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Copyright@Titi Savitri
Prihatiningsih
Block Development
Titi Savitri Prihatiningsih
Department of Medical Education
Gadjah Mada University
School of Medicine
Titi Savitri
Copyright@Titi Savitri
Prihatiningsih
Macro Level
• Formulate competencies and the
breakdown
• Selecting problems
• Defining the phase
• Allocating the competencies into each
phase
Copyright@Titi Savitri
Prihatiningsih
Meso Level
• Dividing each phase into several learning
units/Block
• Decide the name or themes of the block
(preferably integrated themes – not
necessarily discipline)
• Allocating competences into each block
• Allocating problems for each block
• Deciding which core disciplines involved (if
the name of block is integrated theme)
Copyright@Titi Savitri
Prihatiningsih
Micro Level
• Developing blue print blocks (outcome, problems, participating disciplines)
• Each block team identify contents of each block:
– Knowledge
– Skills
– Behaviour
– Values
– Insights etc
Copyright@Titi Savitri
Prihatiningsih
Curriculum Macro
Year/phase Meso
Block/module/unit Micro
Three levels of curriculum design
Copyright@Titi Savitri
Prihatiningsih
Comparison
• Curriculum is the blueprint for the
building(at macro and meso level)
• Instructional planning (block or module
development) is the process of
constructing the building
(at micro level)
Copyright@Titi Savitri
Prihatiningsih
Curriculum
coordinator
Year/Phase coordinator
Block coordinator
Three levels of
coordination
Copyright@Titi Savitri
Prihatiningsih
Macro
curriculum
Meso
Curriculum
Micro
Curriculum
Correspondence
Accumulation
Connection
Integration
Comprehensiveness
Copyright@Titi Savitri
Prihatiningsih
Curriculum
Coordinator
Year/Phase
Coordinator
Block
Coordinator
Correspondence
Accumulation
Connection
Integration
Comprehensiveness
Copyright@Titi Savitri
Prihatiningsih
derived from block theme and comprises
a broad outline of block content,
broad final objectives of the block and
list of disciplines to participate in the
block
Blueprint block is designed by Curriculum
Committee
Blueprint block is the main instrument to
control the curriculum content
Copyright@Titi Savitri
Prihatiningsih
Copyright@Titi Savitri
Prihatiningsih
Design
Block
Implement
Block
Evaluate
Block
Copyright@Titi Savitri
Prihatiningsih
Stages of Block Development
1. Analyse and discuss Blue Print Block
2. List the relevant topics
3. Order related topics
4. Identify the key topics
Copyright@Titi Savitri
Prihatiningsih
4. Identify the key topics
Competences
Preceeding
Blocks
(year 1)
Phases of
Education Priorities
Copyright@Titi Savitri
Prihatiningsih
5. Designing Conceptual Framework
Copyright@Titi Savitri
Prihatiningsih
5. Designing Conceptual Framework
To visualise
The relationship
Among different concepts
Matrix
Hierarchical
Central
Axis
Copyright@Titi Savitri
Prihatiningsih
Matrix Childhood
Adolescent
Adulthood
Elderly
Analyse/Assessment of health problems
Diarrhoea Diphtery Gastroenteritis
Drug abuse Traffic injury
HIV/AIDS Reproductive Health
Menopause Post menopause
Prevention Strategy
Developing and implementing health programmes
Communication skills
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Prihatiningsih
Hierarchical
Copyright@Titi Savitri
Prihatiningsih
Central Axis
Nutrition and
Food Safety
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Prihatiningsih
5. Designing Conceptual Framework
6. Formulate detailed objectives
7. Develop Block Books
Copyright@Titi Savitri
Prihatiningsih
7. Develop Block Books
• Divide the block into different parts
• Determine the order in which the
different block parts should be
presented:
– From simple to complex
– From concrete to abstract
– From familiar to unfamliar
Copyright@Titi Savitri
Prihatiningsih
7. Develop Block Books
• Spread the study load evenly
• Identify integrated subjects – teaching formats
• Outline the sequence of the different block parts and the amount of time available
• Calculate hours
• Recommended learning resources
• Assessment
• Write the text
• Block evaluation
Copyright@Titi Savitri
Prihatiningsih
BLOCK Book for Tutor
1. Introduction
2. Table of Contents
3. Blok Objectives
4. Topic Tree
5. Week 1:
1. Objectives
2. Scenario
3. Review of Content (depth and breadth)
4. Teaching and Learning Activities
5. Learning Resources
6. References
6. Assesment
7. List of Block Constructors
8. List of Block Contributors
9. Resources of Persons
10.Block References
11.Block Schedule
Copyright@Titi Savitri
Prihatiningsih
Copyright@Titi Savitri
Prihatiningsih
Copyright@Titi Savitri
Prihatiningsih
Problem
Objectives
Type Format
Copyright@Titi Savitri
Prihatiningsih
Scenario
Definition
“A problem consists of a neutral description of an
event or a set of phenomena that are in need of
explanation in terms of underlying processes,
