Study guide-studium-generale-semester-i-1-7-september-2015

Study Guide Studium Generale & Humaniora

STUDIUM GENERALE

AIMS

To condition the students to the study and a carrier in medicine

To introduce the students to the general skills and attitudes required to meet the demands of the new medical curriculum

To recognize the relationships between professional competencies and the biomedical and allied sciences, clinical sciences, professional skills, and attitudes

LEARNING OUTCOMES

1. Cognizance of the new paradigm of medical practice: science, clinical judgment, professionalism, communication, and team working

2. Awareness of the practical implications of developing basic skills in critical and associated thinking and scientific reasoning, and a habit of lifelong learning

3. Define medical and allied sciences, professional skills and attitudes. Clarify the relationships between professional competencies and the biomedical and allied sciences, clinical sciences, professional skills, and attitudes

CONTENTS: items discussed

1. Overview of Studium Generale2. Philosophy of Science and Medicine3. Independent Learning4. Group dynamic5. Problem based Learning6. Academic writing7. Academic Reading

Udayana University Faculty of Medicine, DME, 2015 1


PLANERS TEAM

No Name Department Phone1 dr. I Made Jawi, M.Kes (Leader) Pharmacology 08179787972

2 dr. Dewa Ayu Agus Sri Laksemi (Secretary)

Parasitology087860717881

3 Dr.dr Dewa Putu Gede Purwa Samatra, SpS(K) PSPD 08123918731

LECTURERS

NO NAME DEPT PHONE1. Prof.Dr.dr. I Made Bakta, SpPD,KHOM Internist 08113996252. Dr.dr. I Made Jawi, M.Kes Pharmacology 081797879723. dr. Dewa Ayu Agus Sri Laksemi Parasitology 0878607178814. dr.I Gst Md Surya Candra Trapika, Msc Pharmacology 0813379911775. Dr. Sri Darmayani, SpOG DME 081338644411



FACILITATORS (REGULAR CLASS)

NO NAME GROUP DEPT PHONE VENUE1 dr. Dewa Gde Mahiswara

Suadiatmika, Sp.Rad1 Radiology 08123846307 2nd floor:

R.2.012 dr. Gusti Ngurah Mayun, Sp.HK 2 Histology 08155715359 2nd floor:

R.2.023 dr. I Gde Haryo Ganesha,

S.Ked3 DME 081805391039 2nd floor:

R.2.034 dr. I Nyoman Gede Wardana,

M Biomed4 Anatomy 087860405625 2nd floor:

R.2.045 dr. I Putu Bayu Mayura, S.Ked 5 Microbiology 082236165801 2nd floor:

R.2.056 Dr.dr. Dyah Pradnyaparamita

Duarsa, M.Si6 Public Health

08183577772nd floor: R.2.06

7 dr. Ni Luh Ariwati 7 Parasitology 08123662311 2nd floor: R.2.07

8 dr. Ida Ayu Dewi Wiryanthini, M Biomed

8 Biochemistry 081239990399 2nd floor: R.2.08

9 dr. Cynthia Dewi Sinardja, Sp.An

9 Anasthesi 085100874785 2nd floor: R.2.21

10 dr. I Gusti Ayu Sri Darmayani, Sp.OG

10 DME 081338644411 2nd floor: R.2.22

FACILITATORS (ENGLISH CLASS)

NO NAME GROUP DEPT PHONE VENUE1 dr. Wira Gotera, Sp.PD-KEMD-

FINASIM1 Interna 08155736480 2nd floor:

R.2.012 dr. Ida Ayu Kusuma Wardani,

Sp.KJ, MARS2 Psychiatry 08123813831 2nd floor:

R.2.023 Dr.dr. I Made Jawi, M.Kes 3 Pharmacology 08179787972 2nd floor:

R.2.034 Prof. dr. Nyoman Agus Bagiada,

Sp.Biok4 Biochemistry 081338338611 2nd floor:

