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Dasar-dasar Pengembangan Kurikulum Pendidikan Dokter

Dasar-dasar Pengembangan Kurikulum Pendidikan Dokter. Titi Savitri Prihatiningsih Bagian Pendidikan Kedokteran Fakultas Kedokteran Universitas Gadjah Mada. Definisi Kurikulum.

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Dasar-dasar Pengembangan Kurikulum Pendidikan Dokter

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  1. Dasar-dasarPengembangan KurikulumPendidikan Dokter Titi Savitri Prihatiningsih Bagian Pendidikan Kedokteran Fakultas Kedokteran Universitas Gadjah Mada

  2. Definisi Kurikulum • Kurikulum pendidikan tinggi adalah seperangkat rencana dan pengaturan mengenai isi, bahan kajian maupun bahan pelajaran serta cara penyampaian dan penilaian yang digunakan sebagai pedoman penyelenggaraan kegiatan belajar-mengajar di perguruan tinggi

  3. Definisi Kurikulum • The curriculum is all the experiences that students have under the guidance of the university

  4. Asas Pengembangan Kurikulum • Asas Filosofis • Asas Sosiologis • Asas Psikologis • Asas Pengorganisasian • Asas yuridis

  5. Komponen Kurikulum Tujuan Materi Penilaian Proses Belajar Mengajar

  6. Langkah-langkah Pengembangan Kurikulum

  7. Model Tyler (1949) • Tentukan tujuan pendidikan yang akan dicapai • Pengalaman belajar apa yang dapat diberikan agar tujuan tersebut tercapai

  8. Model Warwick (1975) • Susun kurikulum yang paling ideal • Pertimbangkan segala sumber yang ada • Identifikasi hambatan atau kendala • Modifikasi kurikulum ideal dengan mempertimbangkan hambatan • Disain cetak biru kurikulum dan perhatikan struktur, ruang lingkup, urutan dan keseimbangan

  9. Model Warwick (1975) • Persiapkan materi pembelajaran • Disain proses belajar-mengajar yang efektif dengan memperhatikan cetak biru kurikulum

  10. Model Hilda Taba (1962) • Menentukan tujuan pendidikan: • Merumuskan tujuan umum • Mengklasifikasi tujuan • Merinci tujuan (mis. Pengetahuan, ketrampilan, dll) • Merumuskan tujuan dalam bentuk spesifik

  11. Model Hilda Taba (1962) 2. Menseleksi pengalaman belajar • Relevansi dengan kenyataan sosial • Keseimbangan ruang lingkup dan kedalaman • Variasi pengalaman belajar • Penyesuaian dengan minat dan kebutuhan mahasiswa

  12. Model Hilda Taba (1962) 3. Pengorganisasian materi dan kegiatan belajar mengajar • Menentukan pengorganisasian kurikulum • Menentukan urutan atau sequence • Menentukan integrasi • Menentukan fokus pembelajaran

  13. Model Hilda Taba (1962) 4. Evaluasi hasil kurikulum • Menentukan kriteria penilaian • Menyusun program evaluasi yang komprehensif • Menentukan teknik pengumpulan data • Menentukan penafsiran data evaluasi • Menterjemahkan evaluasi ke dalam kurikulum

  14. Harden (2000) • 1. Identifying the need • 2. Establishing the learning outcome • 3. Agreeing the content • 4. Organizing the content • 5. Deciding the educational strategy

  15. Harden (2000) • 6. Deciding the delivery methods • 7. Preparing the assessment • 8. Communication about the curriculum • 9. Preparing the educational environment • 10. Managing the study programme

  16. Kurikulum baru HARUS diujicoba

  17. Langkah ujicoba kurikulum • Menyusun bahan ujicoba • Melakukan ujicoba kurikulum • Revisi dan konsolidasi • Review kurikulum yang telah disusun • Pelaksanaan

  18. Competency-based Medical Education

  19. Competency is an action performed to a specific standard under specific condition

  20. Competencies(a cognitive perspective) • “Competence embraces the structure of knowledge and abilities” (Messick, 1984) • “Competence rests on an integrated deep structure (understanding) and on the general ability to coordinate appropriate internal cognitive, affective and other resources necessary for successful adaptation” (Wood & Powers, 1987) There are enabling factors for competence

  21. Competencies(a cognitive perspective) • Competence derives from possession of a set of relevant attributes such as knowledge, skills and attitudes, called competencies • a competency is a combination of attributes underlying some aspect of successful professional performance (Gonczi et al, 1993) Competence in an area therefore requires a specific set of prerequisite competencies

  22. Competency is … • A complex set of behaviour built on the components of knowledge, skills and attitudes

  23. Differences between Content-based/Structure/Process-based and Competency-based

  24. Differences between Content-based/Structure/Process-based and Competency-based

  25. Differences between Content-based/Structure/Process-based and Competency-based

  26. Differences between Content-based/Structure/Process-based and Competency-based

  27. Curricular Design for CBE 1. Competency identification 2. Determination of competency components and performance levels 3. Competency evaluation 4. Overall assessment of the process

