DISAIN KURIKULUM MAKRO, MESO DAN MIKRO drg Indri Kurniasih, M.MedEd Padang , 30 November 2015

Curriculum Curriculum is an explication of the body of knowledge that needs to be transmitted to our students in order for them to be able to graduate – this is curriculum content. Our curriculum also defines a “product” and a set of characteristics expected of the “product” – these are the goals and the outcomes of the curriculum. Curriculum is also about process, it is about our learning model and the principles that underpin this Curriculum is also about praxis, the explicit statement of curriculum as achieving informed and committed action – this is about moving beyond individual achievement and attainment, and moving into the area of serving broader societal interests.

Curriculum design clearly outline the learning expectations we have of our students: what we expect them to learn about, how and where that learning should take place, why that learning is needed, and what the outcomes of that learning should be. As such the curriculum represents a comprehensive statement of the body of knowledge, skill set and specific attitudes (collectively, the attributes) expected of our graduates.

Principles This curriculum seeks to be transparent, consistent and academically rigorous. It is structured as a hierarchy with explicit linkage between each level. And, it seeks to eliminate repetition and is written clearly.

A curriculum map start with a simple statement of the Aims, provide our Goals, and then expand on this with a clear statement of our Outcomes, before providing more detail on Content.

DESIGN CURRICULUM MACRO MESO MICRO KBK ---- metode PBL BLOK KERANGKA BLOK MESO MICRO BLOK

Design : Competency Based Curriculum (KBK) Domain competency 6 domain skdgi Core competency 16 Kompetensi utama skdgi Competency component Kompetensi penunjang Learning objective Knowledge base, skill base, attitude base

Domain learning (mis : percabangan ilmu kedokteran gigi) : Study program aims/kompetensi yang ingin dicapai (KBK: 6 domain kompetensi) Learning model principles : Integration of knowledge across disciplines and clinical application * Self-directed learning * Working cooperatively in small groups * Developing life long learning skills * Focusing on principles and application rather than facts * Critical appraisal * Clinical reasoning skill development Domain learning (mis : percabangan ilmu kedokteran gigi) : KGD Paraklinik KGK Interdisipliner Kesmas, dll Curriculum goal (mis KBK : 16 kompetensi utama) Curriculum content (attributes and learning objective) Knowledge Skills Attitude Learning Objectives are organised into mis :20 block across the first 3,5 years and the Core Clinical Rotations of Years 4 and 5 Learning objective Assess the learning outcomes: MCQ, OSCE, miniCEx, etc Curriculum outcomes : Graduates must be……..

Hierarchy Central theme Phase theme Year theme Block/learning unit - Masing-masing mempunyai ruang lingkup dan tujuan serta strategi pembelajarannya namun tetap memperlihatkan kesinambungan

Block • 4-8 weeks • Block learning outcome • General outline of block content (topic tree) • Knowledge, skills and attitude base • Relation with other blocks

Develop Block Spread the study load evenly Identify integrated subjects – teaching formats Outline the sequence of the different block parts and the amount of time available Calculate hours Recommended learning resources Assessment

Spread the study load evenly Ada 2 cara : Menetapkan beban per blok di awal : sks persemester dihitung dulu ---misal dalam permendikbud no 49 thn 2014 ditetapkan beban belajar (sk)s mhs tidak boleh lebih dari 18 sks Menyusun dahulu content dan kegiatan blok ----- dikonversikan ke sks

Co konversi sks kuliah 1 sks = 50 menit/mg/smst 1 semester 16 minggu efektif 1x kuliah (50 menit) = 1/16 = 0.063 sks

Co konversi praktikum 1 sks = 160 menit /minggu/semester 2 jam praktikum = 120 menit 1 x praktikum = (120 / 160 )/ 16 = 0.05 sks

Implementation : Scheduled Activities /Block (example) weeks 1 2 3 4 5 6 tutorials 2 x 2 jam examination lectures 6 jam 8 jam practicals 2x 3 jam 3x3 jam 2x2 jam Skills lab 1x2 jam

Develop Block Books Divide the block into different parts Determine the order in which the different block parts should be presented: – From simple to complex – From concrete to abstract – From familiar to unfamiliar

Assessment programming The principles : Student assessment should be congruent with the educational objectives Student assessment should be comprehensive Student assessment should be a continuous process Student assessment should serve both summative as well as formative purpose

Student assessment should be congruent with the educational objectives Validitas : mengukur apa yang harus diukur Untuk memastikan validitas ----- blue print assessment

Student assessment should be comprehensive 1 kompetensi terkadang harus diukur menggunakan lebih dari 1 metode Kombinasi formatif - sumatif

Student assessment should be a continuous process 1 kompetensi /learning objective harus di evaluasi berulang-ulang untuk memastikan pencapaian kompetensi(output yang diharapkan)

Student assessment should serve both summative as well as formative purpose Summative ---- drive learning Formatif -------provide specific feedback

Miller-Van der Vleuten Learning-Assessment Pyramid In Practice: Real Patients, Videos, Logs, Undercover SPs. Does Performance Assessment: Observation, OSCEs, SPs. Shows How Clinical Based Tests: PMPs, Practicals, Essay, Orals. Knows How Tests of Knowledge: MCQ, CRQ, EMI, SAQ. Knows _______________ Miller GE. 1990 The assessment of clinical skills / competence / performance. Academic Medicine,. 65(Supplement): p. S63-S67) Van der Vleuten C. 2000 The Assessment of Professional Competence: Developments, Research and Practical Implications. Ottawa Conf. Presentation. South Africa, 2000. 22

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