FILOSOFI PBL

(PROBLEM BASED LEARNING)

Senin, 8 September 2008

Oleh
Wiwik Kusumawati

Illness Script Theory

Novice

Novice

Intermediate

Expert

What is wrong with

conventional curriculum?
It is based on 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
Conventional curriculum for Higher
Education started in 12th century

Our problems
Conventional Curriculum
(teacher-centered, subjectbased, fragmented, late
clinical exposure,
unsystematic) does not
prepare students to face
future challenges

Assumptions of Learners
based on Pedagogical
Model
The need to know (exam)
The learners self-concept (dependent
personality)
The role of experience (little)
Readiness to learn (depends on teacher)
Orientation to learning (subject-centered,
subject content)
Motivation (external)

Andragogical Model of
Adult Learning
1. The Need to Know (important for life)
2. The Learners Self Concept
(independent)
3. The Role of the Learners
Experience (important self identity)
4. Readiness to Learn (ready)
5. Orientation to Learning (case,
problem, real life)

PERBEDAAN
KONVENSIONAL
Teacher centered
Passive acquisite
Departement /
dicipline based
Hospital based
standardized
Opportunistic

PBL - SPICES
Student / Learner
centered
Problem based
Integrated
Community based
Early clinical
exposure (Elective)
Self directed
learning
(Systematic)

Student-Centered
Learning
Adaptive
Learning

Practice-based

Patient-based

Project-based

StudentCentred

Independent
Learning

Experiential
Learning

Case-study
Problem-based

Learning
Contract

Davis and Harden

(1999)
an active learning stimulated by, and
focused round a clinical, community
or scientific problem

Ross (1991)
Students work on the problem which
is explicitly used to get students
themselves to identify and search for
the knowledge, that they need to
obtain in order to approach the
problem

Albanese and Mitchel

(1993)
instructional method characterized
by the use of patient problems as a
context for students to learn
problem-solving skills and acquire
knowledge about the basic and
clinical sciences

Problem-based
Learning
Strategy
pembelajaran
yang berpusat
pada
MAHASISWA

Tanggungjawab Belajar Mahasiswa

lebih besar
Partisipasi Belajar Mahasiswa lebih besar

Keaktifan Mahasiswa adalah syarat utama

WHAT IS PBL ?
In problem based learning (PBL) students use
triggers from the problem case or scenario
to define their own learning objectives.
Subsequently they do independent, self
directed study before returning to the group to
discuss and refine their acquired knowledge.
Thus, PBL is not about problem solving per
se, but rather it uses appropriate problems to
increase knowledge and understanding.

Example:
PBL : How do you get new theoretical comprehension related
to hypertension based on your prior knowledge (by using
seven-jump)?

HYPERTENSION

Overlappin
g?

Problem-solving : What problems related to hypertension?

How do you overcome such problems based on your prior
knowledge by using critical & analytical method?

Generic skills and

attitudes in PBL
Teamwork
Critical evaluation of literature
Chairing a group
Self directed learning and use of resources
Listening
Presentation skills
Recording
Cooperation
Respect for colleagues' views

Advantages of PBL

Disadvantages of PBL

Student centred PBLIt fosters

Tutors who can't teachTutors

active learning, improved understanding, and retention

and development of lifelong learning skills

enjoy passing on their own knowledge and

understanding so may find PBL facilitation difficult and
frustrating

Generic competenciesPBL allows

Human resourcesMore staff

students to develop generic skills and attitudes

desirable in their future practice

have to take part in the tutoring process

IntegrationPBL facilitates an

Other resourcesLarge numbers

integrated core curriculum

of students need access to the same library and

computer resources simultaneously

MotivationPBL is fun for students

Role modelsStudents may be

and tutors, and the process requires all students to be

engaged in the learning process

deprived access to a particular inspirational teacher

who in a traditional curriculum would deliver lectures to
a large group

Deep learningPBL fosters deep

InformationoverloadStudents

learning (students interact with learning materials,

relate concepts to everyday activities, and improve
their understanding)

may be unsure how much self directed study to do and

what information is relevant and useful

Constructivist approachStudents
activate prior knowledge and build on existing
conceptual knowledge frameworks

LEARNING ACTIVITIES IN PBL

LECTURE
LAB. SKILLS

TUTORIAL

KOMUDA
PLENARY
DISCUSSION

PRACTICAL

COMPETENCE BASED
CURRICULUM (KBK)
Student centered
Integrated
Learning strategy

Piramida Pendidikan
Saya mendengar saya lupa,
Saya melihat saya ingat,
Saya mengerjakan saya tahu.

The learning pyramid

Average
Retention Rate

Lecture

5%

Reading

10%

Audiovisual

20%

Demonstration

30%

Discussion group

50%

Practice by doing

75%

Teach others

80%

National Training Laboratories, Bethel, Maine, USA

KESIMPULAN

GLOBALISASI

KBK
PBL

Kompetitif
Student centered
Clinical reasoning

Critical thinker

LIFELONG LEARNER
Dokter (Profesional)
Lebih Kompeten