SISTEM PEMBELAJARAN DI

FAKULTAS KEDOKTERAN
Detty Iryani
Bagian Pendidikan Kedokteran
Fakultas Kedokteran Universitas Andalas
 STANDAR PENDIDIKAN PROFESI DOKTER
KKI, tahun 2006 dan 2012
Bab II, 2.3. Struktur, komposisi dan durasi
kurikulum
Kurikulum dilaksanakan dengan pendekatan/
strategi SPICES (Student-centred, Problem-
based, Integrated, Communitybased,
Elective/ Early clinical Exposure, Systematic
tudent-centered eacher-centered

nformation
roblem-based gathering

iscipline-based
ntegrated

ommunity-based ospital-based

lective ore

ystematic pprenticenship
 Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)

TEACHER CENTERED STUDENT CENTERED

LEARNING
Berpusat pada guru/dosen.
Dosen yang aktif memberikan
pengetahuan
Sesuai untuk mengembangkan ilmu
dalam satu disiplin saja
Iklim pembelajaran lebih individualis
dan kompetitif
LEARNING
Berpusat pada mahasiswa.
Mahasiswa yang aktif mendapatkan
Pengetahuan, keterampilan
Sesuai untuk pengembangan ilmu
dengan pendekatan secara
interdisipliner
Iklim pembelajaran lebih kolaboratif,
supportif dan kooperatif

Hanya mahasiswa yang dianggap Mahasiswa dan dosen belajar bersama

melakukan proses pembelajaran
Dosen bertindak sebagai instruktur dan
pembuat keputusan dalam
pembelajaran
dalam mengembangkan pengetahuan,
konsep dan keterampilan
Dosen bertindak sebagai fasilitator
dalam pembelajaran, mahasiswa yang
membuat keputusan
 Perbedaan Pembelajaran Teacher Centered Learning (TCL)
dengan Student Centered Learning (SCL)

TEACHER CENTERED STUDENT CENTERED

LEARNING
Penekanan pada tuntasnya materi
Penekanan pada bagaimana cara dosen
mengajarkan
Menekankan pada jawaban yang benar
saja
LEARNING
Penekanan pada pencapaian
Kompetensi anak didik
Penekanan pada bagaimana cara
Mahasiswa belajar dengan
Menggunakan berbagai sumber untuk
mencapai kompetensi
Penekanan pada proses
Pengembangan pengetahuan

Perkuliahan adalah kegiatan belajar Perkuliahan hanya salah satu kegiatan

yang utama belajar, mahasiswa dapat belajar dari
berbagai sumber lain
Reasons for Changes

General Reasons

Educational Background

Cognitive Psychology
 Reasons for Changes General Reasons

Science & Globalization

technology
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
Information & learning environment High competitiveness
Communication should be evaluated
& revised

High quality graduates: scientist-

Changes in community professional, lifelong learner,
perception & knowledge sensitive, creative, independent,
to health issues 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
>16th

Tidak terikat orang lain

? Psikologis
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri

? Biologis
Tanda kelamin sekunder
 Adult learning
Characteristics (Malcolm Knowles)

1. Adults are autonomous and

self-directed

2. Adults have
accumulated 3. Adults are
a foundation of 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

 Asumsi Pedagogi Andragogi
Konsep pembelajar Bergantung pada guru Independen/self-
(pasif) directed (aktif)
Peran guru/dosen Figur otoritas Pembimbing & fasilitator

Peran prior know- Lebih banyak ditambah Sebagai sumber yang kaya
ledge pembelajar daripada digunakan untuk pembelajaran
sebagai sumber belajar
Kesiapan untuk Uniform dalam tingkat dan Berkembang dari tugas dan
belajar kurikulum masalah
Orientasi Berpusat pada subyek Berpusat pada masalah/
pembelajaran tugas kontekstual
Motivasi Eksternal, reward & Insentif internal dan sikap
punishment ingin tahu
 Reasons for Changes
Educational Background

Shifting paradigm from teaching to

learning
 Teaching vs learning

Teacher Student
centered centered
Knowledge Knowledge
transfer acquisition
Reinforces Reinforces
passiveness activeness
Teachers Teachers ask
provide answers questions
Teachers direct Teachers guide
students students
 Reasons for Changes
Educational Background

Research on learning formats

The Learning Pyramid
Average
Retention Rate
Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30%
Discussion group 50%
Practice by doing 75%
Teach others 80%

National Training Laboratories, Bethel, Maine, USA

 Reasons for Changes
Cognitive Psychology

Expertise research
Problem solving
 Cognitive Psychology

Novice Expert
 Systematic Educational Planning

Working environment

Professional Competencies Learning

Tasks needs

Program Educational
evaluation The
The Learner
learner objectives

Learner Learning
evaluation 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 PENDIDIKAN
KURIKULUM 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 small-
group 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
Problem Collaborative
Characteristics

Has Is
Authentic Format
Problem Follows
Learning Is
Based A
Learning

Is Has
Self Directed Research

Requires Has

Learner Outcomes
Responsibilities
Tutorial as intervention media for
learning facilitation

