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This block focuses on acquiring competency in study skills and consists of two modules. Module 1 : the principles of learning and strategies to facilitate learning process Module 2 : covers the structure of medical terminology and medical language.
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OBJECTIVE AND GUIDELINE TO BLOCK LEARNING SKILLS AND
INFORMATION TECHNOLOGY
Andriana Daud Laratu
OBJECTIVE TO BLOCK 1At the end of this block, students are expected to be able to:
Understand and follow the system and environment of medical education (PBL curriculum)
Apply learning principles and to be able to utilize learning resources
Apply and to analyze medical terminology and medical paper
GENERAL OUTLINE OF BLOCK CONTENT
This block focuses on acquiring competency in study skills and consists of two modules.
Module 1 : the principles of learning and strategies to facilitate learning process
Module 2 : covers the structure of medical terminology and medical language.
THE LENGTH OF STUDY BLOCK 6 weeks 5 weeks: teaching-learning process 1 week: assessment Each week at the teaching –learning
process is called a learning unit
THE LENGTH OF STUDY BLOCK Learning unit: 1 scenario (case) for
two times tutorial, lectures, practices and self directed learning.
Strategy seven steps will be used during tutorial
KIND OF TEACHING –LEARNING PROCESS ACTIVITY Lecture Tutorial- the seven jump/step method Practical session/observation/interview Skill training Exercise Examination/summative assessment Self directed learning or independent
learning, SGD Expert consultation
BLOCK ASSESSMENTComponent of student assessment: Tutorial : 10 % Practical work (Anatomy- osteology):
10% Final examination:
a) Written test (MCQ & Essay): 50% b) Triple Jump Examination: 30%
TRIPLE JUMP ASSESSMENTSimilar with seven jump (step)
principals First step is all activities during the
first tutorial (step1-5) Second step is information collection
or learn to elaborate knowledge (is same with step 6)
Third step is a report of the individual learning result (is same step 7) but without discussion
LEARNING IS A CONSTRUCTIVE Learning is the construction of
meaning by the learner Knowledge is created and re-created
on the basis of previous learning Students’ attempts at learning clearly
are aimed at deeper understanding; they relate new information to what they already know, organize it, and regularly check their comprehension.
SEVEN KEY CHARACTERISTICS Their knowledge is better organized
and integrated They have better strategies and
methods for getting to their knowledge
They have different motivations They tend to do things in a more self-
regulated manner
SEVEN KEY CHARACTERISTICS They are described as being more
aware of themselves as learners Their learning is reflected upon more They are thought to be more
sensitive to the task demands of specific problems, as well as more opportunistic and flexible in their planning and their actions
LESS SUCCESSFUL LEARNERS ARE: Not as likely to monitor their learning Often do not have a very good idea
about whether they have comprehended and mastered the information presented
Unaware of how they attribute meaning to the things they encounter in lectures, laboratories, libraries, seminars, work-placement and elsewhere
Learner performamance
Learner performamance
Learner performamance
Learning skill
processes
Reflection and Feedback
Learner performamance
Reflection and Feedback
Reflection and Feedback
NEW SKILLS EMPHASIZED learning how to learn self-appraisal leadership team skills metacognition skills of expression (writing, presenting) reflectiveness/reflexiveness…….
THANK YOUANY QUESTIONS?
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