R.2.045 dr. Tjokorda Gde Oka, MS,

Sp.PK5 Clinical

Pathology 081999450045 2nd floor: R.2.05

6 dr. I Wayan Losen Adnyana, Sp PD

6 Interna 08123995536 2nd floor: R.2.06

7 dr. I Gusti Ngurah Pramesemara , M.Biomed

7 Andrology 081338605087 2nd floor: R.2.07

8 dr. Ni Nengah Dwi Fatmawati , Sp.MK, Ph.D

8 Microbiology 087862200814 2nd floor: R.2.08

9 dr I Gusti Agung Gede Utara Hartawan, Sp.An, MARS

9 Anasthesi 08123868126 2nd floor: R.2.21

10 Dr. dr. I Dewa Made Sukrama, 10 Microbiology 081338291965 2nd floor:



MSi, Sp.MK(K) R.2.22

TIME TABLEREGULAR CLASS

Day/Date Time Activity Venue Person-in-charge

Sept

7th

08.00 – 09.00

09.00 – 10.00

10.00 – 11.0011.00 – 12.0012.00 – 13.00

13.00 – 14.0014.00 – 15.00

Lecture 1 Overview of Studium Generale

Lecture 2 GRUP DYNAMIC

Independent LearningIndependent LearningIstirahat

Student ProjectLecture 3 Independent Learning

Class room

Class room

Dr.dr Made Jawi, M.kes


Dr. Sri darmayani, SpOg

Sept8th

08.00 – 09.00

09.00 – 10.00

10.00 – 11.0011.00 – 12.0012.00 – 13.00

13.00 – 14.0014.00 – 15.00

Lecture 4 Philosophy of Science and Medicine Independent Learning

Independent LearningIstirahatStudent Project

Student ProjectLecture 5 Problem Based Learning

Class room Prof. Bakta


Sept9th

08.00 – 09.00

09.00 – 10.00

10.00 – 11.0011.00 – 12.0012.00 – 13.0013.00 – 14.0014.00 – 15.00

Lecture 6 ACADEMIC WRITING

Independent Learning

Independent LearningIstirahatPresentasi student projectPresentasi student projectIndependent learning

Class room

Discussion roomClass room

dr.Surya Candratrapika, MKes

Dr DAA Sri laksmi,M.Sc

Sept10th

08.00 – 11.00

11.00 – 12.0012.00 – 13.00

13.00 – 14.00

14.00 – 15.00

Lecture PPKN

Independent LearningPresentasi student project

Sgd: Group Dynamic dan kasus PBLPlenary

Class room

Class room


MKDU


Dr. sri darmayani, SpOg

Sept

14th08.00 – 09.00

09.00 – 10.00

10.00 – 11.00

Lecture 7 Thinking skill



Class room

Class room




11.00 – 12.0012.00 – 13.00

13.00 – 14.0014.00 – 15.00

IstirahatStudent Project Student ProjectStudent Project

Sept15th

08.00 – 09.00

09.00 – 10.00

10.00 – 11.0011.00 – 12.0012.00 – 13.00

13.00 – 14.0014.00 – 15.00

Lecture 8 Reasoning skill


Independent LearningIstirahatStudent Project

Student ProjectStudent Project

Class room Dr.dr. Dewa Putu Gede Purwa samatra, SpS (K)

Sept16th

08.00 – 09.00

09.00 – 10.00

10.00 – 11.0011.00 – 12.0012.00 – 13.0013.00 – 14.0014.00 – 15.00

Lecture 9 Information Acess


Independent LearningIstirahatPresentasi student projectPresentasi student projectIndependent learning

Class room

Class room

Discussion room

Prof.Dr.dr. IPG Adiatmika, MKes


Sept17th

08.00 – 11.00

11.00 – 12.0012.00 – 13.00

13.00 – 14.00

14.00 – 15.00

Lecture PPKN

Independent LearningPresentasi student project

Sgd: Thinking skill, reasoning skill, Information acessPlenary

Class room

Class room

Discussion room

Class room

MKDU


Dr.dr Made Jawi, M.kesDr.dr. Dewa Putu Gede Purwa samatra, SpS (K)Prof.Dr.dr. IPG Adiatmika, MKes

Sept18th ASSESSMENT

~ LEARNING SITUATIONS ~

1. Independent Learning : Belajar mandiri dan mengerjakan tugas student project

2. Lecture : Kuliah yang diberikan oleh dosen



3. Plenary : Sesi tanya jawab pada akhir perkuliahan di ruang kelas4. Small Group Discussion : Diskusi kelompok yang dipandu fasilitator

di ruang diskusi kelompok

TIME TABLEENGLISH CLASS

Day/Date Time Activity Venue Person-in-charge

Sept

7th

09.00 – 10.00

10.00 – 11.00

11.00 – 12.00

12.00 – 13.00

13.00 – 14.0014.00 – 15.0015.00 - 16.00

Independent learning

Lecture 1 Overview of Studium Generale

Lecture 2 GROUP DYNAMIC

Istirahat

Student ProjectStudent ProjectLecture 3 INDEPENDENT LEARNING

Class room

Class room




Sept8th

09.00 – 10.00

10.00 – 11.00

11.00 – 12.00

12.00 – 13.00

13.00 – 14.0014.00 – 15.0015.00 - 16.00

Lecture 4 Philosophy of Science and Medicine Independent Learning


Istirahat

Student ProjectStudent ProjectLecture 5 Problem based learning (PBL)

Class room Prof. Bakta


Sept9th

09.00 – 10.0010.00 – 11.00

11.00 – 12.00

12.00 – 13.00

13.00 – 14.0014.00 – 15.0015.00 - 16.00

Lecture 6 ACADEMIC WRITING Independent Learning


Istirahat

Independent LearningPresentasi student projectPresentasi student project

Class room


dr.Surya Candratrapika, MKes


Sept10th

10.00 – 11.00

11.00-12.00

Sgd: Group Dynamic & Kasus PBL

Plenary PBL

Discussion room

Class room

Fasilitator

Dr. sri darmayani, SpOg



12.00 – 15.00 Lecture PPKN Class room MKDU

Sept

14th

09.00 – 10.00

10.00 – 11.00

11.00 – 12.00

13.00 – 14.0014.00 – 15.00

Independent learning

Lecture 7 Thinking Skill

Istirahat


Class room Dr.dr Made Jawi, M.kes

Discussion roomDiscussion room

Sept15th

09.00 – 10.00

10.00 – 11.00

11.00 – 12.00

12.00 – 13.00

13.00 – 14.0014.00 – 15.00

Lecture 8 Reasoning Skill



Istirahat


Class room Dr.dr. Dewa Putu Gede Purwa samatra, SpS (K)

