Detty Iryani

Bagian Pendidikan Kedokteran

Fakultas Kedokteran Universitas Andalas
Personal information
Detty Iryani, dr, M.Kes,
M.Pd.Ked
Lecturer at Faculty of Medicine
Andalas University,
Physiology Departement ,
Medical Education Departement,
Medical Education Department
Jl.Perintis Kemerdekaan Padang
West Sumatera Indonesia
Email address :
detyani@yahoo.com
MP :081374024583
Outline
SCL
Definisi SCL
Perbedaan TCL dan SCL
Mengapa terjadi perubahan dari TCL
menjadi SCL
PBL
Definisi
Tujuan, hasil
Metode
CPD
Student-centered learning
SCL merupakan strategi pembelajaran yang
menempatkan mahasiswa sebagai peserta didik
yang:
- aktif dan mandiri
- bersikap sebagai adult learner
- bertanggung jawab atas pembelajarannya
- mampu belajar beyond the classroom
- kelak menjadi life-long learner
Di dalam SCL: pengajar beralih fungsi sebagai mitra
pembelajaran dan fasilitator
Definisi SCL
A process in which learners:
Take initiatives, with support and collaboration of others
Critically analysing & reflecting on their situation
Diagnosing their learning needs to achieve their
competencies
Formulating personally relevant learning goal
Identify the learning resources
Choosing and implementing appropriate learning strategies
Reflecting and evaluating their learning
Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)
TEACHER CENTERED
LEARNING
Berpusat pada guru/dosen.
Dosen yang aktif memberikan
pengetahuan
Sesuai untuk mengembangkan ilmu
dalam satu disiplin saja
Iklim pembelajaran lebih individualis
dan kompetitif
Hanya mahasiswa yang dianggap
melakukan proses pembelajaran
Dosen bertindak sebagai instruktur
dan pembuat keputusan dalam
pembelajaran
STUDENT CENTERED
LEARNING
Berpusat pada mahasiswa.
Mahasiswa yang aktif mendapatkan
Pengetahuan, keterampilan
Sesuai untuk pengembangan ilmu
dengan pendekatan secara
interdisipliner
Iklim pembelajaran lebih kolaboratif,
supportif dan kooperatif
Mahasiswa dan dosen belajar bersama
dalam mengembangkan pengetahuan,
konsep dan keterampilan
Dosen bertindak sebagai fasilitator
dalam pembelajaran, mahasiswa yang
membuat keputusan
Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)
TEACHER CENTERED
LEARNING
Penekanan pada tuntasnya materi
Penekanan pada bagaimana cara
dosen mengajarkan
Menekankan pada jawaban yang benar
saja
Perkuliahan adalah kegiatan belajar
yang utama
STUDENT CENTERED
LEARNING
Penekanan pada pencapaian
Kompetensi anak didik
Penekanan pada bagaimana cara
Mahasiswa belajar dengan
Menggunakan berbagai sumber untuk
mencapai kompetensi
Penekanan pada proses
Pengembangan pengetahuan
Perkuliahan hanya salah satu kegiatan
belajar, mahasiswa dapat belajar dari
berbagai sumber lain
Reasons for Changes

General Reasons

Educational Background

Cognitive Psychology
Reasons for Changes
General Reasons

Science & Globalization

technology
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
Information & learning environment High competitiveness
Communication should be evaluated
& revised

High quality graduates: scientist-

Changes in community professional, lifelong learner,
perception & knowledge sensitive, creative, independent,
to health issues innovative, critical thinking,
ethics
Reasons for Changes
Educational Background

Constructivism theory
Adult Learning
Shifting paradigm from teaching to learning
Research on learning formats
Reasons for Changes
Educational Background

Constructivism theory
Reasons for Changes
Educational 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 Changes
Educational Background

Adult Learning
 Definition
Adult

? Age
>16th

Tidak terikat orang lain

? Psikologis
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri

? Biologis
Tanda kelamin sekunder
Adult learning
Characteristics (Malcolm Knowles)

1. Adults are autonomous and

self-directed

2. Adults have 3. Adults are

accumulated practical
a foundation of
life experiences
and knowledge

4. Adults are relevancy-oriented

Andragogy
Characteristics (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 setting
educational 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
Reasons for Changes
Educational Background

