Clt4-Educate Exposure Experience and Reflection_prof Suharto

7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto

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Suharto

R Kuliah Interne, 08 juli 2015

01/24/16 1CLT 4


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Knowing is not enough; we must apply.

Willing is not enough; we must do.

Goethe

01/24/16 2CLT 4


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BETTER TRAINING BETTER CARERole of the Trainer

01/24/16 3CLT 4


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Medical Education

Medical education is based on the knowledge,skills and behaviours reuired !or the e!!ective

teaching and training o! doctors"

It enco#$asses all stages o! education !ro#undergraduate through $ostgraduate educationto continuing $ro!essional develo$#ent"

Medical educators and clinical teachers

develo$, deliver and #anage teaching$rogra##es and engage in scholarshi$ andresearch into all as$ects o! teaching learning

and assess#ent"

AoME, 20001/24/16 4CLT 4


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The Purpose of

Medical Education

%to $rovide !or the develo$#ent o! theknowledge, skillsand values necessar&

to undertake the li!e'long

res$onsibilities o! a $h&sician%"

01/24/16 5CLT 4


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Curriculum model(Edinburgh

S$iral ***** (ore and o$tions***** Integrated ))))

S&ste#s'based ***** *isci$line'based ))))

+roble#'based )) (ase'based ))) ask'based )) -utco#e'based ))

Student'centred )))) Sel!'directed )))) Multi'$ro!essional )) (o##unit&'centred ))))

01/24/16 6CLT 4


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Student

(urriculu# outco#es

.hat to learn ' content

/ow to learn

educational strateg&teaching and learning tools

ssess#ent

ducational environ#ent

= preparedness for practice

01/24/16 7CLT 4


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In s!ills education"#

.the accent is upon learner doing!

.upon the applicationof knowledge and

understanding to an intellectual,

psychomotor or affective activity

01/24/16 8CLT 4


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General Principles of$!ills Teaching % &earning

It has a clear and s$eci!ic $ur$ose It rein!orces knowledge and understanding It #ust be de#onstrated well n o$$ortunit& to tr& it out n o$$ortunit& to $ractice it (oaching 3observation4 and se!ul evaluation and hel$!ul !eedback #$hasis u$on sel!'directed initiative

6uided b& an e7$licit $er!or#ance standard 6uided b& a high $er!or#ance standard (on!idence'building o$$ortunit& in direct $atient

care

01/24/16 9CLT 4


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'noledge Ac)uisition *s$!ill +e*elopment

DOM" #"O$%&D'& (#%%

)eacher ole lecture mentor

ctivity +enter teacher learner

%earningOpportunity

anytime limited

%earning

ncrement

variable size discrete &

well defined

ssessment -eedack/

anytime as soon as possible

(etting almost anywhere clinical/simulated

"eed for repetition/ variable mandatory

01/24/16 10CLT 4


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,h- the emphasis on s!illseducation.

+atient care is an a$$lied activit&

+er!or#ance e#$hasis is increasing at all levels o! our

$ro!essional activit&Medical school skills education has been sli$$ing

.e want better M clinical $er!or#ance outco#es

01/24/16 11CLT 4


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/rgani0ing Clinical $!ills Education

0y the spectrum of clinical care/

#ergenc& care

cute care

(ritical care

(hronic care +alliative 9 ter#inal care

.ellness 9 $reventive care

+o$ulation (are

01/24/16 12CLT 4

1o.What are some examples of skills teaching?


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Serice Learnin!

Service :earning #odel that structures

acade#ics ' an essential #odel !or

develo$ing the !uture work!orce"

(hallenges o! designing, develo$ing and

i#$le#enting a Service :earning

$rogra##e based on three case studies"

01/24/16 13CLT 4


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+e2nition of $er*ice&earningService :earning is a credit'bearing educational

e7$erience in which students $artici$ate in an

organised service activit& that #eets identi!ied

co##unit& needs and re!lect on the serviceactivit& in such a wa& as to gain !urther

understanding o! the course content, a broader

a$$reciation o! the disci$line, and an enhancedsense o! civic res$onsibilit&"3/atcher and ;ringle, 1


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+e2nition of ,or!Integrated &earning(,I& .ork Integrated :earning is a de!ining

ele#ent o! a holistic educational strateg&

that is known as (oo$erative ducation, it

advocates the !or#al integration o!structured real'li!e e7$eriences 3work'$lace

or co##unit& service as well as si#ulated

assign#ents and action learning $rojects4"