Discussion roomDiscussion room

Sept16th

09.00 – 10.0010.00 – 11.00

11.00 – 12.00

12.00 – 13.00

13.00 – 14.0014.00 – 15.0015.00-16.00

Lecture 9 Information AccessIndependent Learning


Istirahat

Independent LearningPresentasi student projectPresentasi student project

Class room




Sept17th

10.00 – 11.00

11.00-12.00

12.00 – 15.00

Sgd: Thinking skill, reasoning skill, Information acessPlenary

Lecture PPKN

Discussion room

Class room

Class room

Fasilitator

Dr.dr Made Jawi, M.kesDr.dr. Dewa Putu Gede Purwa samatra, SpS (K)Prof.Dr.dr. IPG Adiatmika, MKesMKDU

Sept18th ASSESSMENT

MEETING OF STUDENT REPRESENTATIVES

In the middle of each block curriculum, a meeting is held among the student representatives, facilitators, and resource person of the block. The meeting is to discuss



about the effectiveness of on going teaching and learning processes, facilitators and lectures as a feedback to improve process. This meeting is held on 11th September 2015.

ASSESSMENT METHOD

Formative assessment and written examination. Formative assessment: data on attendance, participation in lectures, group discussions and student projects will be used in determining students’ achievement. Written examination will be held on September 11th,2015. The passing composite score at 70.

LEARNING PROGRAM

Day 1st

MODULMonday , September 7 th ,2015

Lecture 1:Overview of Block Studium Generale

I Made Jawi

Aims1.To condition the students to the study and a carrier in medicine

2.To introduce the students to the general skills and attitudes required to meet the demands of the new curriculum

3.To recognize the relationships between professional competencies and the biomedical and allied sciences, clinical sciences, professional skills, and attitudes

Learning outcomes1. Cognizance of the new paradigm of medical practice: science, clinical judgment,

professionalism, communication, and team working

2. Awareness of the practical implications of developing basic skills in critical and associated thinking and scientific reasoning, and a habit of lifelong learning

3. Define medical and allied sciences, professional skills and attitudes. Clarify the relationships between professional competencies and the biomedical and allied sciences, clinical sciences, professional skills, and attitudes

Convensional curriculumBasic Science Clinical Science(Pre Clinic) (Clinic)



Anatomy Medical PharmacyHystology RadiologyBiochemistry InternaPhysiology PediatricPharmacology Obstetry and GynaecologyParasitology NeurologyMicrobiology PsychiatryClinical Pathology SurgeryPathology Anatomy OphtalmologyPreventive Medicine OtorhinolaryngologyBehavior Science Dermatology ForensicNew paradigm of curriculum is integrated basic sciences and clinical sciences.

CONTENTS: items discussed1. Overview of Studium Generale2. Philosophy of Science and Medicine3. Independent Learning4. Group dynamic5. Problem based Learning6. Academic writing7. Academic Reading

Learning Process

1. Lecture2. Individual learning3. Small Group Discussion (SGD)4. Student Project5. Plenary Session

Assesment Method Multiple Choice Question (MCQ) with passing level 70 Formative assessment and written examination. Formative assessment:

data on attendance, participation in lectures, group discussions and student projects will be used in determining students’ achievement.

Lecture 2: Group Dynamic in Learning

I Made Jawi

Scenario Consuming natural food is one of many efforts to maintain our health, so the government, especially the Ministry of Health, always promote the consumption of natural food and avoidance of fast food. Natural food coloring is considered better than artificial food coloring (which contain dangerous chemical substances). Until nowadays, the governmental efforts still not achieve the health promotion target to encourage Indonesian people to eat healthy foods. Specific measures should be done to overcome the problems of fast food consumption and usage of artificial food coloring which are prevalent in this



country. Based on that problems, a group of students are given tasks to develop community-suitable method to overcome the problems.

Learning Tasks1. If you become a member of that group, what are your attitudes toward the tasks so

that your group can work under the appropriate dynamics?2. If one of the group members is getting stubborn, and want to use his own ways to

deal with the tasks, is that student compatible with the concept of group dynamics? If not, please give your reason and explain it!

3. Please explain the steps which are needed to better overcome the problems if you are a physician!

Group Dynamics in Learning

I Made JawiAbstract

A human being need someone else in his life. Through life in group human being can achieve their personal and group goals. Because of character of each member then the interaction become dynamic. Group dynamics is a system of behaviors and psychological processes occurring within a social group (intragroup dynamics), or between social groups (intergroup dynamics). A group with a positive dynamic is easy to spot. Team members trust one another, they work towards a collective decision, and they hold one another accountable for making things happen. As well as this, researchers have found that when a team has a positive dynamic, its members are nearly twice as creative as an average group. In a group with poor group dynamics, people's behavior disrupts work. As a result, the group may not come to any decision, or it may make the wrong choice, because group members could not explore options effectivelyStrategies for Improving Team Dynamics, Use these approaches to improve group dynamics:Know Your Team: As a leader, you need to guide the development of your group. So, start by learning about the phases that a group goes through as it develops. When you understand these, you'll be able to preempt problems that could arise, including issues with poor group dynamics.

