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7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
1/46
Suharto
R Kuliah Interne, 08 juli 2015
01/24/16 1CLT 4
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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Knowing is not enough; we must apply.
Willing is not enough; we must do.
Goethe
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BETTER TRAINING BETTER CARERole of the Trainer
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Medical Education
Medical education is based on the knowledge,skills and behaviours reuired !or the e!!ective
teaching and training o! doctors"
It enco#$asses all stages o! education !ro#undergraduate through $ostgraduate educationto continuing $ro!essional develo$#ent"
Medical educators and clinical teachers
develo$, deliver and #anage teaching$rogra##es and engage in scholarshi$ andresearch into all as$ects o! teaching learning
and assess#ent"
AoME, 20001/24/16 4CLT 4
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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The Purpose of
Medical Education
%to $rovide !or the develo$#ent o! theknowledge, skillsand values necessar&
to undertake the li!e'long
res$onsibilities o! a $h&sician%"
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Curriculum model(Edinburgh
S$iral ***** (ore and o$tions***** Integrated ))))
S&ste#s'based ***** *isci$line'based ))))
+roble#'based )) (ase'based ))) ask'based )) -utco#e'based ))
Student'centred )))) Sel!'directed )))) Multi'$ro!essional )) (o##unit&'centred ))))
01/24/16 6CLT 4
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Student
(urriculu# outco#es
.hat to learn ' content
/ow to learn
educational strateg&teaching and learning tools
ssess#ent
ducational environ#ent
= preparedness for practice
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In s!ills education"#
.the accent is upon learner doing!
.upon the applicationof knowledge and
understanding to an intellectual,
psychomotor or affective activity
01/24/16 8CLT 4
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General Principles of$!ills Teaching % &earning
It has a clear and s$eci!ic $ur$ose It rein!orces knowledge and understanding It #ust be de#onstrated well n o$$ortunit& to tr& it out n o$$ortunit& to $ractice it (oaching 3observation4 and se!ul evaluation and hel$!ul !eedback #$hasis u$on sel!'directed initiative
6uided b& an e7$licit $er!or#ance standard 6uided b& a high $er!or#ance standard (on!idence'building o$$ortunit& in direct $atient
care
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'noledge Ac)uisition *s$!ill +e*elopment
DOM" #"O$%&D'& (#%%
)eacher ole lecture mentor
ctivity +enter teacher learner
%earningOpportunity
anytime limited
%earning
ncrement
variable size discrete &
well defined
ssessment -eedack/
anytime as soon as possible
(etting almost anywhere clinical/simulated
"eed for repetition/ variable mandatory
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,h- the emphasis on s!illseducation.
+atient care is an a$$lied activit&
+er!or#ance e#$hasis is increasing at all levels o! our
$ro!essional activit&Medical school skills education has been sli$$ing
.e want better M clinical $er!or#ance outco#es
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/rgani0ing Clinical $!ills Education
0y the spectrum of clinical care/
#ergenc& care
cute care
(ritical care
(hronic care +alliative 9 ter#inal care
.ellness 9 $reventive care
+o$ulation (are
01/24/16 12CLT 4
1o.What are some examples of skills teaching?
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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Serice Learnin!
