Silabus Pembelajaran Magister Ilmu Pendidikan Kedokteran Dan Kesehatan FKKMK UGM

UNIVERSITAS GADJAH MADA
FAKULTAS KEDOKTERAN, KESEHATAN MASYARAKAT, DAN KEPERAWATAN

S2 ILMU PENDIDIKAN KEDOKTERAN DAN KESEHATAN
Gedung Radiopoetro Lt.6 Sayap Barat, Jalan Farmako Sekip Utara Yogyakarta, Telp (0274) 562139,
fax:(0274)51196. Email : medicaleducation@ugm.ac.id , Website : www.medicaleducation.fk.ugm.ac.id
Nomor : 68/UN1/FKKMK.2/IPK/PS/2022 6 Juli 2022

Lampiran : Satu berkas
Hal : Pemberitahuan
Yth. Mahasiswa
Magister Ilmu Pendidikan Kedokteran dan Kesehatan
Fakultas Kedokteran, Kesehatan Masyarakat, dan Keperawatan
Universitas Gadjah Mada
Dengan hormat,
Menindaklanjuti Surat Salinan Keputusan Rektor No. 524/UN1.P/KTP/HUKOR/2022

tertanggal 2 Juni 2022 tentang Kalender Akademik Universitas Gadjah Mada Tahun
Akademik 2022/2023, kami Pengelola Program Studi Magister Ilmu Pendidikan
Kedokteran dan Kesehatan Fakultas Kedokteran, Kesehatan Masyarakat, dan Keperawatan
Universitas Gadjah Mada Yogyakarta menyampaikan hal sebagai berikut
1. Pembelajaran Semester Gasal Tahun Akademik 2022/2023 Prodi S2 IPK FKKMK

UGM menggunakan metode bauran/ blended learning.
2. Kegiatan Perkuliahan Semester Gasal Tahun Akademik 2022/2023 Prodi S2 IPK
FKKMK UGM dimulai pada tanggal 1 Agustus 2022.
Demikian informasi kami sampaikan, atas perhatian dan kerja sama yang diberikan kami
ucapkan terima kasih.
Hormat kami,
Ketua,
dr. Widyandana, MHPE., Ph.D., Sp.M(K)

NIP 197903262012121001
Accredited MASTER IN MEDICAL
A
LAM-PTKes
AND HEALTH PROFESSIONS EDUCATION Master in Medical and
Certified Health Professions Education
More accessible and flexible online platform
will apply blended learning
in academic year
2022/2023
Students (3 weeks face to face
Students are teachers and managers of medical and health meetings / semester)
education institutions. Included in this group are:
a. Teachers in medical and health education institution:
Ÿ Faculty of Medicine
Ÿ Faculty of Dentistry
Ÿ Faculty of Nursing/Nursing Program Learning and working altogether is possible
Ÿ Faculty of Public Health
Ÿ Faculty of Pharmacy
Learning without borders
Ÿ Other Health Education Programs
b. Staff of the Government Office that works in the health
sector (e.g Ministry of Health) Meet our supportive and expert teachers
c. Individuals that works in the health education sector.
This master program is intended for Indonesian citizens and other
nationalities that are permitted as stated by the law. The
The first MHPE graduates 2018: Pursue an opportunity for MHPE-FRIENDSHIP
dual program
minimum education background is a bachelor degree in ALL CUMLAUDE
medicine, science, and other social sectors that are relevant with
the medical and health education; such as psychology and Selection Schedule
education.
Graduate's title: MHPE (Master in Medical and Health

Batch I Batch II
Profession Education). Tuition Fee
1 – 29 March 2022 10 May 2022 – 14 June 2022
Education Fee
Matriculation Programme
Semester I Semester II Semester III Semester IV Extention Extention
2 weeks pre-university preparatory programme.
Fee Rp 2.000.000,- 13.000.000 13.000.000 13.000.000 13.000.000 13.000.000 13.000.000
Online Registration >> https://um.ugm.ac.id/
Competency 8
Competency 7
Competency 6
Medical Researcher
Competency 5
Medical Innovator
Competency 4
Competency 3
Teacher
Medical
Competency 2
Competency 1
Walk Gallery Poster Figure 1. Competences of the Master in Medical and

Health Professions Education FM UGM graduates
Semester I (Medical Teacher)
Learning How People Learn in MHPE
Facilitating Learning in MHPE
Workplace-based Learning in MHPE
Learning Resources Development in MHPE
Instructional Design and Curriculum Development
Assessment in MHPE
Semester II (Medical Teacher)

International Seminar Committee Research Methods in MHPE
Educationg Biomedical Ethics and Professionalism
Management, Leadership, and Policy in MHPE
Quality Assurance in MHPE
Majoring (Based on Student Interest)
Semester III (Medical Researcher)
Research in HPE
Semester IV (Medical Innovator)
Elective
Scientific Publication
Innovation in MHPE
Benchmarking FRIENDSHIP 2020 Thesis
Curriculum Map Masters in Medical and Health Professions Education and
FAIMER Regional Institute of Indonesia for Educational Development and Leadership (FRIENDSHIP)
Learning can be done together with working Learn wherever you are Meet the teachers for dialog and fun
AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY

Semester 1
Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4
Selection Candidate's Decision
FRIENDSHIP Application Application Review and Selection Announ Pre-Institute Orientation and Conversation
cement and Administration
Orienta Learning Resources Assessment Development
MHPE Application and Selection How People Learn1 Facilitating Learning Workplace-based Learning Development
Curriculum Development Break
tion
FEBRUARY MARCH APRIL MAY JUNE JULY

Semester 2
Y1 Residential
FRIENDSHIP Preparation Year 1 Distance Learning Session, Project Preparation and Commencement
Year 1
Residential
MHPE Research Methodology Bioethic Leadership Quality Assurance Eid Mubarak Majoring Research Methodology 2 Semester Break

Semester 3
FRIENDSHIP Year 1 Distance Learning Session, Project Implementation and Evaluation
MHPE Research in Medical Education Semester Break
FEBRUARY MARCH APRIL MAY JUNE JULY

Semester 4
Y2 Residential Year 2 Distance Learning Session, Project Implementation and Evaluation, Writing Publication
FRIENDSHIP Preparation
Year 2
Semester 3 Residential MHPE
MHPE Online Course and Publication Innovation Elective Thesis Examination Judisium
MHPE Graduation
Completing Research and Thesis

FRIENDSHIP
FRIENDSHIP Year 2 Distance Learning Session, Project Implementation and Evaluation, Writing Publication
Graduation
MHPE The Master Program Already Completed
Curriculum
This study program uses the Competency Based Curriculum
with eight main competencies identified and explained in the
integrated blocks including mandatory and optional blocks.
Each block consists of theories and concepts that support the
objective each competency followed by several case studies
that bridge the theory and practice. Students are also given
opportunities to practice skills related to the competency.
Head of Program : dr. Widyandana, MHPE, PhD, SpM
Secretary of Program: dr. Rachmadya Nur Hidayah, MSc, PhD
Vision
In the year of 2020, Master in Medical and Health
Professions Education Program of Universitas Gadjah
Mada (PS S2 IPK UGM) becomes a benchmark for Higher
Academic Staff
Institutions in terms of medical and health education 1. Prof. dr. Ova Emilia, MMedEd, SpOG(K), PhD
excellence both nationally and in Asia in order to support 2. Prof. Dr. dr. Soenarto Sastrowijoto, Sp. THT
the achievement of improved community health status 3. Prof. dr. Sri Suparyati Soenarto,SpA(K)
through a rational, efficient, integrated and sustainable 4. Prof. dr. M. Hakimi, SpOG(K)
process by applying good management principles 5. dr. Titi Savitri Prihatiningsih, MA, MMedEd, PhD
supported by professional human resources and doing 6. Prof. dr. Harsono, Sp.S(K)
Learning Activities
Patrap Triloka which includes being a role model, 7. Prof. Dr. dr. Tri Nur Kristina, DMM, M.Kes Semester Activities
facilitator-innovator and mentor. 8. dr. Efrayim Suryadi, SU, PA(K), MHPE Students learn 7 blocks of basic medical and health
9. Prof. dr. Gandes Retno Rahayu, MMedEd, PhD 1 profession education. At the end of semester, all
Mision 10. Prof. Dr. dr. Hardyanto, SpKK(K) students are expected to acquire sufficient means
1. To improve quality of higher education in medicine and 11. Prof. Dra.Yayi Suryo Prabandari, M.Si, PhD to decide on the subject to specialize in.
health at various levels based on current scientific 12. Dr. dr. Ismail Setyopranoto, SpS(K) Students learn in depth on the sub-disciplines of
evidence and local wisdom. 13. dr. Mora Claramita, MHPE, PhD 2
their interest.
2. To increase research, national-international publication 14. dr. Widyandana, MHPE, PhD, Sp.M Students will have finished their research proposal
and copyright in the field of higher education in medicine 15. dr. Siti Rokhmah Projosasmita, MEd (L,P & C) 3 and present it in the first part of the semester
and health. 16. dr. Yoyo Suhoyo, MMedEd, PhD followed by conducting the research.
3. To provide dedication and professional service in the 17. dr. Savitri Shitarukmi, MHPE
Students will be expected to have finished their
field of medical and health education for the public 18. dr. Muhammad Lutfan Lazuardi, MPH, PhD
4 thesis and produce a national or international
interest. 19. dr. Hikmawati Nurokhmanti, MSc scientific publication.
4. To develop and strengthen independent management 20. dr. Ide Pustaka, MSc, SpOG
Learning methods : using student centered learning strategy
and to have good-governance management and to 22. dr. Rachmadya Nur Hidayah, MSc, PhD
that include problem based learning, task based learning, large
improve welfare of the entire academic community which 23. Syamsul Bahri, SSn, MHum group teaching, small group learning, etc.
is characterized by professionalism. 24. dr. Noviarina Kurniawati, MSc
5. To develop cooperation in the field of postgraduate in 25. dr. Prattama Santoso Utomo, MHPEd Grading methods : performance based assessment.
medical and health education at national, regional, and 26. Rilani Riskiyana, S.Kep, Ns, MMedEd
international levels. 27. Erik Christopher Hookom, BA, M.Ed, TEFL Blended Learning Program (combine between on-line and
face to face in class) will begin in 2020.
SILABUS
Master in Medical and Health Professional Education

