Detty Iryani

Bagian 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 eacher-centered

nformation
roblem-based gathering

iscipline-based
ntegrated

ommunity-based ospital-based

lective ore

ystematic pprenticenship
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
 Asumsi Pedagogi Andragogi
Konsep Bergantung pada guru Independen/self-
pembelajar (pasif) directed (aktif)
Peran guru/dosen Figur otoritas Pembimbing & fasilitator

Peran prior know- Lebih banyak ditambah Sebagai sumber yang

ledge pembelajar daripada digunakan kaya untuk
sebagai sumber belajar pembelajaran
Kesiapan untuk Uniform dalam tingkat Berkembang dari tugas
belajar dan kurikulum dan masalah
Orientasi Berpusat pada subyek Berpusat pada masalah/
pembelajaran tugas kontekstual
Motivasi Eksternal, reward & Insentif internal dan
punishment sikap ingin tahu
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
Problem solving

General skill

Content specific
 Systematic Educational Planning

Working environment

Professional Competencies Learning

Tasks needs

Program Educational
evaluation The
The Learner
learner objectives

Learner Learning
evaluation activities
Working environment

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
PENGEMBANGAN PENDIDIKAN
KURIKULUM DOKTER

Kemampuan yang harus dikuasai agar

kompeten dalam melaksanakan
tugas, fungsi dan peran seorang
dokter dalam UKM dan UKP strata pertama
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 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
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. Tutorial
2. Belajar mandiri
3. Skills lab
4. Diskusi pleno
5. Praktikum ilmu dasar
6. Konsultasi pakar
7. Diskusi kelompok kecil tanpa tutor
Metode Student Assessment di tahap
akademik
1. Kognitif : MCQ, PAQ, oral, SOCA, Progres
test
2. Proses : Check list
3. Skills : Check list, OSCE
4. Afektif : Observasi, Check list
5. Logbook, Portofolio
6. Feedback (evaluasi formatif)
Kegiatan pembelajaran di tahap profesi

1. Bedside teaching
2. Case report session
3. Meet the expert
4. Bertugas di poliklinik dan ruang rawat
inap
5. Tutorial tahap klinik
Metode Student Assessment di tahap
profesi
1. Logbook, portofolio
2. Shortcase, longcase
3. MiniCex, OSCE
4. Feed back (evaluasi formatif)