Tackle Problems Quickly: If you notice that one member of your team has adopted a behavior that's affecting the group unhelpfully, act quickly to challenge it. Provide feedback

that shows your team member the impact of her actions, and encourage her to reflect on how she can change her behavior.

Define Roles and Responsibilities: Teams that lack focus or direction can quickly develop poor dynamics, as people struggle to understand their role in the group. Create a team charter – defining the group's mission and objective, and everyone's responsibilities – as soon as you form the team. Make sure that everyone has a copy of the document, and remind people of it regularly.

Break Down Barriers: Use team-building exercises to help everyone get to know one another, particularly when new members join the group. These exercises ease new colleagues into the group gently, and also help to combat the "black sheep effect," which happens when group members turn against people they consider different.


http://www.mindtools.com/pages/article/newTMM_52.htm



http://www.mindtools.com/pages/article/situation-behavior-impact-feedback.htm

http://www.mindtools.com/pages/article/newLDR_86.htm

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&uid=1988-01348-001


Focus on Communication: Open communication is central to good team dynamics, so make sure that everyone is communicating clearly. Include all of the forms of communication that your group uses – emails, meetings, and shared documents, for example – to avoid any ambiguity.

Pay Attention ; Watch out for the warning signs of poor group dynamics.

Key Points

The term "group dynamics" describes the way in which people in a group interact with one another. When dynamics are positive, the group works well together. When dynamics are poor, the group's effectiveness is reduced. Problems can come from weak leadership, too much deference to authority, blocking, groupthink and free riding, among othersTo strengthen your team's dynamics, use the following strategies:

Know your team. Tackle problems quickly with good feedback. Define roles and responsibilities. Break down barriers. Focus on communication. Pay attention.

Keep in mind that observing how your group interacts is an important part of your role as a leader. Many of the behaviors that lead to poor dynamics can be overcome if you catch them early.

Group development

The development of a group normally goes through the following stages (Tuckman 1965)[3]:

Forming - the group gets together and a level of formality is common Storming- heightened tension associated with competition for status and influence Norming - rules and standards of behaviour are agreed Performing - group matures to a point where it is able to work together as a team

Lecture 3: Independent Learning in Medical Science

I.G.A Sri Darmayani

Objective : Comprehend the main role and importance of independent learning as the basic educational strategy at the university.

Acquisition of knowledge can be done by two methods: formal and non-formal. The formal method commonly comprises attending lectures or seminars given by experts or “resource persons”; which is commonly “one-way” in terms of its intellectual interaction. Thus, the result of learning that can be gained through this method is usually relatively limited or little and also superficial in nature. The second and apparently better method is the formal one, called independent learning or self-directed learning, which can encourage greater and deeper learning. The term independent learning may imply several main features of learning process such as: learning by presetting individual objective(s), managing one’s own self,


http://www.brianmac.co.uk/group.htm#ref


designing an individual learning direction and time-line, deciding individually the learning resources, etc.

There are several basic features or concepts of independent learning: (1) learning according to individual need, (2) learning by deciding individually the learning process in terms of where, what, how and when to learn, including deciding learning objective and resources (3) developing individual preference for the learning program, (4) the learner/student individually knows his/her learning needs and how to accomplish them, (5) provision of adequate learning resources (6) a lecturer functions as a facilitator for learning. These prerequisites of independent learning should be understood well both by teaching staff and students in order to achieve effective and successful learning process.

MODUL

Day 2nd

Tuesday, 8th September, 2015

Lecture 4 Philosophy of Science and Medicine

Prof BaktaPhilosophy comes from the Greek for "love of wisdom," giving us two important starting points: love (or passion) and wisdom (knowledge, understanding). Philosophy sometimes seems to be pursued without passion as if it were a technical subject like engineering or mathematics.The most effective way to integrate philosophy into medical education uses ethical, social, and conceptual problems arising in medical practice such as those about informed consent, confidentiality, competency, resource allocation, the doctor-patient relationship, and death and dying. Medical students become better physicians by learning salient views on these matters and by developing philosophical skills and attitudes to (1) examine key as-sumptions; (2) broaden their perspectives and gain self-knowledge; (3) develop critical thinking skills about: the kind of judgments they make, how bias affects their views, and the scope and limits of their knowledge claims; (4) generate tolerance, openness, and skepticism about: dogma; and (5) cultivate empathy. Learning these skills and disposition; using moral, conceptual, and social issues facing them will enable students to recognize these issues when they arise in their medical practices and learn how to respond to them in justifiable ways. It will also strengthen the health care profession and institutions overall by fostering the openness, the questioning mind, and the critical thinking essential to the practice of good medicine.

