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

2. 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.

3. 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.

4. 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.

5. 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.

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

7. 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

8. 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……..

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

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

11. 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

12. 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

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

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

15. 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

16. 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

17. 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

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

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

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

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

22. 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 The assessment of clinical skills / competence / performance. Academic Medicine,. 65(Supplement): p. S63-S67)
Van der Vleuten C The Assessment of Professional Competence: Developments, Research and Practical Implications. Ottawa Conf. Presentation. South Africa, 2000. 22

23. CO BUKU PANDUAN BLOK
LINK BUKU BLOK 3

24. MATURNUWUN