Faculty of Medicine Universitas Gadjah Mada
LEARNING ACTIVITY PLAN
Department of Medical Education Faculty of Medicine UGM

Radiopoetro Building 6th floor. Phone: +62274562139, Fax: +62274561196
I. Learning How People Learn in Medical and HPE 1
Block Coordinator:
dr. Gandes Retno Rahyu, MMedEd, PhD
Prof. Dr. Amitya Kumara, MS
Team Teaching:
1. Gandes Retno Rahyu, MD, MMedEd, PhD
2. Prof. Dr. Amitya Kumara, MS
3. Titi Savitri Prihatiningsih, MD, MA, MMedEd, PhD
4. Dra. Yayi Suryo Prabandari, MD, M.Si, PhD
5. Efrayim Suryadi, MD, SU, PA(K), MHPE
6. Mora Claramita, MD, MHPE, PhD
7. Widyandana,MD, MHPE, PhD
A. Module Description
Science of learning has been evolving. As human is a unique creation, explaining how human learn can be very
complex. Understanding how people learn, however, can help to think what is taught, how it is taught, and how
learning is assessed. During this module, the three main topics will be explored. First part is about conceptions of
learning from prominent perspectives, i.e. behaviourism, self-efficacy and social cognitive theory, cognitivism,
constructivism and humanism. Second part is about intrinsic and extrinsic factors affecting the learning process.
Third part is going to explore how to apply the learning theories into practices.
Those topics and broader views related will be deeply explored during this block. Several learning methods will
be applied including interactive lecture, small group discussion, peer-teaching, critical appraisal, observation
followed by presentation and feedback.
This module consists of instruction material and reading material. The reading material are categorised into
starter, main menu and dessert. It is expected that students read the reading material in advances in order to be
able to actively participate in all learning activities.
This block is equal to 2 (two) credits semester unit (CSU). Accomplishment of this block is pre-requisite to sit in
all other blocks.
B. Pre-requisite
Read the readers manual
C. Module Objectives
After completion of this block, students are able to:
1. demonstrate a comprehensive understanding on conception of learning.
2. demonstrate a comprehensive understanding on the factors affecting learning.
3. explain how to apply learning theories into real educational settings.
D. The relation between module objectives, learning topics, and learning methods in this module
Learning objectives Topics Learning Methods
demonstrate a comprehensive Perspectives of Behaviourism Interactive Lectures

understanding on conception of Self-efficacy and Social Cognitive Theory Peer teaching
learning. Perspectives of Cognitivism
Perspectives of Constructivism
Perspectives of Humanism
demonstrate a comprehensive Intrinsic Factors, e.g:
understanding on the factors Personal learning style Critical Appraisal
affecting learning. Learning skills Discussion and
Methods of learning Observation with Students
Past experiences of learning
Awareness of learning process
Motivation
Recognition of need
Extrinsic Factors, e.g:
Range of opportunities
Task content
Assessment
Culture
Educational climate
Impact of teacher
Impact of colleagues
Reward and punishment
explain how to apply learning Learning of facts, concepts, and principles Tutorial
theories into real educational Learning of skills and procedures Interactive Lecture
settings. Learning of attitude and professional Observation and Feedback
behaviour
Learning of problem solving and clinical
reasoning skills
E. Assessment
There are two types of assessment, namely formative and summative
1. Formative assessment: oral and/or written feedback from facilitators during and after peer-teaching, critical
appraisal, and tutoial.
Method Instruction Aspect to be assessed Weighting

Making poster Make a poster to differentiate Interpretation of the theory 40%
various learning theories The clarity of the presentation
2 students make 1 poster through poster
Essay Observe how student learns 1. Demonstrate 60%
knowledge, skills or attitude. Write comprehension of the theories
an essay to explain how intrinsic (50%)
and extrinsic factors affecting the Comprehension of theories
learning process! Quality of references
Minimum 1500 words 2. Demonstrate deep
Minimum 3 text books cited reflection on theories (50%)
Minimum 8 relevant papers cited Description on the use of
The essay must be submitted at theories into practice
the end of block 1 Challenge the theories into
future practice
2. Summative assessment
Part 1: Conception of Learning

Part one will cover conceptions of learning from prominent perspectives, i.e. behaviourism, self-efficacy and
social cognitive theory, cognitivism, constructivism and humanism. Student has to read the relevant references
before attending the lecture.
Topics and Learning Activities
No Topic Learning Activities Duration Teacher/Facilitator
1. Block overview Overview 1 x 1 hour GRR
2. Perspectives of Actively participate in 1 x 2 hours GRR
behaviourism interactive Lecture
3. Self-efficacy and Social Peer-teaching 1 x 2 hours GRR/AK
Cognitive Theory
4. Perspectives of Cognitivism Peer-teaching 1 x 2 hours GRR/AK
5. Perspectives of Peer-teaching 1 x 2 hours GRR/AK
Constructivism
6. Perspectives of Humanism Peer-teaching 1 x 2 hours GRR/AK
11 hours
Instruction for Peer-teaching