  28. Novice Beginner Competent Proficiency Expert Beginning level Intermediate level Advanced level 1. Melihat/tahu 2. Melakukan di bawah supervisi 3. Melakukan mandiri Examples of performance levels

  29. Outcomes(areas of competence) Educating Doctor Curriculum Development Competencies Knowledge, Skills, Attitudes

  30. Roles and Functions of Health Professional Competencies required for performance of roles/functions Knowledge, skills, attitudes for acquisition of competencies

  31. Roles and Functions of Health Professional Competencies required for performance of roles/functions Knowledge, skills, attitudes for acquisition of competencies Assess Assess Assess

  32. Elements of CBME (1) • Competencies to be achieved are carefully identified, verified and made public in advance • Criteria to be used in assessing achievement and the conditions under which achievement will be assessed are explicitly stated and made public in advance

  33. Elements of CBME (2) 3. The instructional program provides for the individual development and evaluation of each of the competencies specified 4. Assessment of competency takes the participant’s knowledge and attitudes into account but requires actual performance of the competency as the primary source of evidence

  34. Elements of CBME (3) 5. Participants progress through the instructional program at their own rate by demonstrated the attainment of the specified competencies

  35. Characteristics of CBME (1) • Competencies are carefully selected • Supporting theory is integrated with skill practice. Essential knowledge is learned to support the performance of skills • Detailed training materials are keyed to the competencies to be achieved and are designed to support the acquisition of knowledge and skills

  36. Characteristics of CBME (1) • 1. Competencies are carefully selected • 2. Supporting theory is integrated with skill practice. Essential knowledge is learned to support the performance of skills • 3. Detailed training materials are keyed to the competencies to be achieved and are designed to support the acquisition of knowledge and skills

  37. Characteristics of CBME (2) • 4. Methods of instruction involve mastery learning, the premise that all participants can master the required knowledge or skill provided sufficient time and appropriate training methods are used

  38. Characteristics of CBME (3) • 5. Participants’ knowledge and skills are assessed as they enter the program and those with satisfactory knowledge and skills may bypass training or competencies already attained. • 6. Learning should be self-paced

  39. Characteristics of CBME (4) • 7. Flexible training approaches including large group methods, small group activities and individual study are essential components • 8. A variety of support materials including print, audiovisual, and simulations keyed to the skills being mastered are used • 9. Satisfactory completion of training is based on achievement of all specified competencies.

  40. Characteristics of CBME (5) • Evaluation is focused on the measurement of the mastery of information and skills. Criterion-referenced should be used

  41. Implications for using CBME (1) • 1. Organizations must be committed to providing adequate resources and training materials • 2. Audiovisual materials need to be directly related to the written materials • 3. Training activities need to match the objectives

  42. Implications for using CBME (2) • 4. Continuous participant interaction and feedback must take place • 5. Trainers must be trained to conduct competency-based training courses • 6. Individuals attending training must be prepared for CBT as this approach is likely to be very different.

  43. Design activities for CBME (1) • 1. Identification of specific clinical performance or clinical skills (e.g. CPR, etc) • 2. Identification of the conditions under which the clinical performance or clinical skills must be demonstrated (e.g. using simulators, role plays, etc) • 3. Development of the criteria or standards to which the skills must be performed

  44. Design activities for CBME (2) • 4. Development of the competency-based learning guides and checklists which list each of the steps and sequence required to perform each skills or activity • 5. Development of the reference manuals which contain the essential, need-to-know information related to the performance or skills to be developed

  45. Design activities for CBME (3) • 6. Development of the models to be used during training • 7. Development of training objectives which outline what the participant must do in order to master the clinical performance or clinical skills • 8. Development of course outlines which match a variety of training methods and supporting media to course objectives

  46. Design activities for CBME (4) • 9. Development of course syllabi and schedules which contain information about the course and which can be sent to participants in advance so they are aware of details concerning the course.

  47. Delivery and Evaluation Activities for CBME using a clinical skill as an example

  48. 1. Administration of a precourse questionnaire to assess the participants’ knowledge and attitudes about course content • 2. Administration of precourse skill assessments using model to ensure participants possess the entry level skills to complete the course successfully and role plays to determine the level of their communication skills

  49. 3. Delivery of the course by a trainer/facilitator using an interactive and participatory approach • 4. Transfer of skills from the instructor to the students through clinical counselling skill demonstrations using slide set, videotapes, models, role plays and finally clients

  50. 5. Development of the students’ skills using a humanistic approach, which means participants acquire the skills and then practice until competent using anatomic models and role plays • 6. Practice of the skills following the steps in the learning guide until the participant becomes competent at performing the skills

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