SISTEM PEMBELAJARAN DI FAKULTAS KEDOKTERAN

Detty IryaniBagian Pendidikan Kedokteran

Fakultas 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 ChangesEducational Background

• Constructivism theory• Adult Learning• Shifting paradigm from teaching to

learning• Research on learning formats

Reasons for ChangesEducational Background

• Constructivism theory

Reasons for ChangesEducational Background

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

Reasons for ChangesEducational Background

• Adult Learning

>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 ChangesEducational Background

• Shifting paradigm from teaching to learning

Teachercentered

Knowledge transfer

Reinforces passiveness

Teachers provide answers

Teachers direct students

Studentcentered

Knowledgeacquisition

Reinforcesactiveness

Teachers askquestions

Teachers guidestudents

Teaching vs learning

Reasons for ChangesEducational Background

• Research on learning formats

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

Cognitive Psychology

• Expertise research• Problem solving

Reasons for Changes

Cognitive Psychology

• Expertise research• Problem solving

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

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 FK– Pendidikan 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)

Terima Kasih