3da$ted !ro# the .ork Integrated :earning +olic& +ol&technic o! >a#ibia4

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$tudents orientation

Students agree#ent?contract andguidelines"

*esigning learning objectives"

7$ectations !or students, hostuniversit& and host organisations"

Re$orting structures"

Su$ervision and #entoring" he i#$ortance o! student@s and

su$ervisor As relationshi$"

01/24/16 16CLT 4


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'olb3s Theor- ofE4periential &earning

01/24/16 17CLT 4
http://serc.carleton.edu/images/introgeo/enviroprojects/kolb_cycle.gif


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Conceptual

5rameor! *eter#ining objectives?:earning outco#e +re'surve& Service :earning?7$erience Re!lection

' Bor#ative assess#ent 3Mid'ter# re$ort4

' Su##ative assess#ent 3Binal re$ort4

ssess#ent 3 +resentation4 +ost'surve& 3students4 +ost surve& 3Industr& su$ervisor4

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Actual &earning 6 The

Gap *i!!erent stakeholder@s objectives" >ature o! +rogra##e?working

environ#ent"

:ack o! o$$ortunities to e7$ose students"

i#e constrains 3!our weeks4"

nclear distinction between S: and

internshi$" :ack o! balance between service and

learning"

01/24/16 19CLT 4


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"ro#o$ed Model %or SL

In$ut

+rocess Mentorshi$

Sta!! skills

Monitoring

ssess#ent strateg&

-ut$ut

01/24/16 20CLT 4


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01/24/16 21CLT 4


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:R>I>6 9

+R-B

*C:-+M>

E&'()*&ME&T

&1tended -aculty(olleagues, nurses, /+s

etc

01/24/16 22CLT 4


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D

&"2O"M&")

&earning Culture in theor!place+eelo#in! o#enne$$(nolin! -ole tea. #atient

S-ared alue$ under$tandin!'aluin! includin! trainee$

Indi*idual Traineeriendl $u##ortie relation$-i#A##ro#riate clinical $u#eri$ionEn$ure na.ed $u#eri$or

Mai.i$e learnin! o##ortunitie$

+epartment 5acult-GroupAttend .eetin!$ "S$+i$cu$$ trainee$ #er%or.anceCon$i$tenc o% a##roac-C"+ %or educational role

$er*ice Pro*ision"roactiel .ana!e orloadEn$ure #atient $a%etAllo trainee to tae re$#on$iilit

Teac- role.odel eciencie$

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Malcol. nole$

1


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Andro!o! $: "eda!o! +edagog&

Bor#al

:earners are

de$endent and

directed b& teacher

valuation is e7ternal

3teachers, tests4

:earners e7trinsicall&

#otivated 3grades4

ndrogog&In!or#al and coo$erative

:earners are inde$endent and

sel!'directedvaluation through sel!'

assess#ent

:earners

intrinsicall& #otivated

01/24/16 25CLT 4


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Andro!o! $: "eda!o! +edagog&

:earners

ine7$erienced

Calue learning that is

$ut u$on the#

:earning centers on a

$articular subject

ndrogog&:earners have own rich

e7$erience, used as a

resource

Calue learning that is relevant

to ever& da& li!e

:earning centers on a

$articular $roble#

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Creatin! t-e *#ti.al Learnin!Eniron.ent>

(reate and environ#ent where thelearner is trul& at the center.h& is the learner hereF

.hat #otivates herF.hat $roble#s does she want to solveF

.hat are her goalsF

/ow will she #easure success in #eeting

those goalsF.hat e7$eriences will she bring to the

$rocessF

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Creatin! t-e *#ti.al Learnin!Eniron.ent>

6et to know &our learner, shows res$ect

hree uestions

.hat are &ou ho$ing to learnF.here will &our !uture career likel& take &ouF/ow can this course serve &ou in that !utureF

Knowing &our learner and his?her goalskee$s the learning environ#entERelevantS$arks internal #otivation

01/24/16 28CLT 4


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Sel%+irected Learnin!; a related

conce#t dult learners are autono#ous andgoal'oriented(o#e to educational e7$erience with goals

alread& in #indeachers !acilitate the #eeting o! those

goals

Strateg& gives learner !eeling o! control,

e#$ower#ent :earner acce$ts res$onsibilit& !or

learningCand "C: Sel% direction %or li%elon! learnin!; a co.#re-en$ie !uide to t-eor and #ractice: San ranci$co;