1. All students learn about the basic idea of the perspective and how the perspective views learner.
2. Each student learns 1 different learning theory under the perspective.
3. Each student teaches others what he/she has learnt followed by discussion (@15 minutes).
4. Feedback from teacher/facilitator.
Part 2: Factors affecting learning

Second part is about intrinsic and extrinsic factors affecting the learning process.
Topics and activities:
1. Intrinsic Factors Affecting Critical Appraisal 2 x 2 hours YSP/AK
Learning Discussion with 1 x 0,5 hours
undergraduate students
2. Extrinsic Factors Affecting Critical Appraisal 2 x 2 hours TS/MC/WD
Learning Discussion with 1 x 0,5 hours
undergraduate students
9 hours
Instruction for Critical Appraisal:

1. Five papers proposed by groups (from Journal related to medical education sciences with impact factor
more than 1)
2. Two papers selected by facilitator one day before critical appraisal
3. Validity appraisal by groups
4. Reliability appraisal by groups
5. Applicability appraisal by groups
6. Discussion and feedback from facilitator
Instruction for discussion with undergraduate students:
1. Discuss with 3-4 undergraduate students on how they learn, and factors that they perceive affecting
their learning process
2. Make summary of the discussion.
3. Use the summary to enrich discussion in the critical appraisal session.
Part 3: Application of Learning Theories
Third part is going to explore how to apply the learning theories into practices.
1. Learning of facts, concepts Interactive Lecture 1 x 2 hours TS
and principles
2. Learning of skills and Tutorial 2 x 2 hours WD
procedures
3. Learning of attitude and Case-based learning 1 x 2 hours YSP
professional behaviour
4. Learning of problem solving Interactive Lecture 1 x 2 hours ES
and clinical reasoning skills
10 hours
Scenario for Tutorial

Observation of skills acquisition during skills training session
II. Faciliting Learning in Medical and HPE 1
Block Coordinator:
Mora Claramita, MD, MHPE, PhD
Hikmawati Nurrohmanti, MD, MSc
Team Teaching:
One of foundation to support competency of a medical and health professional educator is theories which
addresses areas of teaching. In order to be able to understand teaching areas, several theories of learning such
as cognition and motivation, learning styles, clinical reasoning should be mastered by the students before
entering this unit. Furthermore, students should conduct various observations, read various journals and articles
to exceed this unit successfully.
This block is equal to two (2) credit semester units (CSU). Accomplishment of this block is pre-requisite to other
blocks i.e. curriculum development, assessment, and faculty development unit.
B. Module Objectives
After completion of this block, students:
1. are able to demonstrate a comprehensive understanding of conception of facilitating learning.
2. are able to demonstrate a comprehensive understanding of the role of learning environment in
facilitating learning process and apply the principles of learning and facilitating learning in various
educational settings.
3. are able to comprehend and reflect on international evidences of teaching and learning approaches
related to local context
4. There are several learning objectives which will be delivered through courses i.e. facilitating learning
and learning resources. Each course would give additional “practice” ability for the students. Those
courses would be obligatory for each student.
C. The relation between module objectives, learning topics, and learning methods in this module
are able to demonstrate a Roles of a medical and health professional Case-Study-Analysis
comprehensive teacher Tutorials
understanding of conception Conception of facilitating learning: Lectures
of facilitating learning. In knowledge acquisition Role-Play
In skills acquisition Critical Appraisal
In behavioural changes
Feedback and Reflection
Effective large group facilitator
Effective small group facilitator
Facilitating learning strategy1 Problem- based
Learning
are able to demonstrate a Learning environment: Case-Study-Analysis
comprehensive Psychological environment Tutorials
understanding of the role of Social Environment Lectures
learning environment in Academic environment Critical Appraisal
facilitating learning process. Moral Environment
Facilitating learning strategy2 Community-
based Learning
Facilitating learning strategy3 Experiential
and Work-based Learning
Comprehend and Reflect on Comprehend and reflect on facilitating Tutorial
international evidences of learning on international evidences Critical Appraisal
teaching and learning Comprehend and reflect on facilitating
approaches related to local learning on Asian evidences
context Comprehend and reflect on facilitating
learning on Indonesian evidences
E. Assessment
Two CSU would be assessed based on three essays from three learning objectives. In order to make a good
essay, the student would be supported by several learning process such as tutorial, critical appraisal, and
lecture.
***Instruction for student in writing essay:
1. Reflecting the theories in the reading list into topics 1,2,3 in an essay with the following criteria:
a. Minimum 3000 words
b. Minimum 5 text books cited in the essay
c. Minimum 10 relevant papers cited in the essay
d. The essay should be written descriptively and be able to demonstrate adequate reflection of the
candidate to the application of teaching and learning theories in this block
e. The essay must be submitted ....
2. Criteria for assessing the essay:
a. Demonstrate comprehension of the theories: 50%
i. Interpretation of theories
ii. Quality of references
iii. Quality of paraphrasing
b. Demonstrate deep reflection on theories : 50%
i. Description on the use of theories into practice
ii. Challenge the theories into future practice (planning for learning)
Unit 1: Conception of Facilitating Learning