Philosophy of science, branch of philosophy that attempts to elucidate the nature of scientific inquiry- observational procedures, patterns of argument, methods of representation and calculation, metaphysical presuppositions - and evaluate the grounds of their validity from the points of view of epistemology, formal logic, scientific method, and metaphysics. Historically, it has had two main preoccupations, ontological and



epistemological. The ontological preoccupations (which frequently overlap with the sciences themselves) ask what kinds of entities can properly figure in scientific theories and what sort of existence such entities possess. Epistemologically, philosophers of science have analyzed and evaluated the concepts and methods employed in studying natural phenomena, both the general concepts and methods common to all scientific inquiries and the specific ones that distinguish special sciences.Philosophy of science is the study of assumptions, foundations, and implications of science, especially in the natural sciences and social sciences. The philosophy of science may be divided into two areas: Epistemology of science and Metaphysics of science.Philosophers of science are interested in: the history of concepts and terms and how they are currently used in science; the relation between propositions with arguments (Formal logic); the reasoning connecting hypotheses and conclusions (Scientific method); the manner in which science explains natural phenomena and predicts natural occurrences (observation); the types of reasoning that are used to arrive at scientific conclusions (deduction, induction, abduction); the formulation, scope, and limits of scientific understanding; the means that should be used for determining when scientific information has adequate support (objectivity); and the implications of scientific methods and models, along with the technology that arises from scientific knowledge for the larger society (applied science). Issues of ethics, such as bioethics and scientific misconduct, are not generally considered part of philosophy of science. Deductive reasoning is the kind of reasoning in which the conclusion is necessitated by, or reached from, previously known facts (the premises). If the premises are true, the conclusion must be true. This is distinguished from abductive and inductive reasoning, where the premises may predict a high probability of the conclusion, but do not ensure that the conclusion is true. Induction or inductive reasoning, is the process of reasoning in which the premises of an argument are believed to support the conclusion but do not ensure it. It is used to ascribe properties or relations to types based on tokens (i.e., on one or a small number of observations or experiences); or to formulate laws based on limited observations of recurring phenomenal patterns.

Scientific method is a body of techniques for investigating phenomena and acquiring new knowledge, as well as for correcting and integrating previous knowledge. These steps must be repeatable in order to predict dependably any future results. Theories that encompass wider domains of inquiry may bind many hypotheses together in a coherent structure. This in turn may assist in the formation of new hypotheses, as well as in placing groups of hypotheses into a broader context of understanding. The general procedure of scientific method : 1. Identify a problem that you’re interested in studying. 2. Form a hypothesis – specify it exactly 3. Design a research project to address the hypothesis 4. Conduct the research project 5. Examine the data, statistical analyses, evaluate hypothesis 6. Communicate the results

Philosophy of Medicine, though medicine and philosophy have been intertwined throughout their histories, systematic philosophical reflection on medicine began only in the 19th century. It was rekindled in the middle of this century and established as a distinct discipline within philosophy only around 1970, with the founding of several journals devoted exclusively to issues underlying the practice of medicine. The main stimulus for the creation of philosophy of medicine was a belief that there was a widening gulf between technology and human values, ironically most manifest in a field devoted to the study and care of individual human beings. Philosophy of medicine hoped that the new discipline would clarify medicine’s proper goals and, by redirecting attention to urgent issues of an increasingly powerful social force, help free current philosophy from an analytical scholasticism. As a result, philosophy of medicine in its earliest years focused largely on concrete ethical questions involving new medical technology, such as euthanasia, human cloning, artificial insemination, etc. Further impetus was given to those concrete



concerns by criticism of current medical practice from many sources-feminists pointed to sexist traditions in the practice patterns, research and profession of medicine, ‘alternative’ medical practitioners advocated their own therapeutic approaches, and mainstream practitioners themselves complained of the impersonal drift of modern medicine in an era of high technology and cost controls. More recently, philosophy of medicine broadened its focus to address public policy issues on the distribution and financing of health care, epistemological issues about the attainment, growth and certainty of medical knowledge, and metaphysical issues about causality, personal identity and spirituality in medicine. The emphasis at times also reflects my belief that medicine can only provide ‘treatment,’ while ‘healing’ must come from within the patient. As a result, ‘philosophy of medicine’ here means ‘philosophy of healing’ more than ‘professional ethics’ or ‘phenomenological analysis’ of medical practice or patient experience. Those other pursuits may benefit from exercises of this sort, though even the most subtle of metaphysical insights is bound to leave value judgments in medicine a matter of drawing well-educated, well-intentioned lines through painfully gray areas of human lives.

Medical humanities is an interdisciplinary field of medicine which includes the humanities (literature, philosophy, ethics, history and religion), social science (anthropology, cultural studies, psychology, sociology), and the arts (literature, theater, film, and visual arts) and their application to medical education and practice. The humanities and arts provide insight into the human condition, suffering, personhood, our responsibility to each other, and offer a historical perspective on medical practice. Attention to literature and the arts helps to develop and nurture skills of observation, analysis, empathy, and self-reflection -- skills that are essential for humane medical care. The social sciences help us to understand how bioscience and medicine take place within cultural and social contexts and how culture interacts with the individual experience of illness and the way medicine is practiced.

Lecture 5 PROBLEM BASED LEARNING (PBL)

I.G.A Sri Darmayani

AbstractProblem based learning is a method of learning in which the learners first

encounter a problem, followed by a systematic, student-centred enquiry process. Although the purpose of using problems in PBL is to stimulate learning of information and concepts brought out by the problem (rather than to ‘solve’ the problem), PBL does teach both a method of approaching and an attitude towards problem solving.

