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ProblemProblem -- Based LearningBased Learning
DettyDetty IryaniIryani
BagianBagian PendidikanPendidikan KedokteranKedokteranFakultasFakultas KedokteranKedokteran UNANDUNAND
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Reasons for ChangesReasons for Changes
General Reasons
Cognitive Psychology
Educational Background
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Curriculum:learning objectives
(competencies),L&T approach, assessment &
learning environmentshould be evaluated
& revised
Science &
technology
Information &Communication
Changes in communityperception & knowledge
to health issues
Globalization
High competitiveness
High quality graduates: scientist-professional, lifelong learner,
sensitive, creative, independent,innovative, critical thinking,
ethics
Reasons for ChangesReasons for Changes
General Reasons
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Reasons for ChangesReasons for ChangesEducational Background
Constructivism theoryConstructivism theory Adult Learning Adult LearningShifting paradigm from teaching toShifting paradigm from teaching tolearninglearning
Research on learning formatsResearch on learning formats
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Reasons for ChangesReasons for ChangesEducational Background
Constructivism theoryConstructivism theory
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Reasons for ChangesReasons for ChangesEducational Background
Constructivism of learning:Constructivism of learning:
Knowledge is constructed from experienceKnowledge is constructed from experienceLearning is a personal interpretation of the worldLearning is a personal interpretation of the worldLearning is an active process in which meaning is developed on tLearning is an active process in which meaning is developed on t hehebasis of experiencebasis of experience
Conceptual growths comes from the negotiation of meaning, theConceptual growths comes from the negotiation of meaning, thesharing of multiple perspectives and the changing of our internasharing of multiple perspectives and the changing of our interna llrepresentations through collaborative learningrepresentations through collaborative learningLearning should be situated in realistic settings; testing shoulLearning should be situated in realistic settings; testing shoul d bed beintegrated with the task and not a separate activityintegrated with the task and not a separate activity
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Reasons for ChangesReasons for ChangesEducational Background
Adult Learning Adult Learning
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>16 th? Age
? PsikologisTidak terikat orang lain
MandiriBertanggungjawab
Dapat mengambil keputusan
sendiri
?Biologis
Tanda kelamin sekunder
DefinitionDefinition Adult Adult
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Adult learning Adult learningCharacteristics (Malcolm Knowles) Characteristics (Malcolm Knowles)
1. Adults are autonomous andself-directed
2. Adults have
accumulateda foundation oflife experiences and knowledge
4. Adults are relevancy-oriented
3. Adults are
practical
http://www.free-graphics.com/clipart/Business/Cartoons/thumbnails7.shtmlhttp://www.free-graphics.com/clipart/Cartoon/Education/thumbnails2.shtml8/12/2019 KP 1.1.3 PBL
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Andragogy AndragogyCharacteristics (Malcolm Knowles) Characteristics (Malcolm Knowles)
5. Adults are goal-oriented
6. Adults need to be shown respect
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Adult learning theory Adult learning theory
Tasks should be relevant for thelearner, motivation
Learner is involved in settingeducational goals
Practice of all the skills
Laidley & Braddock, 2000
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Adult learning theory Adult learning theory
Learning is within capacity of thelearner
Regular feedback is provided
The learner can reflect onexperiences
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Asumsi Asumsi PedagogiPedagogi Andragogi Andragogi
KonsepKonseppembelajarpembelajar
BergantungBergantung padapada guruguru((pasif pasif ))
IndependenIndependen /self /self --directed (directed ( aktif aktif ))
PeranPeran guru/guru/ dosendosen FigurFigur otoritasotoritas PembimbingPembimbing && fasilitatorfasilitator
PeranPeran prior knowprior know --ledgeledge pembelajarpembelajar
LebihLebih banyak banyak ditambahditambahdaripadadaripada digunakandigunakansebagaisebagai sumbersumber belajarbelajar
SebagaiSebagai sumbersumber yangyangkayakaya untuk untuk pembelajaranpembelajaran
KesiapanKesiapan untuk untuk belajarbelajar
UniformUniform dalamdalam tingkattingkatdandan kurikulumkurikulum
BerkembangBerkembang daridari tugastugasdandan masalahmasalah
