ROLE PLAY

PEMBELAJARAN DAN
ASSESSMEN
PENDIDIKAN KLINIK

Dr. Budu, Ph.D, Sp

Fk-unhas Makassa

What your opinions in learning process ??

How to get
the point of
competence?
FINISH LINE

DEFINITION OF COMPETENCE
Knowledge

Communication
Emotions

Values

Technical
skills

Reflection
Clinical
reasoning

DAILY PRACTICE

EDUCATIONAL SYSTEM
TEACHING
BASED
Lecturer > active

LECTURE
Lecture is conducted in
lecture format
-Cognitive development
Knowledge
Comprehension
-Affective/ skill, difficult to measure
Disebut pintar kl pandai menghafal

LEARNING
BASED
Student > active

PROBLEM-BASED
Learning is conducted in small
discussion group of student
-Cognitive development
Synthesis
Evaluation
-Affective/ skill, easy to measure
Kritis dan pandai menyelesaikan masalah

Phase 1
PBL

Puskesmas
Kompetensi
lingkungan

Community-based

S.Ked
Berpola pikir
Holistik
lingkungan

RS Pendidikan
Kompetensi
klinik

PREKLINIK

TAHAP PROFESI

Hospital-based

DOKTER

Community profesional doctors

THE BEDSIDE APPROACH

to bedside teaching

Briefing
Expectations
Demonstration
Specific feedback
Inclusion of micro skills
Debriefing
Education

Briefing

Prepare the learner(s) before meeting with

the patient: learners prior knowledge and
experience, problem requiring help?
Prepare the patient and explain roles

Expectations

What are learners learning goals?

Why learn this particular topic today?

Demonstration

If your goal is observation and feedback:

watch learner interact with the patient;
keeping interruptions to a minimum
If your goal is to model clinical skills:
let the learner(s) watch you interact with the
patient at the bedside
organize what you demonstrate to facilitate
learning
Facilitate active learning through questioning:
what
learning questions will stimulate
thinking while you assess knowledge base
and technical skills?

Specific feedback

Offer learner-centered feedback:

starting with the positive aspect
Can you explain or show learner how to
improve any clinical skills?

Inclusion of micro skills

Get a commitment (a plan)

Probe for supporting evidence
Teach general rules
Reinforce what was done right
Correct mistakes

Debriefing

Start with input from patient and learner

Any questions from learner or patient?
You can also talk to learner alone especially
if your feedback is extensive

Education

What resources can the learner read or

use to promote further learning?

Tutor, who is an expert clinician, will act as a facilitator and teacher,

as and when appropriate

BEDSIDE TEACHING

TIDAK SAMA DENGAN VISITE

SUPERVISOR BERSAMA MHS (5-7 ORG)
MELIHAT PASIEN.
SUPERVISOR ATAU MAHASISWA
MEMPERLIHATKAN CARA-CARA PERIKSA
PASIEN SECARA LENGKAP
MHS BISA BERTANYA DAN DISKUSI TENTANG
TATACARA PEMERIKSAAN/DIAGNOSIS
SUPERVISOR MEMBERIKAN KESIMPULAN
BST = 1-2 PASIEN SAJA, TDK TERHADAP
SEMUA PASIEN DALAM SATU WAKTU.
BUKAN MHS YG AKTIF = TUGAS SEORANG
PEMBIMBING

VISITE (Visiting Expert)

SUPERVISOR/AHLI MELIHAT PASIEN :

KEADAANNYA, HASIL MANAGEMEN
NYA, APA BERIKUTNYA.
DIIKUTI OLEH MHS DAN PERAWAT
TIDAK ADA DISKUSI DAN DEBAT....
LEBIH BAIK DI RUANGAN LAIN
VISITE SANGAT SENSITIF DGN PASIEN

VISITE

YG TERJADI SEPERTI BIASA NYA

SEKARANG, kombinasi BST, MiniCEX, dan visiting expert.

MIKROSKILL IN
TEACHING
1.KEMAMPUAN MENGAJAR
SECARA EFEKTIF
2.BERPROSES DALAM WAKTU
YANG RELATIF PENDEK
3.INTERKASI ANTARA TEACHER
AND STUDENT
4.LEBIH SANTAI

MIKROSKILL

TAHAP 1 : MAHASISWA LAPORKAN KASUS

TAHAP 2 : SUPERVISOR BERTANYA DAN MHS
MENJAWAB
TAHAP 3 : MEMBERIKAN FEEDBACK POSITIF
TAHAP 4 : MEMBERIKAN FEEDBACK
NEGATIF, ADA DISKUSI
TAHAP 5 : PESAN-PESAN SUPERVISOR

ASISTEREN/ PENDAMPING
OPERASI (MIKROSKILL IN
CLINICAL SKILL)

DALAM PROSES, GUNAKAN BEDSIDE

TEACHING.
JIKA PESERTA ASISTEREN KEMUDIAN
BERTANYA DILUAR/WAKTU LAIN ....
MIKROSKILL.

DISKUSI KELOMPOK

EDUCATIONAL IMPACT OF
ASSESSMENT

ASSESSMENT DRIVES LEARNING

ASSESSMENT IS A PART OF LEARNING

WHAT?

Millers pyramid

DOES

SHOWS HOW

KNOWS HOW

KNOWS

Direct observation, portfolio

OSCE, SP-exam
Key features
MCQ, SEQ

ASSESSMENT OF COMPETENCE
OR PERFORMANCE

DOES

PERFORMANCE IN
PROFESSIONAL PRACTICE

SHOWS HOW

COMPETENCE SHOWN IN
LABORATORY SITUATION

KNOWS HOW

KNOWS

Mini-CEX .
Multiple short observations of
clinical
performance
Different competences, different
cases,
different observers
Longitudinal over a period of
time

VIDEO

Objective Structure Clinical Evaluation

(OSCE)

34

Student rotate through a series of stations

Each station they are asked to carry out a

task

In most station they are observed

In others they may interpret clinical

material (laboratory data, x rays), write
notes or answer questions
Clinical Training Skills Mengembangkan Ketrampilanketrampilan Klinik

ASSESSMENT OF COMPETENCE

SP-examination

Multi-source or 360o
feedback
Opinions of all persons that work with /
relate to the candidate (supervisor / peers
but also other professionals / patients)
Especially useful for measuring
communication skills / attitude

Covert SP
Trained SPs are mixed in with regular
patients
Feedback on actual performance in
day to day practice

Direct Observation of Procedural

Skills (DOPS)

VIDEO