KURIKULUM BERBASIS KOMPETENSI - · PDF filePETUNJUK PENYUSUNAN SKENARIO 1. ... • Membuat laporan 9. Variasi aktivitas belajar ... KURIKULUM BERBASIS KOMPETENSI

Copyright@Titi Savitri

Prihatiningsih

Block Development

Titi Savitri Prihatiningsih

Department of Medical Education

Gadjah Mada University

School of Medicine

Titi Savitri


Prihatiningsih

Macro Level

• Formulate competencies and the

breakdown

• Selecting problems

• Defining the phase

• Allocating the competencies into each

phase


Prihatiningsih

Meso Level

• Dividing each phase into several learning

units/Block

• Decide the name or themes of the block

(preferably integrated themes – not

necessarily discipline)

• Allocating competences into each block

• Allocating problems for each block

• Deciding which core disciplines involved (if

the name of block is integrated theme)


Prihatiningsih

Micro Level

• Developing blue print blocks (outcome, problems, participating disciplines)

• Each block team identify contents of each block:

– Knowledge

– Skills

– Behaviour

– Values

– Insights etc


Prihatiningsih

Curriculum Macro

Year/phase Meso

Block/module/unit Micro

Three levels of curriculum design


Prihatiningsih

Comparison

• Curriculum is the blueprint for the

building(at macro and meso level)

• Instructional planning (block or module

development) is the process of

constructing the building

(at micro level)


Prihatiningsih

Curriculum

coordinator

Year/Phase coordinator

Block coordinator

Three levels of

coordination


Prihatiningsih

Macro

curriculum

Meso

Curriculum

Micro

Curriculum

Correspondence

Accumulation

Connection

Integration

Comprehensiveness


Prihatiningsih

Curriculum

Coordinator

Year/Phase

Coordinator

Block

Coordinator

Correspondence

Accumulation

Connection

Integration

Comprehensiveness


Prihatiningsih

derived from block theme and comprises

a broad outline of block content,

broad final objectives of the block and

list of disciplines to participate in the

block

Blueprint block is designed by Curriculum

Committee

Blueprint block is the main instrument to

control the curriculum content


Prihatiningsih


Prihatiningsih

Design

Block

Implement

Block

Evaluate

Block


Prihatiningsih

Stages of Block Development

1. Analyse and discuss Blue Print Block

2. List the relevant topics

3. Order related topics

4. Identify the key topics


Prihatiningsih

4. Identify the key topics

Competences

Preceeding

Blocks

(year 1)

Phases of

Education Priorities


Prihatiningsih

5. Designing Conceptual Framework


Prihatiningsih


To visualise

The relationship

Among different concepts

Matrix

Hierarchical

Central

Axis


Prihatiningsih

Matrix Childhood

Adolescent

Adulthood

Elderly

Analyse/Assessment of health problems

Diarrhoea Diphtery Gastroenteritis

Drug abuse Traffic injury

HIV/AIDS Reproductive Health

Menopause Post menopause

Prevention Strategy

Developing and implementing health programmes

Communication skills


Prihatiningsih

Hierarchical


Prihatiningsih

Central Axis

Nutrition and

Food Safety


Prihatiningsih


6. Formulate detailed objectives

7. Develop Block Books


Prihatiningsih


• Divide the block into different parts

• Determine the order in which the

different block parts should be

presented:

– From simple to complex

– From concrete to abstract

– From familiar to unfamliar


Prihatiningsih


• Spread the study load evenly

• Identify integrated subjects – teaching formats

• Outline the sequence of the different block parts and the amount of time available

• Calculate hours

• Recommended learning resources

• Assessment

• Write the text

• Block evaluation


Prihatiningsih

BLOCK Book for Tutor

1. Introduction

2. Table of Contents

3. Blok Objectives

4. Topic Tree

5. Week 1:

1. Objectives

2. Scenario

3. Review of Content (depth and breadth)

4. Teaching and Learning Activities

5. Learning Resources

6. References

6. Assesment

7. List of Block Constructors

8. List of Block Contributors

9. Resources of Persons

10.Block References

11.Block Schedule


Prihatiningsih


Prihatiningsih


Prihatiningsih

Problem

Objectives

Type Format


Prihatiningsih

Scenario

Definition

“A problem consists of a neutral description of an

event or a set of phenomena that are in need of

explanation in terms of underlying processes,

principles or mechanisms”

