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Dasar-dasarPengembangan Kurikulum
Pendidikan DokterTiti Savitri Prihatiningsih
Bagian Pendidikan KedokteranFakultas Kedokteran Universitas Gadjah Mada
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Definisi Kurikulum Kurikulum pendidikan tinggi adalah
seperangkat rencana dan pengaturan
mengenai isi, bahan kajian maupun bahan
pelajaran serta cara penyampaian dan
penilaian yang digunakan sebagai pedoman
penyelenggaraan kegiatan belajar-mengajar diperguruan tinggi
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Definisi Kurikulum The curriculum is all the experiences that
students have under the guidance of theuniversity
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Asas Pengembangan Kurikulum
Asas Filosofis
Asas Sosiologis Asas Psikologis
Asas Pengorganisasian
Asas yuridis
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Komponen Kurikulum
Tujuan
Materi
Proses Belajar
Mengajar
Penilaian
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Langkah-langkah
Pengembangan Kurikulum
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Model Tyler (1949)
Tentukan tujuan pendidikan yang akan
dicapai
Pengalaman belajar apa yang dapat diberikanagar tujuan tersebut tercapai
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Model Warwick (1975)
Susun kurikulum yang paling ideal
Pertimbangkan segala sumber yang ada
Identifikasi hambatan atau kendala Modifikasi kurikulum ideal dengan
mempertimbangkan hambatan
Disain cetak biru kurikulum dan perhatikanstruktur, ruang lingkup, urutan dankeseimbangan
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Model Warwick (1975)
Persiapkan materi pembelajaran
Disain proses belajar-mengajar yang efektif
dengan memperhatikan cetak biru kurikulum
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Model Hilda Taba (1962)
1. Menentukan tujuan pendidikan:
Merumuskan tujuan umum
Mengklasifikasi tujuan Merinci tujuan (mis. Pengetahuan, ketrampilan,
dll)
Merumuskan tujuan dalam bentuk spesifik
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Model Hilda Taba (1962)
2. Menseleksi pengalaman belajar
Relevansi dengan kenyataan sosial
Keseimbangan ruang lingkup dan kedalaman Variasi pengalaman belajar
Penyesuaian dengan minat dan kebutuhan
mahasiswa
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Model Hilda Taba (1962)
3. Pengorganisasian materi dan kegiatan belajar
mengajar
Menentukan pengorganisasian kurikulum Menentukan urutan atau sequence
Menentukan integrasi
Menentukan fokus pembelajaran
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Model Hilda Taba (1962)
4. Evaluasi hasil kurikulum
Menentukan kriteria penilaian
Menyusun program evaluasi yang komprehensif Menentukan teknik pengumpulan data
Menentukan penafsiran data evaluasi
Menterjemahkan evaluasi ke dalam kurikulum
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Harden (2000)
1. Identifying the need
2. Establishing the learning outcome
3. Agreeing the content
4. Organizing the content
5. Deciding the educational strategy
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Harden (2000)
6. Deciding the delivery methods
7. Preparing the assessment
8. Communication about the curriculum
9. Preparing the educational environment
10. Managing the study programme
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Kurikulum baru HARUS
diujicoba
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Langkah ujicoba kurikulum
1. Menyusun bahan ujicoba
2. Melakukan ujicoba kurikulum
3. Revisi dan konsolidasi
4. Review kurikulum yang telah disusun
5. Pelaksanaan
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Competency-based
Medical Education
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Competency is an action
performed to a specificstandard under specific
condition
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Competencies
(a cognitive perspective)
Competence embraces the structure ofknowledge and abilities (Messick, 1984)
Competence rests on an integrated deepstructure (understanding) and on thegeneral ability to coordinate appropriateinternal cognitive, affective and otherresources necessary for successfuladaptation (Wood & Powers, 1987)
There are enabling factors for competence
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Competencies
(a cognitive perspective)
Competence derives from possession of aset of relevant attributes such as
knowledge, skills and attitudes, calledcompetencies
a competencyis a combination ofattributes underlying some aspect of
successful professional performance(Gonczi et al, 1993)
Competence in an area therefore requiresa specif ic set of prerequisite competencies
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Competency is
A complex set of behaviour built on the
components of knowledge, skills and
attitudes
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Differences between Content-based/Structure/Process-based
and Competency-based
EducationalProgramme
Structure/Content-based
Competency-based
Driving factorCurriculum Content-knowledgeacquisition Outcome-knowledgeapplication
