1. Strategi dan Metode Pembelajaran dalam Pendidikan Dokter
Titi Savitri Prihatiningsih
Bagian Pendidikan Kedokteran

2. The importance of Health Profession Education….
Anyone with responsibility for educating nurses, midwifes, residents, and physicians should be skilled and well informed about health profession education – as preparing these learners to provide a safe, humane and effective care for the members of our society is a heavy responsibility

4. The Learning Pyramid Lecture 5% Reading 10% Audiovisual 20%
Average
Retention Rate
Lecture 5%
Reading
10%
Audiovisual
20%
Demonstration
30%
Discussion group
50%
Practice by doing
75%
Teach others
80%
National Training Laboratories, Bethel, Maine, USA

5. Doctor How do ensure that your doctor achieves actual competencies?
What do you claim your doctor should be able to do?
How do you ensure that you will produce such a doctor?

6. Assumptions of Learners based on Pedagogical Model
The need to know (exam)
The learner’s self-concept (dependent personality)
The role of experience (little)
Readiness to learn (depends on teacher)
Orientation to learning (subject-centred, subject content)
Motivation (external)

7. What is wrong with Pedagogical Model?
Pedagogy is the art and science of teaching children – based on assumptions about teaching learning between 7th-12th Century in Monastic School of Europe

8. What is Learning?
Learning is a change in human capability, which can be retained, and not due to the process of growth (Gagne, 1965)
Education for Capability
Competency-based Education

9. Andragogical Model of Adult Learning
1. The Need to Know (important for life)
2. The Learner’s Self Concept
(independent)
3. The Role of the Learner’s Experience (important – self identity)
4. Readiness to Learn (ready)
5. Orientation to Learning (case, problem, real life)

10. Constructivism Theory of Learning
Merril (1991) in Smorgansbord (1997) propose the assumptions of constructivism as follows:
Knowledge is constructed from experience
Learning is a personal interpretation of the world
Learning is an active process in which meaning is developed on the basis of experience

11. Constructivism Theory of Learning
Conceptual growths comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning
Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity

12. Clinical Reasoning Networks Organizing memory (structure)
Context information
Information retrieval
Pattern recognition

13. Illness Script Theory
Expert
Novice
Intermediate
Novice

14. Independent Learning A process in which:
* individuals take the initiative with or without the help of Others
* in diagnosing their learning needs, formulating learning goals,
* identifying human and material resources
* for learning, choosing and implementing appropriate learning strategies and evaluating learning outcomes
(Knowles, 1975)

15. Metode Pembelajaran Mutakhir berdasarkan Teori Konstruktivisme
Teori Ilness Script
Teori Belajar Orang Dewasa

16. The Learning Pyramid Lecture 5% Reading 10% Audiovisual 20%
Average
Retention Rate
Lecture 5%
Reading
10%
Audiovisual
20%
Demonstration
30%
Discussion group
50%
Practice by doing
75%
Teach others
80%
National Training Laboratories, Bethel, Maine, USA

17. The Continuum of Teacher-Student Centred
Participation and Responsibility of teacher
Teaching orientation
Learning orientation
Didactic
Lecture
Self-study
Participation and responsibility of student

18. The Continuum of Teacher-Student Centred
Participation and Responsibility of teacher
Teaching orientation
Learning orientation
Didactic
Lecture
Self-study
Participation and responsibility of student

19. 1. Problem-based Learning

20. The Continuum of PBL Theoretical learning Problem-orientated learning
Problem-assisted learning
Problem-solving learning
Problem-focused learning
Problem-based mixed approach
Problem-initiated learning
Problem-centred learning
Problem-centred discovery learning
Problem-based learning
Task-based learning

21. The Continuum of PBL (1) Symbol Terminology Description Example Rul
Theoretical Learning
Information provided about theory
Traditional lecture
Problem-orientated Learning
Practical Information provided
Lecture with practical information
Problem-assisted Learning
Problem solving related to specific examples
Case discussions and some activities in practical classes
Rul
(Th)
Rul
(PT)
Rul
(Th) Eg

22. The Continuum of PBL (2) Symbol Terminology Description Example Eg Rul
Problem-focused learning
Information provided followed by a problem, principles later
Overview lecture, problem and study guide
Problem-based mixed approach
Combination
Student can choose
Problem-initiated Learning
The problem is a trigger at the beginning
Patient problem to interest students’ learning
Rul
(Th) Eg
Rul
(Th)
Rul Eg
Rul Eg Eg
Rul

23. The Continuum of PBL (3) Symbol Terminology Description Example
Problem-centred learning
Problems used to introduce principles and rules
A series of problems followed by information
Problem-centred discovery learning
Presenting the problems, followed by opportunities to derive principles
Students derive principles from assignment
Problem-based learning
Development of principles and generalisation
Problems presented and generalise to other setting
Rul
(sp) Eg Eg
Rul
(sp) Eg
Rul
(G)

24. The Continuum of PBL (4) Symbol Terminology Description Example
Task-based Learning
The problem is the real world
Tasks undertaken by health professionals as problems
Rul Eg
(T)

25. 2. Skills Lab Method

26. 3. Experiential Learning

27. 4. Lectures

28. 5. Praktikum Lab

29. 6. Kunjungan Lapangan

30. 7. Community-based education

31. 8. Web-based Learning

32. 9. Patient-based learning

33. 10. Project-based Learning

34. 11. Virtual Learning

35. 12. Collaborative Learning

36. 13. Adaptive Learning

37. 14. Learning Contract

38. 15. Case-study

39. 16. Practice-based Learning

40. The Learning Pyramid Lecture 5% Reading 10% Audiovisual 20%
Average
Retention Rate
Lecture 5%
Reading
10%
Audiovisual
20%
Demonstration
30%
Discussion group
50%
Practice by doing
75%
Teach others
80%
National Training Laboratories, Bethel, Maine, USA

42. Terimakasih
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