Titi Savitri Prihatiningsih Bagian Pendidikan Kedokteran...Kurikulum Meso copyright@Titi Savitri...
Transcript of Titi Savitri Prihatiningsih Bagian Pendidikan Kedokteran...Kurikulum Meso copyright@Titi Savitri...
Pengembangan KurikulumBerbasis Kompetensi:
The Gadjah MadaApproach
Titi Savitri PrihatiningsihBagian Pendidikan Kedokteran
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Sembilan Langkah
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Priority
of Health
Problems
Need of
Health Care
System
Competence
DescriptorLearning
Outcome
Input
Select
Appropriate
educational
Strategy/
Instructional
method
Operate
curriculum
Assess
and
evaluate
Designing
Curriculum
(macro and
meso)
1
2
3
4
5
6
7
8
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Langkah 1Perumusan Kompetensi
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Definition of Competence
Professional competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice to improve the health of the individual patient and community:
–What you know–How you use what you know–How you add to what you know
Epstein and Hundert, 2002, JAMA
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Definition of Competence
KnowledgeCommunication
Technical
skill
Clinical
reasoning
Emotions
ValuesReflection
DAILY PRACTICE
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How to formulatecompetences?
– Personal Diary
– Observation
– Job analysis
– Critical Incident Technique
– Expert Judgement
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Competencies required for performance of roles/functions
Roles and Functions of Health Professional
Knowledge, skills, attitudes, emotions, values, reasoning for
acquisition of competencies
Assessment
Assessment
Assessment
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Langkah 2Analisis Kompetensi
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LEVELS OF CLINICAL COMPETENCE
ATTITUDESKNOWLEDGE SKILLS
COMPONENTCLINICALABILITIES
COMPOSITE
CLINICAL
PERFOMANCE
COMPETENT
CLINICAL
PRACTICE
PREREQUISITES
Ken Cox & R Bandaranyake, 1991copyright@Titi Savitri Prihatiningsih
LEVELS OF CLINICAL COMPETENCE
1. Pre-requisites - PRIOR CONDITIONS
• Anatomical, Physiological, Pathological knowledge.
• Skills of Communication, Observation, Measurement.• Respect, Honesty Persistence.
2. Partial Tasks - COMPONENT ABILITIES
• Skills of history taking, physical examination.
• Generating diagnostic explanations.
• Planning investigations.
• Establishing rapport and trust.
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LEVELS OF CLINICAL COMPETENCE
3. Patient/Problem - COMPOSITE ABILITY
• Selective search, studying whole patient
and problem, leading to diagnosis and
management plan.
4. Performance in Practice - COMPETENCE
• Habitual behaviour in managing a succession
of patients.
• Relations with colleagues.
• Records, efficiency, communication.
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CRITERIA OF CLINICAL COMPETENCE
1. Technical effectiveness in using
knowledge and skills.
2. Positive effects on the disease process,
seen in outcomes of care.
3. Positive effects of the doctor’s
behaviour on the patient.
4. Efficiency in using finite resources.
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Langkah 3Penyusunan
Materi Kurikulum
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Langkah 4
Penyusunan MakroKurikulum
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Langkah 5
Penetapan StrategiPembelajaran
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Langkah 6
Penilaian Hasil Belajar
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Langkah 7
Peta Kurikulum
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Langkah 8
Kurikulum Meso
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Langkah 9
Pengembangan Modul
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Discussion 1
• SStep 1: ClarifyingUnfamiliar terms
Step 2: Problem definition
Step 3: Brainstorm
Step 4: AnalysingThe problem
Step 5: FormulatingLearning objectives
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Step 1: Clarifying Unfamiliar Terms
• Unclear terms and concepts in a problem description are clarified, so that every group member understands the information that is given
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Step 2: Problem definition
• The problem is defined in the form of one or more questions. The group has to agree upon the phenomena that need to be explained
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Step 3: Brainstorm
• The preexisting knowledge of group members is activated and determined. This process entails the generation of as many explanations and hypotheses as possible. The ideas of all the group members are collected, without critical analysis
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Step 4: Analyzing the problem
• Explanations and hypotheses of the group members are discussed in depth and are systematically analysed. Ideas from the brainstorm are ordered and related to each other.
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Step 5: Formulating learning issues
• Based on obscurities and contradictions from the problem analysis, questions are formulated that form the foundation for the study activities of the group members. In short, it is determined what knowledge and the group lacks and learning issues are formulated on these topics
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Step 6 Self-Study
• In the self-study phase, group members search for relevant literature that can answer the questions in their learning issues. After studying this literature, group members prepare themselves for reporting what they have found to the tutorial group
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Step 7 Reporting
• After reporting what sources group members have used in their self-study activities, a discussion of the learning issues take place based on the studied literature. Group members try to synthesize what they have found in different sources
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