Service :earning #odel that structures
acade#ics ' an essential #odel !or
develo$ing the !uture work!orce"
(hallenges o! designing, develo$ing and
i#$le#enting a Service :earning
$rogra##e based on three case studies"
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+e2nition of $er*ice&earningService :earning is a credit'bearing educational
e7$erience in which students $artici$ate in an
organised service activit& that #eets identi!ied
co##unit& needs and re!lect on the serviceactivit& in such a wa& as to gain !urther
understanding o! the course content, a broader
a$$reciation o! the disci$line, and an enhancedsense o! civic res$onsibilit&"3/atcher and ;ringle, 1
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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+e2nition of ,or!Integrated &earning(,I& .ork Integrated :earning is a de!ining
ele#ent o! a holistic educational strateg&
that is known as (oo$erative ducation, it
advocates the !or#al integration o!structured real'li!e e7$eriences 3work'$lace
or co##unit& service as well as si#ulated
assign#ents and action learning $rojects4"
3da$ted !ro# the .ork Integrated :earning +olic& +ol&technic o! >a#ibia4
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$tudents orientation
Students agree#ent?contract andguidelines"
*esigning learning objectives"
7$ectations !or students, hostuniversit& and host organisations"
Re$orting structures"
Su$ervision and #entoring" he i#$ortance o! student@s and
su$ervisor As relationshi$"
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'olb3s Theor- ofE4periential &earning
01/24/16 17CLT 4
http://serc.carleton.edu/images/introgeo/enviroprojects/kolb_cycle.gif7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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Conceptual
5rameor! *eter#ining objectives?:earning outco#e +re'surve& Service :earning?7$erience Re!lection
' Bor#ative assess#ent 3Mid'ter# re$ort4
' Su##ative assess#ent 3Binal re$ort4
ssess#ent 3 +resentation4 +ost'surve& 3students4 +ost surve& 3Industr& su$ervisor4
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Actual &earning 6 The
Gap *i!!erent stakeholder@s objectives" >ature o! +rogra##e?working
environ#ent"
:ack o! o$$ortunities to e7$ose students"
i#e constrains 3!our weeks4"
nclear distinction between S: and
internshi$" :ack o! balance between service and
learning"
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"ro#o$ed Model %or SL
In$ut
+rocess Mentorshi$
Sta!! skills
Monitoring
ssess#ent strateg&
-ut$ut
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:R>I>6 9
+R-B
*C:-+M>
E&'()*&ME&T
&1tended -aculty(olleagues, nurses, /+s
etc
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D
&"2O"M&")
&earning Culture in theor!place+eelo#in! o#enne$$(nolin! -ole tea. #atient
S-ared alue$ under$tandin!'aluin! includin! trainee$
Indi*idual Traineeriendl $u##ortie relation$-i#A##ro#riate clinical $u#eri$ionEn$ure na.ed $u#eri$or
Mai.i$e learnin! o##ortunitie$
+epartment 5acult-GroupAttend .eetin!$ "S$+i$cu$$ trainee$ #er%or.anceCon$i$tenc o% a##roac-C"+ %or educational role
$er*ice Pro*ision"roactiel .ana!e orloadEn$ure #atient $a%etAllo trainee to tae re$#on$iilit
Teac- role.odel eciencie$
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Malcol. nole$
1
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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Andro!o! $: "eda!o! +edagog&
Bor#al
:earners are
de$endent and
directed b& teacher
valuation is e7ternal
3teachers, tests4
:earners e7trinsicall&
#otivated 3grades4
ndrogog&In!or#al and coo$erative
:earners are inde$endent and
sel!'directedvaluation through sel!'
assess#ent
:earners
intrinsicall& #otivated
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Andro!o! $: "eda!o! +edagog&
:earners
ine7$erienced
Calue learning that is
$ut u$on the#
:earning centers on a
$articular subject
ndrogog&:earners have own rich
e7$erience, used as a
resource
Calue learning that is relevant
to ever& da& li!e
:earning centers on a
$articular $roble#
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Creatin! t-e *#ti.al Learnin!Eniron.ent>
(reate and environ#ent where thelearner is trul& at the center.h& is the learner hereF
.hat #otivates herF.hat $roble#s does she want to solveF
.hat are her goalsF
/ow will she #easure success in #eeting
those goalsF.hat e7$eriences will she bring to the
$rocessF
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Creatin! t-e *#ti.al Learnin!Eniron.ent>
6et to know &our learner, shows res$ect
hree uestions
.hat are &ou ho$ing to learnF.here will &our !uture career likel& take &ouF/ow can this course serve &ou in that !utureF
Knowing &our learner and his?her goalskee$s the learning environ#entERelevantS$arks internal #otivation
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Sel%+irected Learnin!; a related
conce#t dult learners are autono#ous andgoal'oriented(o#e to educational e7$erience with goals
alread& in #indeachers !acilitate the #eeting o! those
goals
Strateg& gives learner !eeling o! control,
e#$ower#ent :earner acce$ts res$onsibilit& !or
learningCand "C: Sel% direction %or li%elon! learnin!; a co.#re-en$ie !uide to t-eor and #ractice: San ranci$co;
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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*#ti.i?in! Sel%+irection>
llow learners ti#e to ask uestions +rovide o$$ortunit& !or building o!