Unit one will cover theories, principles and concept on facilitating learning.
Learning Activities
Roles of a medical and health professional teacher Lecture + FGD 2h
• Pre-requisite: a reflection on their own professional teacher development
• LO: each student realizes their own function in their own institution and understands the ideal role of
teacher
Conception of facilitating learning Critical appraisal 3x1 h

• Three articles are on knowledge acquisition, skills acquisition, and behavioural changes.
• Instruction for student on the article:
1. Five papers proposed by groups (from Journal related to medical education sciences with impact
factor more than 1)
2. Each paper will be selected by facilitator one day before critical appraisal
3. A guidance for facilitators would be delivered before the session
4. Feedback and discussion from facilitators
• The facilitators should see the students’ understanding of learning principal for each type of learning,
focus and conclude on how to facilitate learning for each type of learning, and mention teaching-learning
media.
Effective facilitating in Small and Large Group Tutorial 2 (2X2h)

• Scenario is based on the students’ observation on learning process in small and large group.
• LO: “How to facilitate large group and small group learning that stimulate self-directed learning”
Facilitating learning:
Problem-based Learning Tutorial 2x2h
• Scenario is based on the students’ interview on how students seek-interpret-use information
• LO: “How to facilitate students to be a self directed learner”
Unit 2: Learning Environment
Unit two will introduce various learning environments that influence learning process, focusing on community and
clinical settings
Learning environment Lecture 2h
• Social and Psychological environment
• Moral and Culture Environment
• Physical Environment
Community-based Learning Tutorial (2x2h)
• A scenario will be based on scientific article and chosen by the expert on CBE (DN/TNK)
• LO: “Understand advantages and risks of community educational settings and how to facilitating learning
in community-based setting”
Two articles CA (2X1h)

• Instruction for the article:
factor more than 1)
Clinical-based Learning Tutorial (2x2h)
• A scenario will be chosen by the expert on Clinical Oriented Learning/WBL (OE/MC)
• LO: “Understand advantages and risks of clinical educational settings and how to facilitating learning in
clinical/ work-based settings”
Two articles CA (2X1h)

Instruction for the article:
factor more than 1)
Unit 3: International evidences in learning approaches reflected in local ontext
Unit three will comprehend and reflect on international evidences of teaching and learning approaches related to
local context
International evidences in facilitating learning Critical Appraisal 3X2h
• Three articles on international evidence in facilitating learning
factor more than 1)
International evidence in facilitating learning in ASIAN context Critical Appraisal 2X2h

• Two articles on ASIAN evidence in facilitating learning
factor more than 1)
Local evidences in facilitating learning in Indonesian context Tutorial 2X2h
Scenario for Tutorial 1:

Agus is a CPNS and he will be working in a state medical institution in central Kalimantan. Currently he is
studying a master of health professional education in Australia. During his two-week educational training (Pra-
jabatan) of being a new Indonesian government employee, he was told about “Tut Wuri Andayani” a motto of
Indonesian Ministry of National Education and Culture. He also heard about many local initiators in higher
education from Indonesian context such as Kartini with her “Sekolah Putri” and Ahmad Dahlan with his
“Muhammadiyah Education principles.” He was wondering about the motto and possible relation with
international evidences in “facilitating learning” that he is currently study.
LO: “To reflect on local initiative of facilitating learning towards international evidences in medical education”
III. Work place based Learning in Medical and HPE 1
Block Coordinator:
Ova Emilia, MD, MMedEd, PhD
Mora Claramita. MD, MHPE, PhD
Yoyo Suhoyo, MD, MMedEd
Team Teaching:
1. Ova Emilia,MD, MMedEd, PhD
2. Mora Claramita. MD, MHPE, PhD
3. Gandes Retno Rahayu, MD, MMedEd, PhD
4. Yoyo Suhoyo, MD, MMedEd
Workplace-based learning in medical and health profession education can be defined learning process that
happen in a place where learner, patient and practitioner come together to provide both health services or
medical care and learning. Many strength and opportunity that are offered by workplace for students learning to
achieve competencies. However, a lot of challenge, knowledge and stakeholders that should be understood and
anticipated. Understanding of learning theory, factors influencing learning, and teaching method in workplace are
critical. In this block, therefore, students will learn all of these aspects through various teaching learning
activities.
This block is equal to two (2) credit semester units (CSU). Aspre-requisite, students must finish Block of Learning
How People Learn 1 and Facilitating Learning 1.
B. Module Objectives
After completion of this block, students are expected to be able to:
4. Analyse background, theories, principles and conceptof workplace-based learning that applied in their
educational institution(UNIT 1).
5. Identifyconstituent, settingand factorsthat influence students learning in workplace in their educational
institution (UNIT 2)
6. Demonstrate teaching method in workplace (UNIT 3)
1. Analyse background, 1. Overview of workplace-based Lectures

