult learningCharacteristics (Malcolm Knowles)
1. Adults are autonomous and self-directed
2. Adults have accumulated a foundation of life experiences and knowledge
4. Adults are relevancy-oriented
3. Adults are practical
AndragogyCharacteristics (Malcolm Knowles)
5. Adults are goal-oriented
6. Adults need to be shown respect
Adult learning theory
Tasks should be relevant for the learner, motivation
Learner is involved in settingeducational goals
Practice of all the skills
Laidley & Braddock, 2000
Adult learning theory
Learning is within capacity of the learner
Regular feedback is provided
The learner can reflect on experiences
Asumsi Pedagogi AndragogiKonsep pembelajar
Bergantung pada guru (pasif)
Independen/self-directed (aktif)
Peran guru/dosen Figur otoritas Pembimbing & fasilitator
Peran prior know-ledge pembelajar
Lebih banyak ditambah daripada digunakan sebagai sumber belajar
Sebagai sumber yang kaya untuk pembelajaran
Kesiapan untuk belajar
Uniform dalam tingkat dan kurikulum
Berkembang dari tugas dan masalah
Orientasi pembelajaran
Berpusat pada subyek Berpusat pada masalah/tugas kontekstual
Motivasi Eksternal, reward & punishment
Insentif internal dan sikap ingin tahu
Reasons for Changes
Shifting paradigm from teaching to learning
Educational Background
Teachercentered
Knowledge transfer
Reinforces passiveness
Teachers provide answers
Teachers direct students
Studentcentered
Knowledgeacquisition
Reinforcesactiveness
Teachers askquestions
Teachers guidestudents
Teaching vs learning
Reasons for Changes
Research on learning formats
Educational Background
The Learning Pyramid
Teach others
Lecture
Discussion groupDemonstration
AudiovisualReading
Practice by doing
5%10%20%30%50%75%80%
AverageRetention Rate
National Training Laboratories, Bethel, Maine, USA
Reasons for Changes
Expertise research Problem solving
Cognitive Psychology
Reasons for Changes
Expertise research Problem solving
Cognitive Psychology
Novice Expert
Cognitive Psychology
Problem solving
Content specific
General skill
Working environment
The LearnerThe learner
Professional Tasks
Competencies Learning needs
Working environment
Educational objectives
Learnerevaluation Learning
activities
Systematic Educational Planning
Programevaluation
Fasilitator
Tugas, peran dan fungsi seorang dokter dalam UKM dan UKP
Strata pertama
Komponen kompetensi yang dibutuhkan untuk melaksanakan tugas, fungsi dan peran seorang dokter dalam
UKM dan UKP Strata pertama
Kemampuan yang harus dikuasai agar kompeten dalam melaksanakantugas, fungsi dan peran seorang
dokter dalam UKM dan UKP strata pertama
PENDIDIKAN DOKTER
PENGEMBANGANKURIKULUM
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)
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)
Problem-Based Learning (PBL)
Suatu strategi pembelajaran: menggunakan masalah sebagai stimulus untuk menemukan atau mendapatkan
informasi yang diperlukan untuk memahami dan mencari solusinya
Characteristics of PBL
small group discussions on interdisciplinary problems with enough time for self study and parallel training in skills
PROBLEM-BASED LEARNING CONCEPT MAP
Problem Based
Learning
Authentic Learning
Self Directed
Learner Responsibilities
Outcomes
Research
Format
CollaborativeProblem Characteristics
Is
Has Is
Is
Requires Has
Has
Follows A
Tutorial as intervention media for learning facilitation
Skills lab
Tutorial
Prakctice Session
Lecture SDL
Tutorial dalam konteks PBL adalah suatu active learning process dalam diskusi kelompok kecil distimulasi oleh suatu problem (skenario) mengaktifkan prior knowledge mahasiswa difasilitasi oleh seorang tutor dipimpin oleh seorang mahasiswa yang terpilih dibantu oleh seorang sekretaris yang terpilih
Untuk mencapai tujuan belajar melalui aktivitas terstruktur yang disebut seven-jump
Peran tutorial
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
TUTOR
PROBLEM STUDENT
Tutorial group
process
Implementasi pendidikan di FK-Unand
Tahapan pendidikan :Pendidikan tahap akademik (7 semester)
○ Di kampus FKPendidikan tahap profesi (3 semester)
○ Di RS Pendidikan dan jejaring (rotasi I dan II)Internship
○ Di wahana internship
Kegiatan pembelajaran di tahap akademik
1. Tutorial2. Belajar mandiri3. Skills lab4. Diskusi pleno5. Praktikum ilmu dasar6. Konsultasi pakar7. Diskusi kelompok kecil tanpa tutor
Metode Student Assessment di tahap akademik
1. Kognitif : MCQ, PAQ, oral, SOCA, Progres test
2. Proses : Check list3. Skills : Check list, OSCE4. Afektif : Observasi, Check list5. Logbook, Portofolio6. Feedback (evaluasi formatif)
Kegiatan pembelajaran di tahap profesi
1. Bedside teaching2. Case report session3. Meet the expert4. Bertugas di poliklinik dan ruang rawat
inap5. Tutorial tahap klinik
Metode Student Assessment di tahap profesi
1. Logbook, portofolio2. Shortcase, longcase3. MiniCex, OSCE4. Feed back (evaluasi formatif)
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