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 (Studentcentred, Problem-based, Integrated,
Communitybased,
Elective/ Early clinical Exposure, Systematic

tudent-centered
eacher-centered
roblem-based
nformation
gathering
ntegrated
ommunity-based
iscipline-based
ospital-based
lective
ore
ystematic
pprenticenship
Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)
TEACHER CENTERED
LEARNING
STUDENT CENTERED
LEARNING
Berpusat pada guru/dosen.
Dosen yang aktif memberikan
pengetahuan
Berpusat pada mahasiswa.
Mahasiswa yang aktif mendapatkan
Pengetahuan, keterampilan
Sesuai untuk mengembangkan ilmu
dalam satu disiplin saja
Sesuai untuk pengembangan ilmu
dengan pendekatan secara
interdisipliner
Iklim pembelajaran lebih individualis
dan kompetitif
Iklim pembelajaran lebih kolaboratif,
supportif dan kooperatif
Hanya mahasiswa yang dianggap
melakukan proses pembelajaran
Mahasiswa dan dosen belajar bersama
dalam mengembangkan pengetahuan,
konsep dan keterampilan
Dosen bertindak sebagai instruktur
dan pembuat keputusan dalam
pembelajaran
Dosen bertindak sebagai fasilitator
dalam pembelajaran, mahasiswa yang
membuat keputusan
Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)
TEACHER CENTERED
LEARNING
STUDENT CENTERED
LEARNING
Penekanan pada tuntasnya materi
Penekanan pada pencapaian
Kompetensi anak didik
Penekanan pada bagaimana cara
dosen mengajarkan
Penekanan pada bagaimana cara
Mahasiswa belajar dengan
Menggunakan berbagai sumber untuk
mencapai kompetensi
Menekankan pada jawaban yang benar
saja
Penekanan pada proses
Pengembangan pengetahuan
Perkuliahan adalah kegiatan belajar
yang utama
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 &
technology
Information &
Communication
Globalization
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
learning environment
should be evaluated
& revised
Changes in community
perception & knowledge
to health issues
High competitiveness
High quality graduates: scientistprofessional, lifelong learner,
sensitive, creative, independent,
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
Psikologis
Biologis
>16th
Tidak terikat orang lain
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri
Tanda kelamin sekunder
Adult learning
Characteristics (Malcolm Knowles)
1. Adults are autonomous and
self-directed
2. Adults have
accumulated
a foundation of
3. Adults are
practical
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
pembelajar
Bergantung pada guru
(pasif)
Independen/selfdirected (aktif)
Peran guru/dosen
Figur otoritas
Pembimbing & fasilitator
Peran prior knowledge pembelajar
Lebih banyak ditambah
daripada digunakan
sebagai sumber belajar
Sebagai sumber yang
kaya untuk
pembelajaran
Kesiapan untuk
belajar
Uniform dalam tingkat
dan kurikulum
Berkembang dari tugas
dan masalah
Orientasi
pembelajaran
Berpusat pada subyek
Berpusat pada masalah/
tugas kontekstual
Motivasi
Eksternal, reward &
punishment
Insentif internal dan
sikap ingin tahu
Reasons for Changes
Educational Background

Shifting paradigm from teaching to learning
Teaching vs learning
 Teacher
centered
 Student
centered
 Knowledge
transfer
Knowledge
acquisition
 Reinforces
passiveness
 Reinforces
activeness
 Teachers
provide answers
Teachers ask
questions
 Teachers direct
students
Teachers guide
students
Reasons for Changes
Educational Background

Research on learning formats
The Learning Pyramid
Average
Retention Rate
Lecture
5%
Reading
Audiovisual
10%
Demonstration
30%
Discussion group
Practice by doing
50%
Teach others
80%
National Training Laboratories, Bethel, Maine, USA
20%
75%
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
Tasks
Program
evaluation
Competencies
Learning
needs
The Learner
learner
The
Educational
objectives
Learner
evaluation
Learning
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
KURIKULUM
PENDIDIKAN
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 smallgroup 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
Collaborative
Problem
Characteristics
Is
Has
Authentic
Learning
Problem
Based
Learning
Is
Self Directed
Is
Requires
Learner
Responsibilities
Follows
A
Has
Has
Outcomes
Research
Format
Tutorial as intervention media for
learning facilitation
Skills
lab
Lecture
Tutorial
Prakctice
Session
SDL
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
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)
1.
Kegiatan pembelajaran di tahap profesi
Bedside teaching
2. Case report session
3. Meet the expert
4. Bertugas di poliklinik dan ruang rawat
inap
5. Tutorial tahap klinik
1.
Metode Student Assessment di tahap
profesi
Logbook, portofolio
2. Shortcase, longcase
3. MiniCex, OSCE
4. Feed back (evaluasi formatif)
1.