theories, and concept of learning block
workplace-based 2. Principles of workplace – based Supervised Peer
learning that applied in
their educational learning Teaching
institution • Why workplace-based learning?
• How student learn in workplace Case based learning
(learning theory)?
• What competency that should be
had by clinical teacher?
3. The implementation of workplace
based learning principles
2. Identify constituent, 1. Learning environment of workplace Lectures

setting and factors that
influence students • What constituent and setting of Literature review
learning in workplace in workplace that important for presentation
their educational students learning?
institution. Case based learning
• What factors that can influence
students learning in
workplace?
2. Inter Professional Education (IPE)

in workplace
3. Optimizing students learning in

workplace
4. Developing ideal learning

environment in workplace
3. Demonstrate 1. How to teach competencies in Lectures

teaching method in workplace?
workplace Supervised Peer
• Teaching clinical skills in workplace Teaching
• Teaching clinical reasoning in Practical session

workplace
Case based learning
2. Supervision in workplace
3. Bed side teaching
4. Critical incident of bed side
teaching
5. Providing feedback in workplace
6. Facilitating reflection in workplace
7. One minute preceptor
8. SNAPPS method
9. Situational Leadership in workplace
10. Microteaching: teaching in
workplace
D. Assessment
Two CSU would be assessed based on 1(one) essay from first and second learning objectives, andthe
assessment of teaching skill in workplace for third learning objective.
1. Essay
In order to make a good essay, the student would be supported by several learning process such as peer
teaching, case based discussion, practical session and lecture.
Instruction for student in writing essay:
a. Analyze the theories, concept, and evidence in the reading list of UNIT 1 and UNIT 2, and make an
essay about the implementation of workplace – based learning in your educational institution:
• How your educational institution implement principles of workplace – based learning?
• How your educational institution manage constituent, setting and factors that influence workplace
– based learning?
• What is your suggestion to improve workplace – based learning in your educational institution?
b. Make an essay with the following criteria:
• Minimum 3000 words
• Minimum 5 text books cited in the essay
• Minimum 10 relevant papers cited in the essay
• The essay should be written descriptively and be able to demonstrate adequate reflection of
the candidate to the application of teaching and learning theories in this block
• The essay must be submitted by the end of the block
c. Criteria for assessing the essay:
• Demonstrate comprehension of the theories: 50%
I. Interpretation of theories
II. Quality of references
III. Quality of paraphrasing
• Demonstrate deep reflection on theories : 50%
I. Description on the use of theories into practice
II. Challenge the theories into future practice (planning for learning)
2. The assessment of teaching skill in workplace
Students will be trained some clinical teaching skills through lecture and practical session. In the end of the
block, their clinical teaching skills will be assessed by using clinical teaching skills examination.
Instruction for student in the assessment of teaching skills in workplace:
a. Students will be asked to demonstrate their teaching skills by conducting bed side teaching and one
minute preceptor in a simulation of clinical teaching session
b. During clinical teaching skills session, students will meet simulated students (SS) and simulated patient
(SP). Students have to implement steps by steps of bed side teaching that consist briefing, patient
encounters and debriefing. Furthermore, students should close the bed side teaching session by
applying one minute preceptorship method.
c. Students will be assessed by using observation checklist in which they will get score 1 – 100.
d. Criteria for assessing clinical teaching skills:
i. Briefing students (10)
ii. Preparing patient (5)
iii. Observing or demonstrating students clinical skills during patient encounters (30)
iv. Debriefing students (5)
v. One minute preceptor:
• Get commitment (10)
• Probe for supporting evidence (10)
• Correct mistake (10)
• Teaching general rules (10)
Unit1: Theoretical perspectives of workplace – based learning
Unitone will cover background, theories, principles and concept on workplace – based learning. In the end of
unit, students are expected to be able to analyse the implementation of theories, principles and concept of
workplace-based learning in their educational institution.
Learning Activities
1. Overview of workplace-based learning block Lecture1h
• LO: each student understands topic that have to be learnt, the relation between learning topics and the
assessment that will be conducted in the block of workplace-based learning.
• Pre-requisite: a reflection on what they learnt inBlock of Learning How People Learn 1 and Facilitating
Learning 1
3. Principles of workplace based learning Supervised Peer Teaching 3 x 2h
• LO: each student can analysis the current studies on principles of workplace – based learning (why
workplace based learning important and how students learn in workplace) and what competency that
clinical teacher should have to facilitate learning in workplace.
• Students will be divided into three groupand each group will teach their peer with certain topic:
Group 1: Why workplace-based learning?
o Definition of workplace based learning
o The role of clinical teaching in medical education
o Strength, opportunity, and challenge of workplace
Group 2:How student learn in workplace?
o Learning theory that can be apply in workplace based learning
o Learning model in workplace
Group 3: What competency that should be had by clinical teacher?
o Definition of clinical teacher
o The characteristic of effective clinical teacher (clinical supervisor/clinical educator/bed
side teacher)
o Competency of clinical teacher
• To prepare peer teaching session, each group will be given learning resources
• Peer teaching will be supervised by a teacher.
• Each group will teach their peer about the topic in maximum 45 minute, then answer question from peer
and facilitator.
• Students who become audience will take a note of peer teaching and report the summary at the end of
session
• Teacher will observe the students’ understanding about the topic and give feedback based on
observation.
4. The implementation of workplace based learning principles Case based learning 2h
• LO: each students can identify the implementation of workplace based learning principles in practice
• Students will get a cases about workplace based learning, then analysis the case
• Case base learning will be facilitate by a teacher
Teacher will observe the analysis result of students and give feedback based on observation
Unit2: Constituent and Factors influencing workplace-based learning
Unittwo will analyse various constituent and factors that influence students learning in workplace.
1. Learning environment of workplace Literature review presentation 2 x 2h
• LO: each students can identify factor and constituent that can influence students learning in workplace
from recent literatures.
• Students will be divided into two group
• Each group will conduct literature review on clinical learning environment:
i. Group 1: What constituent and setting of workplace that important to the achievement of
competency?
ii. Group 2: What factors that can influence students learning in workplace to achieve
competencies
• Each group can use list of references from this unit or other literature
• The result of literature review should be reported and presented by using these table:
Table for group 1:
No Constituent and setting of Role or benefit to the References

