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ProblemProblem -- Based LearningBased Learning

DettyDetty IryaniIryani

BagianBagian PendidikanPendidikan KedokteranKedokteranFakultasFakultas KedokteranKedokteran UNANDUNAND

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Reasons for ChangesReasons for Changes

General Reasons

Cognitive Psychology

Educational Background

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Curriculum:learning objectives

(competencies),L&T approach, assessment &

learning environmentshould be evaluated

& revised

Science &

technology

Information &Communication

Changes in communityperception & knowledge

to health issues

Globalization

High competitiveness

High quality graduates: scientist-professional, lifelong learner,

sensitive, creative, independent,innovative, critical thinking,

ethics

Reasons for ChangesReasons for Changes

General Reasons

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Reasons for ChangesReasons for ChangesEducational Background

Constructivism theoryConstructivism theory Adult Learning Adult LearningShifting paradigm from teaching toShifting paradigm from teaching tolearninglearning

Research on learning formatsResearch on learning formats

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Constructivism theoryConstructivism theory

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Constructivism of learning:Constructivism of learning:

Knowledge is constructed from experienceKnowledge is constructed from experienceLearning is a personal interpretation of the worldLearning is a personal interpretation of the worldLearning is an active process in which meaning is developed on tLearning is an active process in which meaning is developed on t hehebasis of experiencebasis of experience

Conceptual growths comes from the negotiation of meaning, theConceptual growths comes from the negotiation of meaning, thesharing of multiple perspectives and the changing of our internasharing of multiple perspectives and the changing of our interna llrepresentations through collaborative learningrepresentations through collaborative learningLearning should be situated in realistic settings; testing shoulLearning should be situated in realistic settings; testing shoul d bed beintegrated with the task and not a separate activityintegrated with the task and not a separate activity

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Adult Learning Adult Learning

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>16 th? Age

? PsikologisTidak terikat orang lain

MandiriBertanggungjawab

Dapat mengambil keputusan

sendiri

?Biologis

Tanda kelamin sekunder

DefinitionDefinition Adult Adult

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Adult learning Adult learningCharacteristics (Malcolm Knowles) Characteristics (Malcolm Knowles)

1. Adults are autonomous andself-directed

2. Adults have

accumulateda foundation oflife experiences and knowledge

4. Adults are relevancy-oriented

3. Adults are

practical
http://www.free-graphics.com/clipart/Business/Cartoons/thumbnails7.shtmlhttp://www.free-graphics.com/clipart/Cartoon/Education/thumbnails2.shtml

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Andragogy AndragogyCharacteristics (Malcolm Knowles) Characteristics (Malcolm Knowles)

5. Adults are goal-oriented

6. Adults need to be shown respect
http://www.free-graphics.com/clipart/Cartoon/Education/thumbnails2.shtml

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Adult learning theory Adult learning theory

Tasks should be relevant for thelearner, motivation

Learner is involved in settingeducational goals

Practice of all the skills

Laidley & Braddock, 2000

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Adult learning theory Adult learning theory

Learning is within capacity of thelearner

Regular feedback is provided

The learner can reflect onexperiences

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Asumsi Asumsi PedagogiPedagogi Andragogi Andragogi

KonsepKonseppembelajarpembelajar

BergantungBergantung padapada guruguru((pasif pasif ))

IndependenIndependen /self /self --directed (directed ( aktif aktif ))

PeranPeran guru/guru/ dosendosen FigurFigur otoritasotoritas PembimbingPembimbing && fasilitatorfasilitator

PeranPeran prior knowprior know --ledgeledge pembelajarpembelajar

LebihLebih banyak banyak ditambahditambahdaripadadaripada digunakandigunakansebagaisebagai sumbersumber belajarbelajar

SebagaiSebagai sumbersumber yangyangkayakaya untuk untuk pembelajaranpembelajaran

KesiapanKesiapan untuk untuk belajarbelajar

UniformUniform dalamdalam tingkattingkatdandan kurikulumkurikulum

BerkembangBerkembang daridari tugastugasdandan masalahmasalah

OrientasiOrientasipembelajaranpembelajaran BerpusatBerpusat padapada subyek subyek BerpusatBerpusat padapada masalahmasalah / /tugastugas kontekstualkontekstual

