Strategi dan Metode
Pembelajaran
dalam Pendidikan Dokter
Titi Savitri Prihatiningsih
Bagian Pendidikan Kedokteran
The importance of
Health Profession Education….
 Anyone with responsibility for educating
nurses, midwifes, residents, and
physicians should be skilled and well
informed about health profession
education – as preparing these learners
to provide a safe, humane and effective
care for the members of our society is a
heavy responsibility
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%
Doctor
How do ensure that your
doctor achieves actual
competencies?
What do you claim
your doctor should
be able to do?
How do you ensure
that you will produce
such a doctor?
Assumptions of Learners based on
Pedagogical Model
 The need to know (exam)
 The learner’s self-concept (dependent




personality)
The role of experience (little)
Readiness to learn (depends on teacher)
Orientation to learning (subject-centred, subject
content)
Motivation (external)
What is wrong with
Pedagogical Model?
 Pedagogy is the art and science of
teaching children – based on assumptions
about teaching learning between 7th-12th
Century in Monastic School of Europe
What is Learning?
 Learning is a change in human
capability, which can be retained,
and not due to the process of growth
(Gagne, 1965)
Education for Capability
Competency-based Education
Andragogical Model of
Adult Learning
 1. The Need to Know (important




for life)
2. The Learner’s Self Concept
(independent)
3. The Role of the Learner’s
Experience (important – self identity)
4. Readiness to Learn (ready)
5. Orientation to Learning (case,
problem, real life)
Constructivism Theory of
Learning
Merril (1991) in Smorgansbord (1997) propose the
assumptions of constructivism as follows:
 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
Constructivism Theory of Learning
 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
Clinical Reasoning
Networks
Organizing memory (structure)
Context information
Information retrieval
Pattern recognition
Illness Script Theory
Novice
Novice
Intermediate
Expert
Independent Learning
A process in which:
*
individuals take the initiative with or without
the help of Others
* in diagnosing their learning needs,
formulating learning goals,
* identifying human and material resources
* for learning, choosing and
implementing appropriate learning strategies
and evaluating learning outcomes
(Knowles, 1975)
Metode Pembelajaran
Mutakhir berdasarkan
Teori Konstruktivisme
Teori Ilness Script
Teori Belajar Orang Dewasa
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%
Participation and
Responsibility of teacher
The Continuum of Teacher-Student Centred
Didactic
Lecture
Teaching orientation
Learning orientation
Self-study
Participation and responsibility of student
Participation and
Responsibility of teacher
The Continuum of Teacher-Student Centred
Didactic
Lecture
Teaching orientation
Learning orientation
Self-study
Participation and responsibility of student
1.
Problem-based Learning
The Continuum of PBL
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Theoretical learning
Problem-orientated learning
Problem-assisted learning
Problem-solving learning
Problem-focused learning
Problem-based mixed approach
Problem-initiated learning
Problem-centred learning
Problem-centred discovery learning
Problem-based learning
Task-based learning
The Continuum of PBL (1)
Symbol
Terminology
Rul
(Th)
Rul
(PT)
Rul
(Th)
Eg
Description
Example
Theoretical
Learning
Information
provided about
theory
Traditional lecture
Problem-orientated
Learning
Practical
Information
provided
Lecture with
practical
information
Problem-assisted
Learning
Problem solving
related to specific
examples
Case discussions
and some activities
in practical classes
The Continuum of PBL (2)
Symbol
Rul
(Th)
Eg
Terminology
Rul
(Th)
Rul
Eg
Eg
Rul
Eg
Rul
Description
Example
Problem-focused
learning
Information
provided followed
by a problem,
principles later
Overview lecture,
problem and study
guide
Problem-based
mixed approach
Combination
Student can choose
Problem-initiated
Learning
The problem is a
trigger at the
beginning
Patient problem to
interest students’
learning
The Continuum of PBL (3)
Symbol
Eg
Eg
Eg
Terminology
Rul
(sp)
Rul
(sp)
Rul
(G)
Description
Example
Problem-centred
learning
Problems used to
introduce principles
and rules
A series of
problems followed
by information
Problem-centred
discovery learning
Presenting the
problems, followed
by opportunities to
derive principles
Students derive
principles from
assignment
Problem-based
learning
Development of
principles and
generalisation
Problems presented
and generalise to
other setting
The Continuum of PBL (4)
Symbol
Eg
(T)
Terminology
Rul
Task-based
Learning
Description
The problem is the
real world
Example
Tasks undertaken
by health
professionals as
problems
2. Skills Lab Method
3. Experiential Learning
4. Lectures
5. Praktikum Lab
6. Kunjungan Lapangan
7. Community-based
education
8. Web-based Learning
9. Patient-based learning
10. Project-based
Learning
11. Virtual Learning
12. Collaborative
Learning
13. Adaptive Learning
14. Learning Contract
15. Case-study
16. Practice-based
Learning
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%
Terimakasih
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