workplace achievement of competencies
1.
2.
Table for group 2:
No Factors that influence the How this factor influence References

students learning in workplace student learning to achieve
competencies?
1.
2.
…
• Each group will present the result of literature review in front of other students
• All students have to bring all list references for UNIT 2 (digitally or printed out)
• Presentation of literature review result will be facilitated by a teacher.
• Each group has maximum 45 minute to present their result
• Each references that used in literature review will be discussed during discussion session
• Students who become audience will take a note of literature review presentation and will present it at
the end of session
observation.
1. Inter Professional Education (IPE) in workplace Lecture 2h

• LO: each students can explain principles and concept of inter professional education (IPE) in workplace
2. Optimizing students learning in workplace Lecture 2h

• LO: each students can apply knowledge about learning environment of workplace to optimize students
learning
• Pre-requisite: a reflection on what they learnt in UNIT 1 and topic about learning environment of
workplace
3. Developing ideal learning environment in workplace Case based learning 2h

• LO: each students can identify the challenge in developing ideal learning environment of workplace
• Students will get a cases about a situation of workplace based learning, then analysis the case
Teacher will observe the analysis result of students and give feedback based on observation
Unit3: Teaching method in workplace
Unit three will demonstrate various teaching method in clinical setting.
1. How teach clinical competencies in workplace? Supervised Peer Teaching3 x 2h
• LO: each students can explain principles and method to teach competencies in workplace
• Students will be divided into two group and each group will teach their peer with certain topic:
i. Group 1: Teaching clinical reasoning in workplace

o main journal: (1) Teaching Clinical Reasoning: Case-Based and Coached; (2) Twelve
tips for teaching expertise in clinical reasoning”
ii. Group 2: Teaching clinical skills in workplace:
o main journal: (1) “Twelve tips for excellent physical examination teaching; (2) “Faculty
and the Observation of Trainees’ Clinical Skills: Problems and Opportunities”
• To prepare peer teaching session, each group will be given learning resources
• Peer teaching will be supervised by a teacher.
• Each group will teach their peer about the topic in maximum 45 minute, then answer question from peer
and teacher.
• Students who become audience will take a note of peer teaching and will present it at the end of
session
observation.
3. Supervision in workplace Lecture 2h
• LO: each student can explain principles of supervision in workplace
• Pre-requisite: student read reference before lecture
4. Bedside teaching Lecture 1h
• LO: each student can explain principles and procedures in implementing bed side teaching
• Pre-requisite: student read reference before lecture
5. Critical incident of bed side teaching Case based learning 2h
• LO: each student can identify the what have been good and what should be improved from performance
a clinical teacher in implementing principles and procedures of bed side teaching
• Students will watch video that show critical incident of bed side teaching, then analysis the cases in
video
• Teacher will observe the analysis result of students and give feedback based on observation.
6. Giving feedback in workplace Lecture 1h
• LO: each student can explain principles and procedures in giving feedback to the students in workplace
• Pre-requisite: student read references before lecture
7. Facilitating reflection in workplace Lecture 1h

• LO: each student can explain principles and procedures in facilitating reflection in workplace
8. One minute preceptor Lecture 1h
• LO: each student can explain principles and procedures in conducting one minute preceptor in
workplace
9. SNAPP Lecture 1h
• LO: each student can explain principles and procedures in conducting SNAPP method
10. Situational Leadership in workplace Lecture 1h
• LO: each student can explain principles of situational leadership in workplace
11. Micro teaching: teaching in workplace Practical Session 2X3h
• LO: each student can demonstrate principles and procedures teaching method in simulation session
• Students will get cases and instruction to demonstrate clinical teaching skills in a simulation session.
• Some students will act as clinical teacher (supervisor/preceptor), simulated students (SS) and simulated
patient (SP).
• Students have to implement steps by steps a clinical teaching method under observation of a facilitator.
When a student is performing clinical teaching, facilitator and other students will observe and then give
feedback based on observationto him/her.
IV. Educating Biomedical Ethics 1
Block Coordinator:
Prof. dr. Soenarto, PhD
External Reviewer:
Mark Alan Graber, MD, FACEP, M.Bioethic
The module is to help the students of Master of Medical Education to design lesson plan and work plan in
purpose of educating Bioethics to medical students.
This block is equal to two (2) credit semester units (CSU). Accomplishment of this block is pre-requisite to other
blocks i.e. in semester 2.
B. Pre-requisite
1. Are able to demonstrate a comprehensive understanding of educating Biomedical Ethics to medical and
health professions students
2. Are able to create an educational instructional design to a module on Biomedical Ethics based on the
latest evidence on Problem-Based Learning
Learning objectives Topics Learning

