Problem-Based Learning

Detty Iryani
Bagian Pendidikan Kedokteran
Fakultas Kedokteran UNAND

Reasons for Changes

General Reasons

Educational Background

Cognitive Psychology

Reasons for Changes

General Reasons

Science &
technology

Information &
Communication

Globalization
Curriculum:
learning objectives
(competencies),
L&T approach, assessment &
learning environment
should be evaluated
& revised

Changes in community
perception & knowledge
to health issues

High competitiveness

High quality graduates: scientistprofessional, lifelong learner,

sensitive, creative, independent,
innovative, critical thinking,
ethics

Reasons for Changes

Educational Background

Constructivism theory
Adult Learning
Shifting paradigm from teaching to
learning
Research on learning formats

Reasons for Changes

Educational Background

Constructivism theory

Reasons for Changes

Educational Background

Constructivism of learning:

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
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

Reasons for Changes

Educational Background

Adult Learning

Definition
Adult

?
?

Age

Psikologis

Biologis

>16th
Tidak terikat orang lain
Mandiri
Bertanggungjawab
Dapat mengambil keputusan
sendiri

Tanda kelamin sekunder

Adult learning

Characteristics (Malcolm Knowles)

1. Adults are autonomous and

self-directed

2. Adults have
accumulated
a foundation of

3. Adults are

practical

life experiences
and knowledge
4. Adults are relevancy-oriented

Andragogy

Characteristics (Malcolm Knowles)

5. Adults are goal-oriented

6. Adults need to be shown respect

Adult learning theory

Tasks should be relevant for the

learner, motivation
Learner is involved in setting
educational goals
Practice of all the skills

Laidley & Braddock, 2000

Adult learning theory

Learning is within capacity of the

learner
Regular feedback is provided
The learner can reflect on
experiences

Asumsi

Pedagogi

Andragogi

Konsep
pembelajar

Bergantung pada guru

(pasif)

Independen/selfdirected (aktif)

Peran guru/dosen

Figur otoritas

Pembimbing & fasilitator

Peran prior knowledge pembelajar

Lebih banyak ditambah

daripada digunakan
sebagai sumber belajar

Sebagai sumber yang

kaya untuk
pembelajaran

Kesiapan untuk
belajar

Uniform dalam tingkat

dan kurikulum

Berkembang dari tugas

dan masalah

Orientasi
pembelajaran

Berpusat pada subyek

Berpusat pada masalah/

tugas kontekstual

Motivasi

Eksternal, reward &

punishment

Insentif internal dan

sikap ingin tahu

Reasons for Changes

Educational Background

Shifting paradigm from teaching to

learning

THE LEARNING AND TEACHING SYSTEM

Teaching vs learning
h Teacher
centered

h Student
centered

h Knowledge
transfer

hKnowledge
acquisition

h Reinforces
passiveness

h Reinforces
activeness

h Teachers
provide answers

hTeachers ask
questions

h Teachers direct
students

hTeachers guide
students

Reasons for Changes

Educational Background

Research on learning formats

The Learning Pyramid

Average
Retention Rate

Lecture

5%

Reading
Audiovisual

10%

Demonstration

30%

Discussion group
Practice by doing

50%

Teach others

80%

National Training Laboratories, Bethel, Maine, USA

20%

75%

Definition of PBL
an active learning stimulated by, and focused round a
clinical, community or scientific problem (Davis and
Harden, 1999)

Students work on the problem which is explicitly used

to get students themselves to identify and search for
the knowledge, that they need to obtain in order to
approach the problem (Ross, 1991)

Definition of PBL
instructional method characterized by the use of
patient problems as a context for students to learn
problem-solving skills and acquire knowledge about
the basic and clinical sciences (Albanese&Mitchell,
1993)
Faculty objectives are translated into a problem, usually
consisting of a set of phenomena in need of some kind of
explanation. Students analyse these problems, attempting to
understand the underlying principles or processes through smallgroup discussion. During discussion, questions which remain
unanswered are identified. These questions or learning issues
serve as a guide for independent and self-directed learning
(Dolman, 1994)

Apa itu PBL?

Suatu strategi pembelajaran:
menggunakan masalah sebagai stimulus untuk
menemukan atau mendapatkan informasi
yang diperlukan untuk memahami dan mencari
solusinya

Characteristics of PBL

small group discussions on

interdisciplinary problems with

enough time for self study and

parallel training in skills

Karakteristik PBL

Pembelajaran bersifat student-centered yang aktif;

Pembelajaran dilaksanakan melalui diskusi kelompok kecil dan semua
anggota kelompok memberikan kontribusinya secara aktif;
Diskusi dipicu oleh masalah yang bersifat integrasi interdisiplin yang
didasarkan pada pengalaman/kehidupan nyata;
Diskusi secara aktif merangsang mahasiswa untuk menggunakan
prior knowledgenya
Mahasiswa terlatih untuk belajar mandiri dan diharapkan dapat
menjadi dasar bagi pembelajaran seumur hidup;
Pembelajaran berjalan secara efisien, karena informasi yang
dikumpulkan melalui belajar mandiri sesuai dengan apa yang
dibutuhkannya (need to know basis);
Feedback dapat diberikan sewaktu tutorial, sehingga dapat memacu
mahasiswa untuk meningkatkan usaha pembelajarannya;
Latihan keterampilan diberikan secara paralel.

Tutorial as intervention media

for learning facilitation

Skills
lab

Lecture

Tutorial

Prakctice
Session

SDL

tudent-centered

roblem-based

ntegrated

ommunity-based

lective

ystematic

eacher-centered
nformation
gathering
iscipline-based

ospital-based

ore

ppreticenship

Tujuan PBL
Membangun dan mengembangkan pembelajaran mahasiswa
yang memenuhi kriteria ketiga ranah pembelajaran
(taxonomy of learning domains).
- Di bidang kognitif (knowledges): berupa ilmu dasar dan ilmu terapan
secara terintegrasi;
- Di bidang psikomotor (skills): berupa scientific reasoning, critical
appraisal, information literacy, self- directed learning, life-long
learning;
- Di bidang affektif (attitudes): berupa value of framework, hubungan
antar-manusia, yang berkaitan masalah psikososial (psychosocial
issues)

METODE DAN STRATEGI

PEMBELAJARAN
SISTEM PBL
di
Fakultas Kedokteran
Universitas Andalas

Faculty Curriculum

Core curriculum
Local studies

: 80 %
: 20 %

- Vision and Mission / Renstra of University

- Prominent Health Problem in West Sumatra
- Electives

Conducted in 10 semesters

Strategy of learning: PBL

- 1st semester
: General education
- 2nd 7th semester : Integrated medical education
- 8th 10th semester: Clinical experiences (clerkship)

FACULTY CURRICULUM
BLOCK

MODULE

BLOCK

MODULE

SCENARIO
weekly

BLOCK

MODULE

SCENARIO
weekly

BLOCK

5th
1st
2nd
3rd
4th
6th
Year Year Year Year Year Year

SCHEME OF BLOCKS
INTERNSHIP
CLERKSHIP
19

20

21

CLERKSHIP

13

14

15

16

17

18

10

11

12

Learning Strategy of PBL

1. Tutorial (small group discussion)
2. Mini lecture
3. Private study (self-learning)
4. Basic medical practice
5. Skills lab : - laboratory
- procedural
- clinical
6. Plenary discussion
7. Clerkship