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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
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
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
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
The Continuum of PBL (2)
Symbol Terminology Description Example
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
The Continuum of PBL (3)
Symbol Terminology Description Example
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)
The Continuum of PBL (4)
Symbol Terminology Description Example
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
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
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