1. ANALYZING THE IMPLEMENTATION OF A NEW CURRICULUM AT A MEDICAL SCHOOL :
     
ANALYZING THE IMPLEMENTATION OF A NEW CURRICULUM AT A MEDICAL SCHOOL :
A QUALITATIVE STUDY
Mardiastuti Wahid, Amitya Kumara, Titi Savitri Prihatiningsih and Gandes Retno Rahayu
1 Department of Microbiology, Faculty of Medicine, Universitas Indonesia
2 Department of Educational Psychology, Faculty of Psychology, Gadjah Mada University
3 Department of Medical Education, Faculty of Medicine, Gadjah Mada University
INTRODUCTION
Rapid changes in medical and health care services should be followed by the development of medical education.1 In developing countries where shortage of resources and educational quality are becoming problems, higher education should be shifted from teaching to training in obtaining information and applying knowledge to solve problems encountered at national level.2 To answer the challenge in medical education, competency-based curriculum was established years ago worldwide. Curriculum is based on the outcome which should be achieved. As mentioned by the International Competency-based Medical Education (ICBME), the definition of competency-based medical education is :
“An outcomes-based approach to the design, implementation, assessment, and evaluation of medical education programs, using an organizing framework of competencies.” 3
In response to these rapid changes in medical education globally, the Directorate General of Higher Education, Ministry of National Education of the Republic of Indonesia instructed to all higher education institutions to adopt competency-based curriculum (CBC) with emphasis on student-centered learning. The Faculty of Medicine, Universitas Indonesia (FMUI) established the CBC in 2005 along with PBL as the main learning approach.
AIM
The aim of this study is to analyze the preparation, implementation and evaluation of CBC in term of the change management at institution and faculty level.
METHOD
This study is a qualitative study, a single case study with a multiple unit analysis. Purposive sampling method was applied to select the participants. At the institutional level, participants were the former dean and vice dean ( ), the curriculum developers (3 clinical and 2 pre-clinical staffs) including former educational manager, medical education chairman and members. At the faculty level, participants selected were the program coordinator (1 person) and module organizers (3 persons). A structured in-depth interview was conducted to collect data. Interviews were recorded, thereafter transcribed, coded and analyzed according to the themes emerge. Concepts were developed based on categories identified. To triangulate collected data, we utilized other supporting documents, such as students’ assessment results and program evaluation reports.
RESULTS
Fig. 1 PBL Implementation at Institutional Level
Fig. 2 PBL Implementation at Faculty Level
CONCLUSION
A strong leadership and commitment of the leaders is the key of success of a new curriculum implementation at institutional level. In addition, at faculty level, communication, coordination among module organizer and resources availability may also play an important role in developing a new curriculum.
REFERENCES
Harden, RM. Outcome-based education: the future is today. Medical Teacher, 2007; 29:
Majoor G and Niemantsverdriet S, Internationalization. In: van Berkel H, Scherpbier A, Hillen H and van der Vleuten C (eds). Lessons from Problem-based Learning. Oxford University Press, pp
Frank JR, et al, Competency-based medical education: theory to practice. Medical Teacher, 2010; 32: