strategi dan metode pembelajaran dalam pendidikan dokter

Strategi dan Metode Pembelajarandalam 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

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

DoctorDoctor

How do you ensure How do you ensure that you will producethat you will producesuch a doctor?such a doctor?

How do ensure that your How do ensure that your doctor achieves actual doctor achieves actual competencies?competencies?

What do you claim What do you claim your doctor should your doctor should be able to do?be able to do?

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

Organizing memory (structure)

Pattern recognition

Networks

Context information

Information retrieval

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 PembelajaranMutakhir berdasarkan Teori Konstruktivisme

Teori Ilness Script

Teori Belajar Orang Dewasa


Teach others

Lecture

Discussion group

Demonstration

Audiovisual

Reading

Practice by doing

5%

10%

20%

30%

50%

75%

80%



Part

icip

ati

on a

nd

Resp

onsi

bili

ty o

f te

ach

er

Participation and responsibility of student

Teaching orientation

Learning orientation

DidacticLecture

Self-study

The Continuum of Teacher-Student Centred

1. Problem-based Learning

The Continuum of PBL

1. Theoretical learning 2. Problem-orientated learning3. Problem-assisted learning4. Problem-solving learning5. Problem-focused learning6. Problem-based mixed approach7. Problem-initiated learning8. Problem-centred learning9. Problem-centred discovery learning10. Problem-based learning11. Task-based learning

The Continuum of PBL (1)

Symbol Terminology 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

Rul(Th)

Rul(PT)

Rul(Th) Eg



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

Rul(Th)

Rul

RulEg

Rul(Th)

Eg

Eg

Eg Rul



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

Rul(sp)

Rul(sp)Eg

Eg

Eg Rul(G)



Task-based Learning

The problem is the real world

Tasks undertaken by health professionals as problems

RulEg(T)

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


Teach others

Lecture

Discussion group

Demonstration

Audiovisual

Reading

Practice by doing

5%

10%

20%

30%

50%

75%

80%



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