MotivasiMotivasi EksternalEksternal , reward &, reward &punishmentpunishment

Insentif Insentif internalinternal dandansikapsikap inginingin tahutahu

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Shifting paradigm from teaching toShifting paradigm from teaching tolearninglearning

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THE LEARNING AND TEACHING SYSTEM

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Teacher centered

Knowledgetransfer

Reinforcespassiveness

h

Teachersprovide answers

h Teachers directstudents

Studentcentered

h Knowledgeacquisition

h Reinforcesactiveness

h

Teachers askquestions

h Teachers guidestudents

Teaching vs learning

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Research on learning formatsResearch on learning formats

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The Learning Pyramid

Teach others

Lecture

Discussion group

Demonstration Audiovisual

Reading

Practice by doing

5%

10%

20%30%

50%75%

80%

AverageRetention Rate

National Training Laboratories, Bethel, Maine, USA

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Definition of PBLDefinition of PBLan active learning stimulated by, and focused round a

clinical, community or scientific problem (Davis andHarden, 1999)

Students work on the problem which is explicitly usedto get students themselves to identify and search forthe knowledge, that they need to obtain in order toapproach the problem (Ross, 1991)

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Definition of PBLDefinition of PBLinstructional method characterized by the use of

patient problems as a context for students to learnproblem-solving skills and acquire knowledge aboutthe basic and clinical sciences (Albanese&Mitchell,1993)

Faculty objectives are translated into a problem, usuallyconsisting of a set of phenomena in need of some kind ofexplanation. Students analyse these problems, attempting tounderstand the underlying principles or processes through small-group discussion. During discussion, questions which remainunanswered are identified. These questions or learning issues

serve as a guide for independent and self-directed learning(Dolman, 1994)

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Apa Apa ituitu PBLPBL??

SSuatu strategi pembelajaranuatu strategi pembelajaran ::menggunakanmenggunakan masalahmasalah sebagai stimulus untuksebagai stimulus untukmenemukanmenemukan atauatau mendapatkan informasimendapatkan informasi

yang diperlukan untukyang diperlukan untuk memahamimemahami dandan mencarimencari

solusisolusi nyanya

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Characteristics of PBLCharacteristics of PBL

small group discussions onsmall group discussions on

interdisciplinary problems withinterdisciplinary problems with

enough time for self study andenough time for self study and

parallel training in skillsparallel training in skills

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Karakteristik Karakteristik PBLPBL

Pembelajaran bersifatPembelajaran bersifat student student - - centered centered yang aktif;yang aktif;Pembelajaran dilaksanakan melalui diskusi kelompok kecil dan semPembelajaran dilaksanakan melalui diskusi kelompok kecil dan sem uaua

anggota kelompok memberikan kontribusinya secara aktif;anggota kelompok memberikan kontribusinya secara aktif;Diskusi dipicu oleh masalah yang bersifat integrasi interdisipliDiskusi dipicu oleh masalah yang bersifat integrasi interdisipli n yangn yangdidasarkan pada pengalaman/kehidupan nyata;didasarkan pada pengalaman/kehidupan nyata;Diskusi secara aktif merangsang mahasiswa untuk menggunakanDiskusi secara aktif merangsang mahasiswa untuk menggunakan

prior knowledge prior knowledge nyanyaMahasiswa terlatih untuk belajar mandiri dan diharapkan dapatMahasiswa terlatih untuk belajar mandiri dan diharapkan dapatmenjadi dasar bagi pembelajaran seumur hidup;menjadi dasar bagi pembelajaran seumur hidup;Pembelajaran berjalan secara efisien, karena informasi yangPembelajaran berjalan secara efisien, karena informasi yangdikumpulkan melalui belajar mandiri sesuai dengan apa yangdikumpulkan melalui belajar mandiri sesuai dengan apa yangdibutuhkannya (dibutuhkannya ( need to know basis need to know basis ););Feedback dapat diberikan sewaktu tutorial, sehingga dapat memacuFeedback dapat diberikan sewaktu tutorial, sehingga dapat memacumahasiswa untuk meningkatkan usaha pembelajarannya;mahasiswa untuk meningkatkan usaha pembelajarannya;

Latihan keterampilan diberikan secara paralel.Latihan keterampilan diberikan secara paralel.