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*#ti.i?in! Sel%+irection>

llow learners ti#e to ask uestions +rovide o$$ortunit& !or building o!

theories and h&$otheses

ncourage critical a$$raisal o! newin!or#ation

Borce learners to identi!& ga$s in theirown knowledge and #ake $lan !oraddressing those ga$s

+resentations and literature reviews

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Sel%Ecac

:earners #ake decisions about how

#uch e!!ort to give, how hard to work, in

$art due to their $erceived likelihood o!

success+revious $er!or#ance

-bservations o! others

Cerbal $ersuasion

=andura A: Social %oundation$ o% t-ou!-t and action; a $ocial co!nitie t-eor: En!leood Cli@$, &


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Set T-e. B# to Succeed> Set clear goals and e7$ectations

Model what &ou would like learners to

do

llow learners to $ractice and receive

!eedback

+ro#ote re!lection on learning $rocess

01/24/16 32CLT 4


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E#eriential Learnin!

ConcreteE#erience

Reflection

)eection

A$tract

Conce#tuali?ation

Reflection

E#eri.entation

+aid A: ol: E#eriential Learnin!; E#erience a$ t-e $ource o% learnin! anddeelo#.ent D1984

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Mi$$ed Ste#$

-$ti#al learning reuires ti#e !or all !ourste$s

Rushed learners o!ten ski$ re!lection and

abstract conce$tualiGation

-scillation between e7$erience and

e7$eri#entation is !ar less e!!ective

ReflectionE#eri.entationConcreteE#erience

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Attend to t-e Millennial

Learner ccusto#ed to grou$ work +re!ers active learning

Multi'tasks with ease

7$ert in technolog&

Reuires structure

6oal oriented

http788#ba!er#edu8departments8etl8resources8Teaching9:;across9:;Generations9:;ith9:;notes*


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Attend to t-e Millennial

Learner> se the #ost u$dated re!erences and kee$technolog& current

llow !or use o! co#$uter and other

resources during learning llow !or s#all grou$ learning and build

structuressign s#all grou$ roles initiall&

Rotate roles

Reuire 100J $artici$ation

Set clear e7$ectations o! each individual

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ee#in! it re$-

eaching the sa#e course can get

#onotonousdherent to old #ethods

I! it@s not broken, don@t !i7 it

Strategies !or continual ins$iration

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acult +eelo#.ent each the teachers

dult learning theor&

ssess#ent and !eedback

S#all grou$ d&na#ics

Si#ulate s#all grou$ sessions

-bserved teaching with !eedback !ro#

$eersShare course and teacher evaluation data

01/24/16 40CLT 4


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Conclu$ion

dult learners are%

Millennial

Self-directed

Experienced

Reflectie

Self-assessed

Pro!le"-centeredSelf-"otiated

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Al$oF:

dult learners are all o! the $eo$le in thisroo#

.hile &ou are brought here because &ou areteachers, don@t !orget that &ou are also adult

learners" *irecting &our course is a learning

o$$ortunit& that will be #ost success!ul when

seen through the lens o! adult learningtheor&" >otecard

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G-at i$ reectionH

L Metacognition

L Sel!'e7a#ination?sel!'assess#ent

L Re'$rocessing ideas to su$$ort understanding

L Integration

L uestioning assu#$tions

L +erceiving #ulti$le conte7ts or $ers$ectives

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or.$ o% )eectionL ccount?anal&sis o! a $rocess

L Review o! $rogress

L 6oal'setting

L S&nthesis

L nal&sis o! an e7$erienceL nal&sis that connects a series o! e7$eriences

L nal&sis o! an arti!act

L nal&sis that connects a series o! arti!acts

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Cl i A t ' l %


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Clai.$ Aout 'alue o%)eection

L Re!lection hel$s students #ake knowledge b&articulating connections

L Re!lection introduces students to new kinds o!

sel!'assess#ent that the& carr& into the rest o!

their livesL Re!lection hel$s develo$ habits o! re!lective

$ractice

L Re!lection su$$orts dee$er engage#ent in

learningL Re!lection $rovides evidence o! learning not

available b& other #eans

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/>K N-

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Clt4-Educate Exposure Experience and Reflection_prof Suharto