Function

1. As the trigger to achieve block objectives

2. To activate prior knowledge

3. To stimulate self-directed learning


Prihatiningsih

Developing Scenario

Format:

1. Narative

2. Graphics

3. Pictures

4. Audiovisual

Make variations of different formats


Prihatiningsih

Good scenario is:

1. Relevant with the outcome of the blocks

2. Realistics

3. Logics

4. Appropriate

5. Interesting and motivating

6. Precise

d. Number of scenario


Prihatiningsih

THE ROLE OF PROBLEMS

• New information is better processed

and retained

• Problem solving skills are enhanced

• Integration of knowledge is stimulated

• Students learn how to learn

• Independent study

• Student motivation is enhanced


Prihatiningsih


Prihatiningsih

Conditions to be met by problems

• Build on students’ prior knowledge

• Stimulate elaboration

• Relevant context

• Stimulate self-directed learning

• Offer motivation (open-ended, controversial

issues)

• Evidence-based


Prihatiningsih

Different types of problems

1. The explanation problem

2. The discussion problem

3. The strategy problem

4. The study problem

5. The application problem

6. The multilevel problem


Prihatiningsih

The explanation problem

• Purpose: to understand structure and

mechanism.

• Consisting of description of phenomena

• Good for early year


Prihatiningsih

The application problem

• Purpose: to apply knowledge,

understanding and skills

• Stimulate belajar bila

• A number of questions and assignments

• Integration


Prihatiningsih

The multi-level problem

• Purpose: to study mechanism in more in depth

• To follow up the problem

• Weakness: Needs more time to develop

• Description of disease from complain to

treatment


Prihatiningsih

The Strategy Problem

• Purpose: students learn rational clinical

reasoning and decision making based on

knowledge and understanding of the

underlying process

• Management strategy

• Invite simulation of real medical practice

• A descriptin of complaints with data from

history, physical examination


Prihatiningsih

Seven Clinical Step Approach

• Identify central aspects

• What information should be obtained from

history, px, lab investigation?

• Relate this with 1

• Try to discover causal relationship that

would explain findings

• Generate list of hypothesis

• Consider dx

• Drap up management plan


Prihatiningsih

The Discussion Problem

• To foster understanding of different

points of view regarding on issue

• To reflect critically on the standards

• To understand different points of view

• Stimulate thinking about personal

points of view

• Useful for end block

• Clear problem, opinions


Prihatiningsih

The Study Problem

• To do independent study of a particular

subject

• To master specific content

• Stimulate specific learning activities


Prihatiningsih

Three main considerations in

Developing a problem

1. Learning outvcome (competencies)

2. Types

3. Format


Prihatiningsih

Contoh:

Tujuan:

a. Mampu melakukan pemeriksaan ANC

b. Mampu melakukan konseling dan memberikan informasi tentang proses dan tanda-tanda kehamilan dan persalinan

Pertanyaan yang ingin dimunculkan

a. Bagaimana ANC

b. Bagaimana tanda-tanda & proses kehamilan

c. Bagaimana tanda-tanda & proses persalinan

d. Bagaimana melakukan konseling dan memberi informasi pada ibu hamil


Prihatiningsih

PERBEDAAN TIPE MASALAH

1. Masalah yang membutuhkan penjelasan

2. Masalah yang diperlukan untuk mengembangkan pandangan

3. Masalah yang diperlukan untuk melatih penalaran

4. Masalah untuk melatih menerapkan pengetahuan

5. Masalah untuk melatih memacu mahasiswa belajar

6. Masalah untuk berbagai tingkat pendidikan dan profesi


Prihatiningsih

Different Format of Scenarios

1. Narrative

2. Phenomenons- singkat menggambarkan

pasien

3. SOEP (Subjective, objective, evaluate, plan) –

roblem pack - Terbungkus banyak masalah

yang tersembunyi

4. Sign pack – problems presented in phase

5. Verbatim – doctor-patient encounter

6. Correspondence – referral letter


Prihatiningsih

Menyusun Skenario

a. Format yang bisa dipilih:

1. Narasi

2. Grafik

3. Gambar

4. Audiovisual

Usahakan format skenario dalam suatu blok bervariasi

sehingga akan meningkatkan daya tarik blok

b. Sumber skenario bisa dari pengalaman pribadi,

percakapan dokter-pasien, media masa, artikel jurnal,

laporan penelitian dan lain sebagainya


Prihatiningsih

Format yang dipilih

Narrative

Imud (19 tahun) premi gravida hamil 7 bulan,

memeriksakan ANC sejak kehamilan 2 bulan.

Sekarang merasakan gerakan bayi makin keras.

Payudaranya bertambah besar dan semua

pakaiannya menjadi sesak. Kadang-kadang

rahimnya kontraksi keras lalu hilang. Ia takut

kalau melahirkan bayi sebelum cukup umur.


Prihatiningsih

PETUNJUK PENYUSUNAN SKENARIO

1. Hubungkan dengan prior knowledge

2. Hubungkan dengan objektif secara jelas

3. Pertimbangkan tingkat kerumitan masalah

4. Pertimbangkan struktur yang memadai untuk

diskusi

5. Pilih kata nyata yang erat dengan profesi

6. Pilih masalah-masalah yang multi disiplin

7. Pertimbangkan panjang/ pendeknnya masalah

yang ingin dimunculkan


Prihatiningsih

PETUNJUK PENYUSUNAN

SKENARIO

• Waktu untuk belajar mandiri

• Waktu untuk fase pelaporan

• Variasi pengalaman belajar

• Jumlah skenario dalam satu blok

• Sekuen skenario

• Waktu yang tersedia untuk penulisan

skenario


Prihatiningsih

8. Pertimbangkan waktu yang diperlukan

Pemahaman :

• Diskusi

• Belajar

• Membuat laporan

9. Variasi aktivitas belajar

10. Urutan masalah yang akan dimunculkan

11. Memilih kejadian yang dapat membangun

citra profesi

12. Relevan dan dapat memicu belajar


Prihatiningsih

Sumber Belajar


Prihatiningsih

Learning Resources

1. Relevants

2. Accessible


Prihatiningsih

Supporting Learning Activities

Core Activities

1. SGD (Small Group Discussion)

2. SDL (Self Directed Learning)

Supporting

1. Lectures

2. Laboratory Practice

3. Skills Practice

4. Exposure to workplace

5. Reflective activities


Prihatiningsih

Function of Lecture in PBL

1. Overview

2. Clarification of difficult

topics

3. Correct misconceptions

4. Provide framework

5. Refreshing

6. Stimulate students

7. Lack of learning resources


Prihatiningsih

Function of Laboratory Practice

1. To enhance students’ understanding

2. To stimulate through “learning by discovery”,


Prihatiningsih

Function of Skills Lab

1. Training skills systematically in an integrated

fashion

2. Skills should be relevant to block themes


Prihatiningsih

• Exposure to workplace

- Motivate students

- Professional development

- Contextual learning

- Relevant knowledge


Prihatiningsih

Kesimpulan

Blok merupakan kerangka kurikulum PBL

Bagian dari hirarki PBL yang terletak

antara thema sentral dengan modul

Dalam blok akan terjadi interaksi dan

integrasi berbagai bidang ilmu

Penyusunan blok perlu tim perancang

Untuk menyusun modul perlu mengidentifikasi

topic tree lebih dahulu

Skenario disusun berdasar objective yang perlu

dicapai pada modul atau blok


Prihatiningsih

Thanks

Documents

KURIKULUM BERBASIS KOMPETENSI - · PDF filePETUNJUK PENYUSUNAN SKENARIO 1. ... • Membuat laporan 9. Variasi aktivitas belajar ... KURIKULUM BERBASIS KOMPETENSI