theories and h&$otheses
ncourage critical a$$raisal o! newin!or#ation
Borce learners to identi!& ga$s in theirown knowledge and #ake $lan !oraddressing those ga$s
+resentations and literature reviews
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Sel%Ecac
:earners #ake decisions about how
#uch e!!ort to give, how hard to work, in
$art due to their $erceived likelihood o!
success+revious $er!or#ance
-bservations o! others
Cerbal $ersuasion
=andura A: Social %oundation$ o% t-ou!-t and action; a $ocial co!nitie t-eor: En!leood Cli@$, &
7/25/2019 Clt4-Educate Exposure Experience and Reflection_prof Suharto
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Set T-e. B# to Succeed> Set clear goals and e7$ectations
Model what &ou would like learners to
do
llow learners to $ractice and receive
!eedback
+ro#ote re!lection on learning $rocess
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E#eriential Learnin!
ConcreteE#erience
Reflection
)eection
A$tract
Conce#tuali?ation
Reflection
E#eri.entation
+aid A: ol: E#eriential Learnin!; E#erience a$ t-e $ource o% learnin! anddeelo#.ent D1984
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Mi$$ed Ste#$
-$ti#al learning reuires ti#e !or all !ourste$s
Rushed learners o!ten ski$ re!lection and
abstract conce$tualiGation
-scillation between e7$erience and
e7$eri#entation is !ar less e!!ective
ReflectionE#eri.entationConcreteE#erience
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Attend to t-e Millennial
Learner ccusto#ed to grou$ work +re!ers active learning
Multi'tasks with ease
7$ert in technolog&
Reuires structure
6oal oriented
http788#ba!er#edu8departments8etl8resources8Teaching9:;across9:;Generations9:;ith9:;notes*
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Attend to t-e Millennial
Learner> se the #ost u$dated re!erences and kee$technolog& current
llow !or use o! co#$uter and other
resources during learning llow !or s#all grou$ learning and build
structuressign s#all grou$ roles initiall&
Rotate roles
Reuire 100J $artici$ation
Set clear e7$ectations o! each individual
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ee#in! it re$-
eaching the sa#e course can get
#onotonousdherent to old #ethods
I! it@s not broken, don@t !i7 it
Strategies !or continual ins$iration
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acult +eelo#.ent each the teachers
dult learning theor&
ssess#ent and !eedback
S#all grou$ d&na#ics
Si#ulate s#all grou$ sessions
-bserved teaching with !eedback !ro#
$eersShare course and teacher evaluation data
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Conclu$ion
dult learners are%
Millennial
Self-directed
Experienced
Reflectie
Self-assessed
Pro!le"-centeredSelf-"otiated
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Al$oF:
dult learners are all o! the $eo$le in thisroo#
.hile &ou are brought here because &ou areteachers, don@t !orget that &ou are also adult
learners" *irecting &our course is a learning
o$$ortunit& that will be #ost success!ul when
seen through the lens o! adult learningtheor&" >otecard
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G-at i$ reectionH
L Metacognition
L Sel!'e7a#ination?sel!'assess#ent
L Re'$rocessing ideas to su$$ort understanding
L Integration
L uestioning assu#$tions
L +erceiving #ulti$le conte7ts or $ers$ectives
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or.$ o% )eectionL ccount?anal&sis o! a $rocess
L Review o! $rogress
L 6oal'setting
L S&nthesis
L nal&sis o! an e7$erienceL nal&sis that connects a series o! e7$eriences
L nal&sis o! an arti!act
L nal&sis that connects a series o! arti!acts
01/24/16 44CLT 4
Cl i A t ' l %
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Clai.$ Aout 'alue o%)eection
L Re!lection hel$s students #ake knowledge b&articulating connections
L Re!lection introduces students to new kinds o!
sel!'assess#ent that the& carr& into the rest o!
their livesL Re!lection hel$s develo$ habits o! re!lective
$ractice
L Re!lection su$$orts dee$er engage#ent in
learningL Re!lection $rovides evidence o! learning not
available b& other #eans
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/>K N-