Typically in PBL, students work in small groups with a faculty tutor who acts as facilitators of discussions and of learning rather than as a direct source of information. During their work with a problem, students :

1. First encounter a problem ‘cold’, without doing any preparatory study in the area of the problem

2. Interact with each other to explore their existing knowledge as it relates to the problem

3. Form and test hypotheses about the underlying mechanisms that might account for the problem (up to their current levels of knowledge)

4. Identify further learning needs for making progress with the problem



5. Undertake self-study between group meetings to satisfy the identified learning needs6. Return to the group to intergrate the newly gained knowledge and apply it to the

problem7. Repeat steps 3 to 6 as necessary and

Reflect on the process and on the content that has been learnt

Day 3th

MODULWednesday, September 9 th ,2015

LECTURE 6 : Academic Reading & Writing

IGM surya Chandra Trapika

Reading is a visual and active process and is probably one of the most important study skills a medical student should develop. There is not enough time to read everything line by line. As a medical student you need to be able to read efficiently. General efficient reading strategies such as scanning to find the book or chapter, skimming to get the gist and careful reading of important passages are necessary as well as vocabulary building exercises in your own area. Learning about how texts are structured can also help you to read more efficiently. Reading effectiveness can be greatly improved by one’s own interest and motivation in achieving it. The SQR4 approach is probably the most recommended reading strategy, with reflection on what has been read as the most important vehicle to long-term memory. In skimming a piece of writing, the conventional structure of a paragraph should be kept in mind. In the context of medical education, a working vocabulary of about 3000 words and recognition vocabulary of about 2000 words seem to be required by the average medical students.

The SQR4 approach to academic reading 1) Scan through the chapter to see what the subheadings are.2) If there is a summary, read it through, identifying the main points and arguments that

have been covered.3) Ask yourself what you want to get from your reading.



4) Read the sections and subsections, actively identifying the main ideas in each. These ideas are often contained in the first (or rarely last) sentence of the section or paragraphs.

5) Look at any example. Make sure that you understand how it is related to the idea in that section.

6) Summarize periodically. Pause and list the main ideas in the section you have just read. Check that you have missed nothing out and that you understand the ideas.

7) Review the whole topic when you have finished it by scanning through your notes.8) Relate what you have read to other areas of knowledge.

Day 6th

MODULMonday , September 14 th ,2015

Lecture 7: Thinking Skill

I Made Jawi

Thinking Skills Vocabulary and Definitions

I Made Jawi

Thinking skills are one of the most important, yet inadequately implemented areas of the curriculum. Certainly a part of helping students develop and improve their thinking skills is connected in some significant way with challenge and discovery. However, it is often the case that what works in a given situation may not work at all in another, even slightly different situation. The variables related to thinking skills are themselves quite formidable, and there is no shortage of opinion about that. The vocabulary below can help you sort out some of this so that it makes sense to you.

TERMS



Thinking - thinking refers to the process of creating a structured series of connective transactions between items of perceived information.Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question. Often thought of as "thinking outside the box."SPECIFIC TERMSActivating prior knowledge: recalling something learned previously relative to the topic or taskAnalyzing skills: core thinking skills that involve clarifying information by examining parts and relationships.Attention: conscious control of mental focus on particular information.Attitudes: personally held principles or beliefs that govern much of one's behavior.Classifying: grouping entities on the basis of their common attributes.Commitment: an aspect of knowledge and control of self that involves a decision to employ personal energy and resources to control a situation.Comparing: noting similarities and differences between or among entities.Composing: the process of developing a composition, which may be written, musical, mechanical, or artistic.Comprehending: generating meaning or understanding.Concept formation: organizing information about an entity and associating the information with a label (word).Conditional information: information about the appropriate use of an action or process important to a task.

Core thinking skills: cognitive operations used in thinking processes.Creative thinking: original and appropriate thinkingCritical thinking: using specific dispositions and skills such as analyzing arguments carefully, seeing other points of view, and reaching sound conclusions.Evaluating (as applied to metacognition): assessing one's current knowledge state.Evaluating skills: core thinking skills that involve assessing the reasonableness and quality of ideas.Executive control: evaluating, planning, and regulating the declarative, procedural, and conditional information involved in a task.Focusing skills: core thinking skills that involve selected to selected pieces of information and ignoring others.Formulating questions: an information-gathering skill that involves seeking new information through inquiry.Generating skills: core thinking skills that involve producing new information, meaning, or ideas.Identifying attributes and components: determining characteristics or parts of something.Integrating skills: core skills that involve connecting or combining information.Knowledge and control of process: a component of metacognition that involves executive control of declarative, procedural, and conditional information relative to a task.

Knowledge domain: a body of information commonly associated with a particular content area or field of study.Metacognition: a dimension of thinking that involves knowledge and control of self and knowledge and control of process.



THINKING PROCESSES

A thinking process is a relatively complex sequence of thinking skills.

Concept formation - organizing information about an entity and associating that information with a label. A concept may be defined a perceived relationship between two or more facts.Principle formation - recognizing a relationship between or among concepts.Comprehending - generating meaning or understanding by relating new information to prior knowledge.Problem solving - analyzing a perplexing or difficult situation for the purpose of generating a solution.Decision making - the process of selecting from among available alternatives.Research - conducting inquiry for the purpose of confirming or validating one or more hypotheses.Composing - developing a product, which may be written, musical, mechanical, or artistic.Oral discourse - talking with other people.