Skills
lab

Lecture Tutorial SDL

Prakctice
Session
 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 (3-4 semester)
Di RS Pendidikan dan jejaring (rotasi I dan II)
Internship
Di wahana internship
Overview History of medical curriculum in Indonesia
KIPDI I (Core Curriculum of Indonesian Medical
Education I)..discipline based
KIPDI II (Core curriculum of Indonesian Medical
Education II).discipline based
KIPDI III (Core Curriculum of Indonesian Medical
Education III)/National Competency Based
Curriculum2005
Competency Standard of Indonesian Physician (2006,
by KKI/Indonesian Medical Counsil)
Competency Standard of Indonesian Physician (2012,
by KKI/Indonesian Medical Counsil)
 Curriculum of Medical Faculty
University of Andalas
Before 2004 : Discipline based curriculum
(based on KIPDI I, II)
2004-now : Competency based
curriculum (based on KIPDI III,
Competency standard of Indonesian
Physician)
 Curriculum development
Regulation : SKDI and Standar Pendidikan Profesi
Dokter (Standard of Medical Professional Education)
Core Curriculum of Faculty 80% based on SKDI and 20%
local study is based on vision and mission of institution
and prominent health problems in West Sumatra
Curriculum period 2004-2009 were divided into 21
blocks
Curriculum period 2009-2014 are also divided into 21
blocks but there are longitudinal program along year,
out of blocks.
 Curriculum Mapping Period 2009-2014
PHASE 1 :FIRST YEAR THEME .: NORMAL STRUCTURE AND FUNCTION OF BODY
1ST SEMESTER 2ND SEMESTER

7 WEEKS 7 WEEKS 7 WEEKS 7 WEEKS 7 WEEKS 7 WEEKS

REMEDIAL

REMEDIAL
FIRST YEAR BLOCK 1.1 BLOCK 1.2 BLOCK 1.3 BLOCK 1.4 BLOCK 1.5 BLOCK 1.6
Introduction Cardiorespiratory Neuromuscul Digestion, Urogenital Life cycle`
of Medical osceletal metabolism and
Education hormone

OBLYGATORY SUBJECTS FROM UNIVERSITY (CIVICS, RELIGION, ENGLISH)

PHASE 1 : SECOND YEAR THEME : DISORDER OF BODY STRUCTURE AND FUNCTION

3RD SEMESTER 4TH SEMESTER

7 WEEKS 7 WEEKS 7 WEEKS 7 WEEKS 7 WEEKS 7 WEEKS

SECOND YEAR BLOCK 2.1 BLOCK 2.2 BLOCK 2.3 BLOCK 2.4 BLOCK 2.5 BLOCK 2.6

REMEDIAL

REMEDIAL
Cell growth Immunology and Reproduction Hematolimphopo Hormone and Digestive
and Cancer Infection eitic Disorder metabolism System
Disorder Disorder

FAMILY ORIENTED MEDICAL EDUCATION (FOME)

PHASE 1 : SECOND YEAR THEME : DISORDER OF BODY STRUCTURE AND FUNCTION

5 TH SEMESTER 6TH SEMESTER

7 MINGGU 7 MINGGU 7 MINGGU 7 MINGGU 7 MINGGU 7 MINGGU

THIRD YEAR BLOKC 3.1 BLOCK 3.2 BLOCK 3.3 BLOCK 3.4 BLOCK 3.5 BLOCK 3.6
REMEDIAL

REMEDIAL
Neuropsychiatr Cardiovascular Respiratory Urogenital Musculoscel Special
y Disorder Disorder Disorder Disorder etal Disorder Senses
Disorder

RESEARCH METHODOLOGY AND THESIS

 Curriculum Mapping Period 2009-2014
PHASE 1 : FOURTH YEAR THEME. INTRODUCTION TO MEDICAL PHASE 2 : MEDICAL PRACTICE AND PROFESSIONAL
PROFESSION DEVELOPMENT: DEVELOPMENT
SEMESTER 7 SEMESTER 8

7 WEEKS 7 WEEKS 7 WEEKS

Comprehensive
Examination
BLOCK 4.1 BLOCK 4.2 BLOCK 4.3

REMEDIAL
FOURTH
YEAR Management of Emergency and Elective
Tropical Disease Patient Safety CLERCKSHIP

PRE CLERCK SHIP (PHYSICAL DIAGNOSTIC PRACTICE)

PHASE 2 : MEDICAL PRACTICE AND PROFESSIONAL DEVELOPMENT

SEMESTER 9 SEMESTER 10

FIFTH
YEAR

CLERCKSHIP CLERCKSHIP

INTERNSHIP
SIXTH
YEAR
Kegiatan pembelajaran di tahap akademik

1. Tutorial
2. Belajar mandiri
3. Skills lab
4. Diskusi pleno
5. Kuliah pengantar
6. Praktikum ilmu dasar
7. Konsultasi pakar
8. Diskusi kelompok kecil tanpa tutor
 Metode Student Assessment
di tahap akademik

1. 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)
 Kegiatan pembelajaran di tahap profesi

1. Bedside teaching
2. Case report session
3. Meet the expert
4. Bertugas di poliklinik dan ruang rawat
inap
5. Tutorial tahap klinik
 Metode Student Assessment di tahap profesi

1. Logbook, portofolio
2. Shortcase, longcase
3. MiniCex, OSCE
4. Feed back (evaluasi formatif)