Driving force for process Teacher Learner
Path of learning Hierarchical Non-hierarchical
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Differences between Content-based/Structure/Process-based
and Competency-based
Educational
Programme
Structure/Content-
based
Competency-based
Responsibility for
content
Teacher Student and teacher
Goal of educational
encounter
Knowledge acquisition Knowledge application
Typical assessment tool Single subjective
measure
Multiple objective
measures
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Differences between Content-based/Structure/Process-based
and Competency-based
Educational
Programme
Structure/Content-
based
Competency-based
Assessment tool Proxy Authentic (mimic real
task of professional)
Setting for evaluation Removed Direct observation
Evaluation Non-referenced Criterion-referenced
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Differences between Content-based/Structure/Process-based
and Competency-based
Educational
Programme
Structure/Content-
based
Competency-based
Timing of assessment Emphasis on summative Emphasis on formative
Program completion Fixed time Variable time
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Curricular Design for CBE
1. Competency identification
2. Determination of competency components
and performance levels3. Competency evaluation
4. Overall assessment of the process
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Examples of performance levels
1. Novice
2. Beginner
3. Competent4. Proficiency
5. Expert
1. Beginning level
2. Intermediate level
3. Advanced level
1. Melihat/tahu
2. Melakukan di bawah
supervisi
3. Melakukan mandiri
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Outcomes(areas of competence)
Competencies
Knowledge, Skills, Attitudes
Curriculum
Development
Educating
Doctor
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Roles and Functions of Health Professional
Competencies required for performance of roles/functions
Knowledge, skills, attitudes for acquisition of competencies
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Competencies required for performance of roles/functions
Roles and Functions of Health Professional
Knowledge, skills, attitudes for acquisition of competencies
Assess
Assess
Assess
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Elements of CBME (1)
1. Competencies to be achieved are carefully
identified, verified and made public in
advance2. Criteria to be used in assessing achievement
and the conditions under which achievement
will be assessed are explicitly stated andmade public in advance
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Elements of CBME (2)
3. The instructional program provides for the
individual development and evaluation of
each of the competencies specified4. Assessment of competency takes the
participants knowledge and attitudes into
account but requires actual performance of thecompetency as the primary source of evidence
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Elements of CBME (3)
5. Participants progress through the instructional
program at their own rate by demonstrated the
attainment of the specified competencies
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Characteristics of CBME (1)
1. Competencies are carefully selected
2. Supporting theory is integrated with skillpractice. Essential knowledge is learned tosupport the performance of skills
3. Detailed training materials are keyed to the
competencies to be achieved and aredesigned to support the acquisition ofknowledge and skills
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Characteristics of CBME (1)
1. Competencies are carefully selected
2. Supporting theory is integrated with skill
practice. Essential knowledge is learned tosupport the performance of skills
3. Detailed training materials are keyed to the
competencies to be achieved and are designedto support the acquisition of knowledge and
skills
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Characteristics of CBME (2)
4. Methods of instruction involve mastery
learning, the premise that all participants can
master the required knowledge or skillprovided sufficient time and appropriate
training methods are used
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Characteristics of CBME (3)
5. Participants knowledge and skills are
assessed as they enter the program and those
with satisfactory knowledge and skills maybypass training or competencies already
attained.
6. Learning should be self-paced
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Characteristics of CBME (4)
7. Flexible training approaches including
large group methods, small group activities
and individual study are essential components 8. A variety of support materials including
print, audiovisual, and simulations keyed to
the skills being mastered are used 9. Satisfactory completion of training is based
on achievement of all specified competencies.
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Characteristics of CBME (5)
Evaluation is focused on the measurement of
the mastery of information and skills.