principles or mechanisms”
Function
1. As the trigger to achieve block objectives
2. To activate prior knowledge
3. To stimulate self-directed learning
Copyright@Titi Savitri
Prihatiningsih
Developing Scenario
Format:
1. Narative
2. Graphics
3. Pictures
4. Audiovisual
Make variations of different formats
Copyright@Titi Savitri
Prihatiningsih
Good scenario is:
1. Relevant with the outcome of the blocks
2. Realistics
3. Logics
4. Appropriate
5. Interesting and motivating
6. Precise
d. Number of scenario
Copyright@Titi Savitri
Prihatiningsih
THE ROLE OF PROBLEMS
• New information is better processed
and retained
• Problem solving skills are enhanced
• Integration of knowledge is stimulated
• Students learn how to learn
• Independent study
• Student motivation is enhanced
Copyright@Titi Savitri
Prihatiningsih
Copyright@Titi Savitri
Prihatiningsih
Conditions to be met by problems
• Build on students’ prior knowledge
• Stimulate elaboration
• Relevant context
• Stimulate self-directed learning
• Offer motivation (open-ended, controversial
issues)
• Evidence-based
Copyright@Titi Savitri
Prihatiningsih
Different types of problems
1. The explanation problem
2. The discussion problem
3. The strategy problem
4. The study problem
5. The application problem
6. The multilevel problem
Copyright@Titi Savitri
Prihatiningsih
The explanation problem
• Purpose: to understand structure and
mechanism.
• Consisting of description of phenomena
• Good for early year
Copyright@Titi Savitri
Prihatiningsih
The application problem
• Purpose: to apply knowledge,
understanding and skills
• Stimulate belajar bila
• A number of questions and assignments
• Integration
Copyright@Titi Savitri
Prihatiningsih
The multi-level problem
• Purpose: to study mechanism in more in depth
• To follow up the problem
• Weakness: Needs more time to develop
• Description of disease from complain to
treatment
Copyright@Titi Savitri
Prihatiningsih
The Strategy Problem
• Purpose: students learn rational clinical
reasoning and decision making based on
knowledge and understanding of the
underlying process
• Management strategy
• Invite simulation of real medical practice
• A descriptin of complaints with data from
history, physical examination
Copyright@Titi Savitri
Prihatiningsih
Seven Clinical Step Approach
• Identify central aspects
• What information should be obtained from
history, px, lab investigation?
• Relate this with 1
• Try to discover causal relationship that
would explain findings
• Generate list of hypothesis
• Consider dx
• Drap up management plan
Copyright@Titi Savitri
Prihatiningsih
The Discussion Problem
• To foster understanding of different
points of view regarding on issue
• To reflect critically on the standards
• To understand different points of view
• Stimulate thinking about personal
points of view
• Useful for end block
• Clear problem, opinions
Copyright@Titi Savitri
Prihatiningsih
The Study Problem
• To do independent study of a particular
subject
• To master specific content
• Stimulate specific learning activities
Copyright@Titi Savitri
Prihatiningsih
Three main considerations in
Developing a problem
1. Learning outvcome (competencies)
2. Types
3. Format
Copyright@Titi Savitri
Prihatiningsih
Contoh:
Tujuan:
a. Mampu melakukan pemeriksaan ANC
b. Mampu melakukan konseling dan memberikan informasi tentang proses dan tanda-tanda kehamilan dan persalinan
Pertanyaan yang ingin dimunculkan
a. Bagaimana ANC
b. Bagaimana tanda-tanda & proses kehamilan
c. Bagaimana tanda-tanda & proses persalinan
d. Bagaimana melakukan konseling dan memberi informasi pada ibu hamil
Copyright@Titi Savitri
Prihatiningsih
PERBEDAAN TIPE MASALAH
1. Masalah yang membutuhkan penjelasan
2. Masalah yang diperlukan untuk mengembangkan pandangan
3. Masalah yang diperlukan untuk melatih penalaran
4. Masalah untuk melatih menerapkan pengetahuan
5. Masalah untuk melatih memacu mahasiswa belajar
6. Masalah untuk berbagai tingkat pendidikan dan profesi
Copyright@Titi Savitri
Prihatiningsih
Different Format of Scenarios
1. Narrative
2. Phenomenons- singkat menggambarkan
pasien
3. SOEP (Subjective, objective, evaluate, plan) –
roblem pack - Terbungkus banyak masalah
yang tersembunyi
4. Sign pack – problems presented in phase
5. Verbatim – doctor-patient encounter
6. Correspondence – referral letter
Copyright@Titi Savitri
Prihatiningsih
Menyusun Skenario
a. Format yang bisa dipilih:
1. Narasi
2. Grafik
3. Gambar
4. Audiovisual
Usahakan format skenario dalam suatu blok bervariasi
sehingga akan meningkatkan daya tarik blok
b. Sumber skenario bisa dari pengalaman pribadi,
percakapan dokter-pasien, media masa, artikel jurnal,
laporan penelitian dan lain sebagainya
Copyright@Titi Savitri
Prihatiningsih
Format yang dipilih
Narrative
Imud (19 tahun) premi gravida hamil 7 bulan,
memeriksakan ANC sejak kehamilan 2 bulan.