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Tutorial as intervention mediaTutorial as intervention mediafor learning facilitationfor learning facilitation

Skillslab

Tutorial

PrakcticeSession

Lecture SDL

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tudent-centered

roblem-based

ntegrated

ommunity-based

lective

ystematic

eacher-centered

nformationgathering

iscipline-based

ospital-based

ore

ppreticenship

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TujuanTujuan PBLPBLMembangunMembangun dandan mengembangkanmengembangkan pembelajaran mahasiswapembelajaran mahasiswayangyang memenuhimemenuhi kriteriakriteria ketigaketiga ranahranah pembelajaranpembelajaran(( taxonomy of learning domains taxonomy of learning domains ).).

-- DiDi bidangbidang kognitif kognitif ((knowledges knowledges ):): berupaberupa ilmuilmu dasardasar dandan ilmuilmu terapanterapansecarasecara terintegrasiterintegrasi ;;

-- DiDi bidangbidang psikomotorpsikomotor (skills):(skills): berupaberupa scientific reasoning scientific reasoning ,, criticalcriticalappraisal appraisal ,, information literacy information literacy ,, self self - - directed learning directed learning ,, life life - - longlonglearning learning ;;

-- DiDi bidangbidang affektif affektif ((attitudes attitudes ):): berupaberupa value of framework value of framework ,, hubunganhubungan

antarantar --manusiamanusia , yang, yang berkaitanberkaitan masalahmasalah psikososialpsikososial (( psychosocial psychosocialissues issues ))

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METODE DAN STRATEGIMETODE DAN STRATEGI

PEMBELAJARANPEMBELAJARANSISTEM PBLSISTEM PBL

didiFakultas KedokteranFakultas KedokteranUniversitas AndalasUniversitas Andalas

Faculty CurriculumFaculty Curriculum

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Faculty CurriculumFaculty Curriculum

Core curriculumCore curriculum : 80 %: 80 %Local studiesLocal studies : 20 %: 20 %

-- Vision and Mission / Renstra of University Vision and Mission / Renstra of University-- Prominent Health Problem in West SumatraProminent Health Problem in West Sumatra-- ElectivesElectives

Conducted in 10 semestersConducted in 10 semesters-- 11 stst semestersemester : General education: General education-- 22ndnd 77 thth semestersemester : Integrated medical education: Integrated medical education-- 88 thth 1010 thth semestersemester : Clinical experiences (clerkship): Clinical experiences (clerkship)

Strategy of learning: PBLStrategy of learning: PBL

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FACULTY CURRICULUMFACULTY CURRICULUM

BLOCK BLOCK BLOCK BLOCK

MODULE MODULE MODULE

SCENARIOweekly

SCENARIOweekly

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SCHEME OF BLOCKS

I N T E R N S H I P

C L E R K S H I P

19 20 21

13 14 15 16 17 18

7 8 9 10 11 12

4 5 6

6 t h

Y e a r

5 t h

Y e a r

4 t h

Y e a r

3 r d

Y e a r

2 n d

Y e a r

1 s t

Y e a r

1 2 3

C L E R K S H I P

fL i S f PBL

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Learning Strategy of PBLLearning Strategy of PBL

1.1. Tutorial (small group discussionTutorial (small group discussion ))2.2. Mini lectureMini lecture3.3. Private study (self Private study (self --learning)learning)4.4. Basic medical practiceBasic medical practice

5.5. SSkills labkills lab :: -- laboratorylaboratory-- proceduralprocedural

-- clinicalclinical6. Plenary discussion6. Plenary discussion

77. Clerkship. Clerkship

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KP 1.1.3 PBL

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