As a conclution thinking mean: Comparing, Classifying, Estimating, Summarizing, Hypothesizing, Synthesizing, Sequencing, Predicting, Evaluating, Translating, Reorganizing, Setting, Prioritise, Setting criteria, Goal setting, Problem-solving, Decision-making, Justifying making, Making assumptions, Using analogies, Imagining, Logical deduction, Identifying pros/cons, Identifying propaganda, Identifying, Observing, Creating/designing and Interpreting

Day 7th

MODULTuesday , September 15 th ,2015

Lecture 8:Reasoning Skill

Dr.dr. Dewa Putu Gede Purwa samatra, SpS (K)

The essence of scientific reasoning is deduction and induction. Deductive reasoning starts with a general statement and leads to particular or specific instances; inductive process starts with particular instances or observations and leads to a general conclusion. Valid and true deductive reasoning leads to infallible inferences or proof; whereas inductive inference is not watertight, because inductive reasoning is based on the assumption of uniformity of nature. Deductive reasoning only aims to make particular instances more explicit, and inductive reasoning leads to new or tentative knowledge or information called evidence. Thinking skill as defined in this course is not identical to scientific reasoning skill or logical thinking; this implies a good scientific thinking may not reflect a good thinking skill. Simply defined, thinking skill is related to the ability to broaden one’s perception by exploration of past experience.



Day 8th

MODULwednesday , September 16 th ,2015

Lecture 9:Information Acess


Nowadays, internet becomes a popular communication tool used by people all over the world. With internet, people can instantly communicate themselves with others or gather information from every place in the world. Many things now become easier, simpler and cheaper to be done. For instance, a letter that is sent by conventional system, which usually used airplane as the carrier, takes few days or weeks to be done. But through the internet, an electronic mail or e-mail can be sent just within a few seconds. Online transaction now become more popular than ever. For example someone who lives in Indonesia doesn‘t need to go to United States to buy things that they want. They can find lots of online-shops in the internet, and then transaction and payment can be done through the internet. Things that they bought will be sent within few days. This is more easier, simpler and cheaper than conventional transaction. Conferences, for business or scientific purposes, now can be done more easier. With web-conferences, people from different countries don‘t need to come and gather themselves in a room. By using a web camera, they can communicate with others face to face. Despite of those advantages, lots of negative effects can be seen from the use of internet. On-line transaction using illegal credit card is one of some examples. Hundreds of computer viruses are created everyday. These viruses spread from one computer to another within seconds, and will destroy data from the infected-computer. The change in orientation of medical education into a ‗ student centered‘ paradigm make the students to active in searching information required to support the process of learning. Infrastructures facilities (library and its collections) possessed by our institution is still limited in number. This limitation can be overcome by the provision of easy accessed internet, which nowadays getting simpler and cheaper. Development of information technology enables us to obtain information provided in the web fast and unrestrictedly. Unfortunately, not all information is valid and reliable. Today, many sites not only general sites such as Yahoo or Google, but also particular sites in medicine such as Pub med give chance to the users to access their databases using the available search engines. Each sites normally has its own regulation that should be followed in order to access the information within. Therefore, a special skills is needed to do more efficient search, so information we gained is valid and trustworthy.

Wednesday, Sept 9 st dan Sept 16 s ,2015



Presentation Project of Studium Generale

Student Project o A group of student must search and find out articles / journal related to medical sciences using skill of information acesso Please Read The journal related to medical sciences discuss and understand the content of the journal and presentate in front of the class. Each group will present the journal in front of class

Learning Tasks for Independent Learning and Small Group Discussion

Thursday, 10 TH September 2015

Problem Based LearningLearning Task

SELF ASSESSMENT

Philosophy of Science and MedicineScenarioPhilosophy of medicine seeks to understand what it is to be human. The primary tool medicine has developed for obtaining this knowledge has been science, which has been spectacularly successful in many respects. "The human" is very complex, however, and perhaps there are aspects of us that science cannot easily reach. Medical humanities seek to bring other sources of human knowledge to medicine, particularly medical education. Subjects such as philosophy, literature, and history provide a distinct and complementary vision of the human, while philosophy of science and the social sciences provide a broader understanding of science itself.

Assessment 1. Epistemology is a branch of philosophy that deal with knowledge, especially the

method or way to attain knowledge. The method to attain scientific knowledge is called scientific method. Please discuss the scientific method, especially the philosophical basic and its procedure

2. Medical (biomedical science) is a part of science. In point of view of philosophy of science a knowledge could be classified as true science if it fulfill three aspects, i.e :



ontological, epistemological and axiological aspect. Please give reason that medicine is a true science

3. Philosophy of medicine seek s to understand what it is to be human. The primary tool medicine has developed for obtaining this knowledge has been science, which has been spectacularly successful in many respects. “The human” is very complex, however and perhaps there are aspects of us that science cannot easily reach. Medical humanities seek to bring other sources of human knowledge to medicine, particularly medical education. Subjects such as philosophy, literature, and history provide a distinct and complementary vision of the human, while philosophy of science and the social sciences provide a broader understanding of science itself. Please discuss the role of philosophy of medicine in connection in disease, health care, medical humanity and biomedical ethic.