OrientasiOrientasipembelajaranpembelajaran BerpusatBerpusat padapada subyek subyek BerpusatBerpusat padapada masalahmasalah / /tugastugas kontekstualkontekstual
MotivasiMotivasi EksternalEksternal , reward &, reward &punishmentpunishment
Insentif Insentif internalinternal dandansikapsikap inginingin tahutahu
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Reasons for ChangesReasons for ChangesEducational Background
Shifting paradigm from teaching toShifting paradigm from teaching tolearninglearning
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THE LEARNING AND TEACHING SYSTEM
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Teacher centered
Knowledgetransfer
Reinforcespassiveness
h
Teachersprovide answers
h Teachers directstudents
Studentcentered
h Knowledgeacquisition
h Reinforcesactiveness
h
Teachers askquestions
h Teachers guidestudents
Teaching vs learning
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Reasons for ChangesReasons for ChangesEducational Background
Research on learning formatsResearch on learning formats
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The Learning Pyramid
Teach others
Lecture
Discussion group
Demonstration Audiovisual
Reading
Practice by doing
5%
10%
20%30%
50%75%
80%
AverageRetention Rate
National Training Laboratories, Bethel, Maine, USA
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Definition of PBLDefinition of PBLan active learning stimulated by, and focused round a
clinical, community or scientific problem (Davis andHarden, 1999)
Students work on the problem which is explicitly usedto get students themselves to identify and search forthe knowledge, that they need to obtain in order toapproach the problem (Ross, 1991)
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Definition of PBLDefinition of PBLinstructional method characterized by the use of
patient problems as a context for students to learnproblem-solving skills and acquire knowledge aboutthe basic and clinical sciences (Albanese&Mitchell,1993)
Faculty objectives are translated into a problem, usuallyconsisting of a set of phenomena in need of some kind ofexplanation. Students analyse these problems, attempting tounderstand the underlying principles or processes through small-group discussion. During discussion, questions which remainunanswered are identified. These questions or learning issues
serve as a guide for independent and self-directed learning(Dolman, 1994)
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Apa Apa ituitu PBLPBL??
SSuatu strategi pembelajaranuatu strategi pembelajaran ::menggunakanmenggunakan masalahmasalah sebagai stimulus untuksebagai stimulus untukmenemukanmenemukan atauatau mendapatkan informasimendapatkan informasi
yang diperlukan untukyang diperlukan untuk memahamimemahami dandan mencarimencari
solusisolusi nyanya
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Characteristics of PBLCharacteristics of PBL
small group discussions onsmall group discussions on
interdisciplinary problems withinterdisciplinary problems with
enough time for self study andenough time for self study and
parallel training in skillsparallel training in skills
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Karakteristik Karakteristik PBLPBL
Pembelajaran bersifatPembelajaran bersifat student student - - centered centered yang aktif;yang aktif;Pembelajaran dilaksanakan melalui diskusi kelompok kecil dan semPembelajaran dilaksanakan melalui diskusi kelompok kecil dan sem uaua
anggota kelompok memberikan kontribusinya secara aktif;anggota kelompok memberikan kontribusinya secara aktif;Diskusi dipicu oleh masalah yang bersifat integrasi interdisipliDiskusi dipicu oleh masalah yang bersifat integrasi interdisipli n yangn yangdidasarkan pada pengalaman/kehidupan nyata;didasarkan pada pengalaman/kehidupan nyata;Diskusi secara aktif merangsang mahasiswa untuk menggunakanDiskusi secara aktif merangsang mahasiswa untuk menggunakan
prior knowledge prior knowledge nyanyaMahasiswa terlatih untuk belajar mandiri dan diharapkan dapatMahasiswa terlatih untuk belajar mandiri dan diharapkan dapatmenjadi dasar bagi pembelajaran seumur hidup;menjadi dasar bagi pembelajaran seumur hidup;Pembelajaran berjalan secara efisien, karena informasi yangPembelajaran berjalan secara efisien, karena informasi yangdikumpulkan melalui belajar mandiri sesuai dengan apa yangdikumpulkan melalui belajar mandiri sesuai dengan apa yangdibutuhkannya (dibutuhkannya ( need to know basis need to know basis ););Feedback dapat diberikan sewaktu tutorial, sehingga dapat memacuFeedback dapat diberikan sewaktu tutorial, sehingga dapat memacumahasiswa untuk meningkatkan usaha pembelajarannya;mahasiswa untuk meningkatkan usaha pembelajarannya;
Latihan keterampilan diberikan secara paralel.Latihan keterampilan diberikan secara paralel.