Sekarang merasakan gerakan bayi makin keras.
Payudaranya bertambah besar dan semua
pakaiannya menjadi sesak. Kadang-kadang
rahimnya kontraksi keras lalu hilang. Ia takut
kalau melahirkan bayi sebelum cukup umur.
Copyright@Titi Savitri
Prihatiningsih
PETUNJUK PENYUSUNAN SKENARIO
1. Hubungkan dengan prior knowledge
2. Hubungkan dengan objektif secara jelas
3. Pertimbangkan tingkat kerumitan masalah
4. Pertimbangkan struktur yang memadai untuk
diskusi
5. Pilih kata nyata yang erat dengan profesi
6. Pilih masalah-masalah yang multi disiplin
7. Pertimbangkan panjang/ pendeknnya masalah
yang ingin dimunculkan
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Prihatiningsih
PETUNJUK PENYUSUNAN
SKENARIO
• Waktu untuk belajar mandiri
• Waktu untuk fase pelaporan
• Variasi pengalaman belajar
• Jumlah skenario dalam satu blok
• Sekuen skenario
• Waktu yang tersedia untuk penulisan
skenario
Copyright@Titi Savitri
Prihatiningsih
8. Pertimbangkan waktu yang diperlukan
Pemahaman :
• Diskusi
• Belajar
• Membuat laporan
9. Variasi aktivitas belajar
10. Urutan masalah yang akan dimunculkan
11. Memilih kejadian yang dapat membangun
citra profesi
12. Relevan dan dapat memicu belajar
Copyright@Titi Savitri
Prihatiningsih
Sumber Belajar
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Learning Resources
1. Relevants
2. Accessible
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Supporting Learning Activities
Core Activities
1. SGD (Small Group Discussion)
2. SDL (Self Directed Learning)
Supporting
1. Lectures
2. Laboratory Practice
3. Skills Practice
4. Exposure to workplace
5. Reflective activities
Copyright@Titi Savitri
Prihatiningsih
Function of Lecture in PBL
1. Overview
2. Clarification of difficult
topics
3. Correct misconceptions
4. Provide framework
5. Refreshing
6. Stimulate students
7. Lack of learning resources
Copyright@Titi Savitri
Prihatiningsih
Function of Laboratory Practice
1. To enhance students’ understanding
2. To stimulate through “learning by discovery”,
Copyright@Titi Savitri
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Function of Skills Lab
1. Training skills systematically in an integrated
fashion
2. Skills should be relevant to block themes
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Prihatiningsih
• Exposure to workplace
- Motivate students
- Professional development
- Contextual learning
- Relevant knowledge
Copyright@Titi Savitri
Prihatiningsih
Kesimpulan
Blok merupakan kerangka kurikulum PBL
Bagian dari hirarki PBL yang terletak
antara thema sentral dengan modul
Dalam blok akan terjadi interaksi dan
integrasi berbagai bidang ilmu
Penyusunan blok perlu tim perancang
Untuk menyusun modul perlu mengidentifikasi
topic tree lebih dahulu
Skenario disusun berdasar objective yang perlu
dicapai pada modul atau blok
Copyright@Titi Savitri
Prihatiningsih
Thanks