Beruflich Dokumente
Kultur Dokumente
Rahmatina B. Herman
Fakultas Kedokteran Universitas Andalas
What is PBL?
PBL is a learning method on principle of using
problems as a starting point for the acquisition
and integration of new knowledge (Barrows,
1982)
Problem-Based
Integrated
Community-Oriented
Early Clinical Exposure
tutor
Tutorial
group
process
problem
students
1. Tutorial
Tutorial PBL context:
As heart of PBL
Active learning process in small group discussion (10
11 students / group)
Stimulated by a problem (scenario)
Activate prior knowledge
Facilitated by tutor
Moderated by a student
Assisted by secretary (ies)
Structured activity: seven-jump
..1. Tutorial
What is Small Group?
Small group work is characterized by student
participation and interaction (Crosby 1996)
The Goals of Small Group Learning:
- The development of communication skills
- The development of intellectual and professional
competencies
- The development of presentation skills
- The personal growth of students (and perhaps the
tutor)
..1. Tutorial
Process in Small Group Learning
INCREASING
DEGREE
GOAL
ACTIVE ROLE
OF THE TEACHER
C.I
INDIVIDUAL
GROWTH AND
EXPECTATIONS
GROUP
GROWTH
C.I
FORMING
C.I
OPTIMUM GROUP
GROWTH AND
INDIVIDUAL
GROWTH
C.I
C.INORMING
STORMING
PERFORMING
MOURNING
TIME
..1. Tutorial
Effective tutorial group:
cohesive
high motivation
mutual helps among individuals
have a high motivation to learning together
respect the opinion of others, but remain critical
Discussion cooperatively, not competitively
actively participate
not having personal stress
All members understand the tasks that must be completed
and trying to complete it with high spirit
(Sefton, 2001)
Encourage Teamwork
..1. Tutorial
Guidance at the first meeting of tutorial
Introducing the purpose of the block
Ground rules/ethics:
Punctuality
One person speak at a time
Respect for each other
Time-out
Regulation of institution (Peraturan Akademik,
Peraturan Kemahasiswaan)
Feedback at the end of each tutorial
..1. Tutorial
Seven Jump
1.
2.
3.
4.
5.
6.
7.
Reason
Unfamiliar terms act as an obstacle to understanding.
Clarification of even half - understood terms may start
learning process.
Written output
Words or names on which the group cannot agree a
meaning should be listed as learning objectives.
Reason
It is quite possible for every member of tutorial
group to have a different perspective on a problem
and these views broadens the intellectual horizons
of those involved and defines the task ahead.
Written output
List of issues to be explained
Step 3. Brainstorming
possible hypotheses or explanations
Process
A continuation of the open session and students try to
formulate, test and compare the hypotheses or
explanations of the problem or case.
Reason
The crucial step that prompts the use of previous
learning and memory and allows students to test /draw
on anothers understanding; links can be formed
between the items. If well handled by group, it pitches
learning at the deeper level of 'understanding.
Written output
List of hypotheses or explanations
Reason
Actively processes and restructures existing
knowledge and identifies gaps in understanding.
Written output
Explanations for problems, schematically, to link new
ideas with each other; a visual output of relationships
between different pieces of information and facilities
storage of information in long-term memory.
Reason
The process of consensus uses the expertise of the
entire tutorial group to synthesize the foregoing
discussion into appropriate learning objectives; pulls
the group together and concludes the discussion.
Written output
Learning objectives
3.
4.
5.
6.
7.
8.
9.
fraktur: .
tulang radius: .
reposisi : ..
Anestesi:
Hb: .
Epilepsi: ..
pungsi lumbal: .
Fraktur
Anemia
Anestesi
Darah Rutin
Obat
Susah makan
Depresi
hematopoetik
Defisiensi
Anamnesis, Pemeriksaan
fisik, penunjang
Anemia defisiensi
Anemia aplastik
Tatalaksana
Reason
Clearly an essential part of the learning process is
gathering and acquisition of new information, which
students do on their own
Written output
Students' individual notes
Reason
This synthesizes the work of the group, consolidates
learning and identifies areas of uncertainty, possibly for
further study.
Written output
Students' individual notes
Feedback
Evaluation in Tutorial
Structured Form:
- Participation
- Communication
- Learning preparation
- Activity in discussion
- Critical thinking
- Group skills
- General comments