Shifting paradigm from teaching to learning

 Teaching vs learning

Teacher Student
centered centered
Knowledge Knowledge
transfer acquisition
Reinforces Reinforces
passiveness activeness
Teachers Teachers ask
provide answers questions
Teachers direct Teachers guide
students students
Reasons for Changes
Educational Background

Research on learning formats

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

Reasons for Changes
Cognitive Psychology

Expertise research
Problem solving
Reasons for Changes
Cognitive Psychology

Expertise research
Problem solving
 Cognitive Psychology

Novice Expert
STANDAR PENDIDIKAN PROFESI DOKTER

KKI, tahun 2006, 2012

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 eacher-centered

nformation
roblem-based gathering

iscipline-based
ntegrated

ommunity-based ospital-based

lective ore

ystematic pprenticenship
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
 PBL vs Problem solving

= Different but interrelated=

Problem-solving: arriving at decisions based on

prior knowledge and reasoning

Problem-based learning: the process of

acquiring new knowledge based on
recognition of a need to learn
 Sejarah PBL

Bukanlah merupakan hal yang baru

1. 1889, T.C. Chamberlin: The methode of multiple working hypotheses
~ problem-solving

2. 1916, Dewey: Perkenalkan mahasiswa dengan situasi kehidupan

nyata (real-life) dan fasilitasi agar mendapatkan
informasi untuk memecahkan masalah

3. 1930, Miller dan 1940, Katona: Ketidak efektifan metode pemberian

solusi (ready-made solution) pada
mahasiswa
 Sejarah PBL

Di dunia kedokteran:
1. 1961, Case Western University, Cleveland, Ohio: hybrid PBL

2. 1966, Mc Master University Medical School, Canada: double track

Mahasiswa PBL lebih baik: - motivasi
- solving problems
- self-study

3. 1973, University of Newcastle, Australia

1975, University of Limburg, Maastricht

PBL berkembang ke seluruh dunia (pendidikan kedokteran)

 Rationale for PBL

Three condition that facilitated learning

Activation of prior knowledge
Encoding specificity
Elaboration ofknowledge
Tujuan PBL
To develop:
Knowledge basic and clinical content in
context
Skills scientific reasoning, critical
appraisal, information literacy, the skills of
self-directed, life-long learning
Attitudes value of framework,
interpersonal skills, the importance of
psychosocial issues
Tujuan PBL
Structuring knowledge for better recall and
application in clinical context
Developing an effective clinical reasoning
process/problem solving skills
Development of self-directed learning
Principle of the learning through practice and
abilities beyond knowledge
The integration of disciplines
PBL Outcomes

Problem-solving
Self-directed learning Life-long learning
Resource identification and evaluation
Critical reasoning
Creative thinking
Transfer of learning to real-life situation
Incorporation of social and ethical aspects of medicine
Cooperative and collaborative learning
Group leadership and communication skills
Identification of own strengths
 The PBL Setting
Dialogue Not Monologue

By the way, where is the teacher??

PROBLEM-BASED LEARNING CONCEPT MAP
Problem Collaborative
Characteristics

Has Is
Authentic Format
Problem Follows
Learning Is
Based A
Learning

Is Has
Self Directed Research

Requires Has

Learner Outcomes
Responsibilities
Tutorial as intervention media for
learning facilitation

Skills
lab

Lecture Tutorial SDL

Prakctice
Session
 Peran tutorial

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
 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

Tutorial
group
process
PROBLEM STUDENT
Definisi CPD
Pendidikan Profesional
Berkelanjutan (PPL) adalah kegiatan
belajar terus menerus (continuous
learning) yang harus ditempuh oleh
seorang tenaga profesional agar
senantiasa dapat memelihara,
meningkatkan dan mengembangkan
kompetensi profesionalnya.
Definisi CPD
It is defined as a systematic, ongoing
cyclical process of self-directed learning
It is practitioner-centered
It is self-directed
It is practice-oriented
It is outcomes oriented
Why CPD ?
Half-life of what we learn is very short
If we do not update, we will practice
obsolete medicine
There is a high chance that patients will
not get optimal care.
Source
Textbook
Medical literature
Course
Exchange experience with colleagues
etc
Benefits of CPD
Build confidence and credibility
Earn more
Achieve your career goals
Cope positively with change
Be more productive and efficient