Criterion-referenced should be used
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Implications for using CBME (1)
1. Organizations must be committed to
providing adequate resources and training
materials 2. Audiovisual materials need to be directly
related to the written materials
3. Training activities need to match theobjectives
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Implications for using CBME (2)
4. Continuous participant interaction and
feedback must take place
5. Trainers must be trained to conductcompetency-based training courses
6. Individuals attending training must be
prepared for CBT as this approach is likely tobe very different.
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Design activities for CBME (1)
1. Identification of specific clinical
performance or clinical skills (e.g. CPR, etc)
2. Identification of the conditions under whichthe clinical performance or clinical skills
must be demonstrated (e.g. using simulators,
role plays, etc)
3. Development of the criteria or standards to
which the skills must be performed
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Design activities for CBME (2)
4. Development of the competency-based
learning guides and checklists which list each
of the steps and sequence required to performeach skills or activity
5. Development of the reference manuals
which contain the essential, need-to-know
information related to the performance or
skills to be developed
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Design activities for CBME (3)
6. Development of the models to be usedduring training
7. Development of training objectives whichoutline what the participant must do in orderto master the clinical performance or clinicalskills
8. Development of course outlines whichmatch a variety of training methods andsupporting media to course objectives
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Design activities for CBME (4)
9. Development of course syllabi and
schedules which contain information about
the course and which can be sent toparticipants in advance so they are aware of
details concerning the course.
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Delivery and Evaluation Activities for
CBME using a clinical skill as anexample
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1. Administration of a precourse questionnaireto assess the participants knowledge andattitudes about course content
2. Administration of precourse skillassessments using model to ensureparticipants possess the entry level skills to
complete the course successfully and roleplays to determine the level of theircommunication skills
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3. Delivery of the course by a
trainer/facilitator using an interactive and
participatory approach 4. Transfer of skills from the instructor to the
students through clinical counselling skill
demonstrations using slide set, videotapes,
models, role plays and finally clients
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5. Development of the students skills using a
humanistic approach, which means
participants acquire the skills and thenpractice until competent using anatomic
models and role plays
6. Practice of the skills following the steps in
the learning guide until the participant
becomes competent at performing the skills
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During this time, the trainer functions as a
coach providing continous feedback and
reinforcement to participants. Only whenparticipants are assessed and determined to be
competent on a model do they work with
clients
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7. Presentation of supporting information and
theory through interactive and participatory
classroom session using a variety of methodsand audivisuals
8. Administration of midcourse test to
determine if the participants have mastered
the new knowledge associated with clinical
skills
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9. Guided practice in providing allcomponents of the clinical performance
10. Evaluation f each participantsperformance (i.e. knowledge, attitudes,practice and clinical skills) with clients. Theevaluation by the trainer using performance-
based test. The participant is either qualifiedor not qualified as a result of knowledge,attitude and skills assessments.
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11. Presentation of a statement of
qualification which identifies the specific
clinical performance the individual isqualified to provide
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Learning principles underlying CBME (1)
1. Learning is most productive when the
student is ready to learn. The Clinical teacher
should create a climate that will nurturemotivation
2. Learning is most effective when it builds on
what the students already knows or has
experienced
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Learning principles underlying CBME (2)
3. Learning is most effective when students
are aware of what they need to learn
4. Learning is made easier by using a varietyof training methods and techniques
5. Opportunities to practice skills initially is in
controlled or simulated situations are essentialfor skill acquisition and for develoment of
skill competency
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Learning principles underlying CBME (3)
6. Repetition is necessary to become
competent or proficient in a skill
7. The more realistic the learning situation,the more effective the learning
8. To be effective, feedback should be
immediate, positive and nonjudgemental.
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Key Words
Relevant- task orientedparticipatory
friendlyvariedbuilt on past experience
Faculty members must be genuinelyinterested in teaching and must be trained in
interactive method
From teacher-oriented to learner oriented,including self-paced learning and assessment
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Key Words
Changing from narrow-discipline oriented
teaching to a problem-solving approach
Moving from lecture-oriented teaching toexperiential and interactive learning
Changing the medical teachers role to a
coach of student learning
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Thank You
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