Block Development
Titi Savitri Prihatiningsih
Department of Medical Education
Gadjah Mada University
School of Medicine
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Savitri
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Macro Level
• Formulate competencies and the
breakdown
• Selecting problems
• Defining the phase
• Allocating the competencies into each
phase
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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)
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Micro Level
• Developing blue print blocks (outcome,
problems, participating disciplines)
• Each block team identify contents of
each block:
– Knowledge
– Skills
– Behaviour
– Values
– Insights etc
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Three levels of curriculum design
Curriculum
Year/phase
Block/module/unit
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Macro
Meso
Micro
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)
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Three levels of
coordination
Curriculum
coordinator
Year/Phase coordinator
Block coordinator
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Correspondence
Macro
curriculum
Accumulation
Connection
Meso
Curriculum
Integration
Comprehensiveness
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Micro
Curriculum
Correspondence
Curriculum
Coordinator
Accumulation
Connection
Year/Phase
Coordinator
Integration
Comprehensiveness
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Block
Coordinator
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
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control the curriculum content
Prihatiningsih
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Design
Block
Implement
Block
Evaluate
Block
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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
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4. Identify the key topics
Competences
Phases of
Education
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Preceeding
Blocks
(year 1)
Priorities
5. Designing Conceptual Framework
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5. Designing Conceptual Framework
Matrix
To visualise
The relationship
Among different concepts
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Hierarchical
Central
Axis
Matrix
Childhood
Analyse/Ass
essment of
health
problems
Adolescent
Adulthood
Diarrhoea
Drug abuse HIV/AIDS
Diphtery
Traffic
Reproducti
ve Health
Gastroenter injury
itis
Prevention
Strategy
Developing
and
implementin
g health
programmes
Communicati
on skills
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Elderly
Menopause
Post
menopause
Hierarchical
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Central Axis
Nutrition and
Food Safety
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5. Designing Conceptual Framework
6. Formulate detailed objectives
7. Develop Block Books
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7. Develop Block Books
• 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
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7. Develop Block Books
• 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
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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
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Objectives
Problem
Type
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Format
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
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Developing Scenario
Format:
1. Narative
2. Graphics
3. Pictures
4. Audiovisual
Make variations of different formats
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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
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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
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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
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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
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The explanation problem
• Purpose: to understand structure and
mechanism.
• Consisting of description of phenomena
• Good for early year
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The application problem
• Purpose: to apply knowledge,
understanding and skills
• Stimulate belajar bila
• A number of questions and assignments
• Integration
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The multi-level problem
• Purpose: to study mechanism in more in depth
• To follow up the problem
• Weakness: Needs more time to developbutuh
waktu banyak,.
• Description of disease from complain to
treatment
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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
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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
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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
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The Study Problem
• To do independent study of a particular
subject
• To master specific content
• Stimulate specific learning activities
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Three main considerations in
Developing a problem
1. Learning outvcome (competencies)
2. Types
3. Format
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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
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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
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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
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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
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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.
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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
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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
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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
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Sumber Belajar
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Learning Resources
1. Relevants
2. Accessible
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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
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5. Reflective activities
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
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Function of Laboratory Practice
1. To enhance students’ understanding
2. To stimulate through “learning by discovery”,
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Function of Skills Lab
1. Training skills systematically in an integrated
fashion
2. Skills should be relevant to block themes
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• Exposure to workplace
- Motivate students
- Professional development
- Contextual learning
- Relevant knowledge
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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
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Thanks
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