Independent learningMany students have difficulty to settle down to study and they always do not really understand the topic that they have read.According to your opinion can you explain how to resolve that problem appropriately?

Academic reading & writing

Instruction : Answer the following questions either in Indonesia or English.1. What is meant by scientific reasoning ? What is scientific inference ? Are these

two terms meaning the same thing?2. What is a “proof “ (very solid conclusion ) and what is “ evidence “?3. What is the main limitation of deductive reasoning ? Give an example where

deductive reasoning is applied in scientific investigation ?4. What is the main advantage and limitation of inductive reasoning ? Provide an

example where you can apply inductive reasoning in scientific investigation ?5. Explain briefly Karl popper’s falsification theory. What is its main weakness ?6. What is meant by David Hume’s problem ? What is the main problem of

inductive reasoning according to David Hume ?7. Identify the type of reasoning applied in composing the following paragraph. Use

(A) for deductive reasoning, (B) for inductive reasoning, and (C) When it is deductive-inductive

“ There are three different theories put forward for the very slow relaxation of catch muscle of molluscs. One theory holds that catch is due to some unusual property of myosin in these muscles that produces a slow rate of detachment. The second theory holds that tension is developed by actin- myosin interaction but is maintained by paramyosin interactions. The third theory, to which I subscribe, pictures a structural change in the paramyosin core affecting the rate of breaking of myosin-actin links at the filament surface “

8. What is the problem with our concept of probability. Explain very briefly9. Is thinking skill similar or identical to scientific reasoning ? Explain your answer 10. identify the type of thinking error for each of the following examples. (A) for

partialism, (B) for initial judgment, and (C) for magnitude error(1) In discussing the relationship between thinking skill and IQ (Intelegence

quotient “), it is suggested that people with a very low IQ cannot be skilled in thinking and that people with a very high IQ must be intelligent enough to develop a skill in thinking



1. A Regional health center doctor adopts and implements some new method or strategy to control the incidence of diarrhea in children below 5 years of age. The following year there is arise of 12 per cent the incidence of diarrhea in the age group. It is argued that since the strategy was intended to bring down the incidence, the program has been considered a failure

Smstr Program or curriculum blocks10 Senior Clerkship9 Senior Clerkship8 Senior Clerkship

7Health System-based Practice(3 weeks)BCS (1 weeks)

Community-based practice(4 weeks)

Evidence-based Medical Practice(2 weeks)Special topics :Health Ergonomic & Health Environment (2 weeks)

Elective Study IV (evaluation)

(3 weeks)

Comprehensive Clinic Orientation (Clerkship)+ medical ethic(4 weeks)

19 weeks

6The Cardiovascular System and Disorders(3 weeks)BCS (1 weeks)

Medical Emergency(3 weeks)

BCS (1 weeks)

The Urinary System and Disorders(3 weeks)BCS (1 weeks)

The Reproductive System and Disorders (4 weeks)BCS (1 weeks)

Elective Study III

(3 weeks)

19 weeks

5Neuroscience andneurologicaldisorders(3 weeks)BCS (1 weeks)

The Respiratory System and Disorders(4 weeks)

BCS (1 weeks)

The skin & hearing system& disorders(3 weeks)

BCS (1 weeks)

Special Topic : - Palliative med- Complemnt & Alternative Med.- Forensic(3 weeks)

Elective Study II(2 weeks)

18 weeks

4Musculoskeletal system &connective tissue disorders(3 weeks)BCS (1 weeks)

Alimentary & hepatobiliary systems & disorders(3 Weeks)

BCS (1 weeks)

The Endocrine System, Metabolism and Disorders(4 weeks)BCS (1 weeks)

Clinical Nutrition and Disorders(2 weeks)

BCS (1 weeks)

The Visualsystem &disorders(2 weeks)

BCS (1weeks)

19 weeks

3 Basic microbiology & parasitology(3 weeks)Basic Infection & infectiousdiseases(3 weeks)

Immune system &disorders(2 weeks)

BCS (1 weeks)

Hematologicsystem & disorder & clinical oncology(3 weeks)BCS (1 weeks)

Special Topic- sexology & anti aging- Geriatri-Travel medicine (4 weeks)

Basic Pharmaceutical medicine & drug etics

(1 weeks)

19 weeks



BCS (1 weeks)

2Medicalcommunication(3 weeks)Basic pharmacology(2 weeks)BCS (1 weeks)

Medical Professionalism(2 weeks) + medical ethic (1 weeks)Basic Anatomy Pathology & Clinical pathology (3 weeks)BCS (1 weeks)

Behavior Changeand disorders(3 weeks)

BCS (1 weeks)

Elective Study I(2 weeks)

19 weeks

1Studium Generale and Humaniora(2 weeks)Basic Anatomy ( 4 weeks)

The cellas bioche-mical machinery(2 weeks)Basic Histology (2 weeks) & Basic Physiology(3 weeks)BCS (1 weeks)

Growth &development(2 weeks)Basic Biochemistry (2 weeks)BCS (1 weeks)

19 weeks

Pendidikan Pancasila & Kewarganegaraan ( 3 weeks )Inter Professional Education (smt 3-7)

CURRICULUM MAP
