Beruflich Dokumente
Kultur Dokumente
Learning
Irma Suswati
Problem based learning
Objektif :
Memahami filosofi PBL
Memahami PBL sebagai strategi/metode
pembelajaran
Masalah Pembelajaran
Masalah utama dalam pembelajaran Ilmu
Kedokteran
1. Retensi ilmu yang rendah,
Ilmu dipelajari : bukan dalam konteks
penerapan dan terpisah dari cabang ilmu
lain
Masalah Pembelajaran
2. Kesulitan menerapkan ilmu untuk
evaluasi dan pengelolaan pasien di klinik
Tak terlatih dalam penalaran klinis
Masalah Pembelajaran
3. Ketertinggalan dari perkembangan ilmu
Tak terlatih dalam evaluasi kemampuan
diri
Tak terlatih dalam mengidentifikasi ilmu
yang diperlukan
Tak terlatih dalam mencari dan
menggunakan sumber ilmu mutakhir
Dilemma of Education
Subject vs Process
Teacher-centered vs Student-centered
Instruction vs Constructivism
Teaching vs Learning
Learning needs vs Students’ satisfaction
Preparing for now vs Future
Knowledge vs Wisdom
Traditional Modern
Education Education
Teacher-centered Student-centered
Transfer of knowledge Acquisition of knowledge
Giving answers Asking questions
Listening to teachers Interacting with teacher
Building blocks Holistic approach
Departmental control Integration
New-Innovative SPICES Traditional
Curricula Continuum Medical Curricula
S Student-centered Teacher-centered
P Problem-based Information gathering
I Integrated Discipline-based
E Elective Standard
S Systematic Apprenticeship-based
The Learning Pyramid
Average
Retention Rate
Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30%
Discussion group 50%
Practice by doing 75%
Teach others 80%
Information
S
L
S
S
Lecture
Interactive Lecture
Information
S L
S P
Student-centered learning
Information
Knowledge
Individual &
collaborating
students
Teachers Community
Problem based
“Triggers” Problem/scenario
LEARNING OBJECTIVE
Integrated
Sign and symtoms
Actuality
Diseases
Elective
Integrated Teaching
Aspek Lama PBL
Integrasi disiplin
-Horisontal +/- ++
-Vertikal +/- +
Tiap disiplin
-Program tetap ++ -
-Beban studi tetap + -
-Relevansi content + -
-Jumlah jam tatap muka ++ -/ +
-Alat belajar yang ditetapkan + -
Community oriented
Education which is focused on population
groups and the individual person while
taking account of the health needs of the
community concerned (Adapted from the
WHO)
Early clinical exposures
Patient Problem
Information
perception Clinical Skills
&
clinical evaluation
reasoning
process
Problem Formulation Inquiry Strategy
Multi Hypotheses
Decision:
Diagnostic
Therapeutic
Self Directed Learning
Metoda pengorganisasian pengajaran dan
pembelajaran dimana tugas belajar
dikontrol sepenuhnya oleh mahasiswa
Pembelajaran Interaktif PBL
Karakteristik kelompok interaktif
Jumlah anggota : 8 - 10
Dipimpin oleh ketua kelompok, dibantu sekretaris
kelompok
Difasilitasi oleh tutor
Bertatap muka secara periodik
Pembelajaran Interaktif PBL
Masalah terkait dengan dinamika kelompok
Individu pasif
Individu mendominasi
Kompetisi berlebihan
Diskusi lepas arah, keluar dari tujuan
pembelajaran
Pembelajaran Interaktif PBL
Peran Tutor
Fasilitator (bukan pengajar/penceramah)
Mengelola dinamika kelompok
Menjaga diskusi agar tetap didalam jalur, sesuai
dengan tujuan pembelajaran
Sumber data
Pembelajaran Interaktif PBL
Peran Fasilitator
Inisiator
Komunikator
Pengarah/pemandu
Organisator
Konduktor
Monitor
Remediator
Tutorial Sebagai Sarana Intervensi
(facilitasi & mediasi)
Latihan
Praktikum
“Tutor ”
Traditional
“Students”
Tutorial
39
“Tutor ”
PBL
“Students”
Tutorial
40
Proses Tutorial PBL
Tutor
Modul atau
Mhs Skenario Masalah Mhs
Mhs
Conceptual Understanding of PBL
Subject-Based Tradition
SOLUTION/
KNOWLEDGE PROBLEM APPLICATION
& SKILLS
PBL Approach
KNOWLEDGE SOLUTION/
PROBLEM
& SKILLS APPLICATION
Problem Facts & Ideas Learning
Identification Generation Issues
Self
Directed
Learning
Final Solution
Presentation Reflection &
Feedback Synthesis &
Application
The case serves as a stimulus for learning
“A Typical Case”
45
“A Typical Case”
Opening Scenario
History of present illness
Past history, family history, social context
Physical examination
Each step may lead
Investigations back to a previous step,
Management as well as leading to
the next step
Sequel
46
Student PBL Workshop Task
Read the case
What do you know about this scenario?
What do you need to know?
Discuss & list learning issues
Discuss & list potential sources of information
Organize who (theoretically) will do what
Evaluate how you performed as a group
47
PBL Process
FACTS IDEAS LEARNING NEEDS
“What we know “What we think” “What we need to know”
Identify Problem
Organize/Prioritize Ideas