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Tutorial as intervention mediaTutorial as intervention mediafor learning facilitationfor learning facilitation
Skillslab
Tutorial
PrakcticeSession
Lecture SDL
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tudent-centered
roblem-based
ntegrated
ommunity-based
lective
ystematic
eacher-centered
nformationgathering
iscipline-based
ospital-based
ore
ppreticenship
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TujuanTujuan PBLPBLMembangunMembangun dandan mengembangkanmengembangkan pembelajaran mahasiswapembelajaran mahasiswayangyang memenuhimemenuhi kriteriakriteria ketigaketiga ranahranah pembelajaranpembelajaran(( taxonomy of learning domains taxonomy of learning domains ).).
-- DiDi bidangbidang kognitif kognitif ((knowledges knowledges ):): berupaberupa ilmuilmu dasardasar dandan ilmuilmu terapanterapansecarasecara terintegrasiterintegrasi ;;
-- DiDi bidangbidang psikomotorpsikomotor (skills):(skills): berupaberupa scientific reasoning scientific reasoning ,, criticalcriticalappraisal appraisal ,, information literacy information literacy ,, self self - - directed learning directed learning ,, life life - - longlonglearning learning ;;
-- DiDi bidangbidang affektif affektif ((attitudes attitudes ):): berupaberupa value of framework value of framework ,, hubunganhubungan
antarantar --manusiamanusia , yang, yang berkaitanberkaitan masalahmasalah psikososialpsikososial (( psychosocial psychosocialissues issues ))
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METODE DAN STRATEGIMETODE DAN STRATEGI
PEMBELAJARANPEMBELAJARANSISTEM PBLSISTEM PBL
didiFakultas KedokteranFakultas KedokteranUniversitas AndalasUniversitas Andalas
Faculty CurriculumFaculty Curriculum
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Faculty CurriculumFaculty Curriculum
Core curriculumCore curriculum : 80 %: 80 %Local studiesLocal studies : 20 %: 20 %
-- Vision and Mission / Renstra of University Vision and Mission / Renstra of University-- Prominent Health Problem in West SumatraProminent Health Problem in West Sumatra-- ElectivesElectives
Conducted in 10 semestersConducted in 10 semesters-- 11 stst semestersemester : General education: General education-- 22ndnd 77 thth semestersemester : Integrated medical education: Integrated medical education-- 88 thth 1010 thth semestersemester : Clinical experiences (clerkship): Clinical experiences (clerkship)
Strategy of learning: PBLStrategy of learning: PBL
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FACULTY CURRICULUMFACULTY CURRICULUM
BLOCK BLOCK BLOCK BLOCK
MODULE MODULE MODULE
SCENARIOweekly
SCENARIOweekly
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SCHEME OF BLOCKS
I N T E R N S H I P
C L E R K S H I P
19 20 21
13 14 15 16 17 18
7 8 9 10 11 12
4 5 6
6 t h
Y e a r
5 t h
Y e a r
4 t h
Y e a r
3 r d
Y e a r
2 n d
Y e a r
1 s t
Y e a r
1 2 3
C L E R K S H I P
fL i S f PBL
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Learning Strategy of PBLLearning Strategy of PBL
1.1. Tutorial (small group discussionTutorial (small group discussion ))2.2. Mini lectureMini lecture3.3. Private study (self Private study (self --learning)learning)4.4. Basic medical practiceBasic medical practice
5.5. SSkills labkills lab :: -- laboratorylaboratory-- proceduralprocedural
-- clinicalclinical6. Plenary discussion6. Plenary discussion
77. Clerkship. Clerkship
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