OBJECTIVE AND GUIDELINE TO BLOCK LEARNING SKILLS AND

INFORMATION TECHNOLOGY

Andriana Daud Laratu

OBJECTIVE TO BLOCK 1At the end of this block, students are expected to be able to:

Understand and follow the system and environment of medical education (PBL curriculum)

Apply learning principles and to be able to utilize learning resources

Apply and to analyze medical terminology and medical paper

GENERAL OUTLINE OF BLOCK CONTENT

This block focuses on acquiring competency in study skills and consists of two modules.

Module 1 : the principles of learning and strategies to facilitate learning process

Module 2 : covers the structure of medical terminology and medical language.

THE LENGTH OF STUDY BLOCK 6 weeks 5 weeks: teaching-learning process 1 week: assessment Each week at the teaching –learning

process is called a learning unit

THE LENGTH OF STUDY BLOCK Learning unit: 1 scenario (case) for

two times tutorial, lectures, practices and self directed learning.

Strategy seven steps will be used during tutorial

KIND OF TEACHING –LEARNING PROCESS ACTIVITY Lecture Tutorial- the seven jump/step method Practical session/observation/interview Skill training Exercise Examination/summative assessment Self directed learning or independent

learning, SGD Expert consultation

BLOCK ASSESSMENTComponent of student assessment: Tutorial : 10 % Practical work (Anatomy- osteology):

10% Final examination:

a) Written test (MCQ & Essay): 50% b) Triple Jump Examination: 30%

TRIPLE JUMP ASSESSMENTSimilar with seven jump (step)

principals First step is all activities during the

first tutorial (step1-5) Second step is information collection

or learn to elaborate knowledge (is same with step 6)

Third step is a report of the individual learning result (is same step 7) but without discussion

LEARNING IS A CONSTRUCTIVE Learning is the construction of

meaning by the learner Knowledge is created and re-created

on the basis of previous learning Students’ attempts at learning clearly

are aimed at deeper understanding; they relate new information to what they already know, organize it, and regularly check their comprehension.

SEVEN KEY CHARACTERISTICS Their knowledge is better organized

and integrated They have better strategies and

methods for getting to their knowledge

They have different motivations They tend to do things in a more self-

regulated manner

SEVEN KEY CHARACTERISTICS They are described as being more

aware of themselves as learners Their learning is reflected upon more They are thought to be more

sensitive to the task demands of specific problems, as well as more opportunistic and flexible in their planning and their actions

LESS SUCCESSFUL LEARNERS ARE: Not as likely to monitor their learning Often do not have a very good idea

about whether they have comprehended and mastered the information presented

Unaware of how they attribute meaning to the things they encounter in lectures, laboratories, libraries, seminars, work-placement and elsewhere

Learner performamance

Learner performamance

Learner performamance

Learning skill

processes

Reflection and Feedback

Learner performamance

Reflection and Feedback

Reflection and Feedback

NEW SKILLS EMPHASIZED learning how to learn self-appraisal leadership team skills metacognition skills of expression (writing, presenting) reflectiveness/reflexiveness…….

THANK YOUANY QUESTIONS?