Methods
1. Are able to 1. Concept of Biomedical Ethics Lectures

demonstrate a (Beneficence, Maleficence, Autonomy,
comprehensive Justice) Critical Appraisals
understanding of 2. Review of facilitating Feedback and
educating Biomedical Reflection Tutorials
Ethics to medical and 3. Review of Effective small group facilitator
health professions 4. Review of Instructional Design (Gagne) Lectures
students
2. Are able to create an Modul development (micro curriculum)
educational Educating Biomedical Ethics using PBL:
instructional design to 1. Scenario development Overview Tasks
a module on 2. Lesson Plan development for teachers Working Group
Biomedical Ethics 3. Work Plan development for students (Peer Group)
based on the latest 4. Context and level of students’ of
evidence of Problem- learning to be considered
Based Learning 5. Students’ assessment development
E. Assessment
There are two types of assessment: Formative and summative
Type of assessment Activities Methods
Formative assessment Process of Working Group oral and written feedback from
peers
Summative assessment An Instructional Design of Reviewed by 2 assessors

Educating Biomedical Ethics
module development Presentation
Learning Activities Week 1
1. Overview block of Educating Biomedical Ethics to medical and health professionals: Lecture 1 time: dr.
Mora Claramita
2. Concept of Biomedical Ethics (Beneficence, Maleficence, Autonomy, Justice): Lecture 2 times: Prof.
Soenarto Sastrowijoto
3. Review of facilitating Feedback and Reflection: Tutorial 1: dr. Yoyo Suhoyo, dr. Hikmawati
4. Review of Effective small group facilitator: Tutorials 1: dr. Yoyo Suhoyo, dr. Hikmawati
5. Review of Instructional Design (Gagne): Lecture 1 time: dr. Mora Claramita
Learning Activities Week 2
1. Working Group: Module development (micro curriculum) on Biomedical Ethics
1.1 Scenario development: Peer Group (max 5 persons)

1.2 Lesson Plan development for teachers: Peer Group (max 5 persons)
1.3 Work Plan development for students: Peer Group (max 5 persons)
1.4 Context and level of students’ of learning to be considered: Peer Group (max 5 persons)
1.5 Students’ assessment development: Peer Group (max 5 persons)
2. Peer Group Learning
3. Presentation and Module Development
Scenario for Tutorial 1: (Use your 7 Jump Approach)
You are an observer of a small group discussion on Biomedical Ethics of medical students in one of medical
school in US. This discussion was rather different than a PBL tutorial process. There are two other facilitators, 5
undergraduate students and 5 residents participating in the discussion. They discuss a case that led them to
understand more of the principles of bioethics. Today’s topic is “autonomy” and “advance directive”. All topics are
based on real case (confidential names and place). The discussion was led by one student (different leader,
different topic, in different discussion). Every participant contributes their perceptions to the discussion. The two
facilitators contribute their knowledge to the discussion and sometimes asking questions. At the end of a
discussion, the case was opened by one of facilitators by telling the real final outcome.
Concept to be learnt during tutorial:
1. Principles of facilitating learning in small group

2. Principles of providing feedback and stimulating reflection during small group learning
3. Principles of 7 jump approach
4. Problem based learning
Readings:
Provided in a “Readings” module of this block.
Use the Readings to prepare all learning activities and assessment.
Peer Group Learning:
Students will be divided into small group (5 max).
Each group will be working on topic 1 to 5 of designing a Biomedical Ethics Block.
During meeting in a small group learning, students will be asked to also listen to other’s story of life and their
motivation of becoming a medical teacher. This activity will enables students to provide 360 degree feedback at
the end of the process.
Block Examination: (peer group)
Formative:
360 degrees feedback submission from each individual student to each individual student (Peer-Feedback form
attached).
Summative:
Presentation of a Module Development of Educating Biomedical Ethics to Health Professionals
(50% - 25-25 of two judges)
Submission a Module Development of Educating Biomedical Ethics to Health Professionals
(50 %)
V. Learning Resources in Medical and HPE 1
Block Coordinator:
dr. Widyandana, MHPE, PhD
Dra. Yayi Suryo Prabandari, MSc, PhD
Team Teaching:
1. Tridjoko hadianto, MD, DTM&H, M.Kes
2. Widyandana, MD, MHPE, PhD
3. Anis Fuad, DEA
4. Syamsul barry, SSn, M.Hum
Module Description
There are many factors which affect a learning process. As a designer of learning resources the four main
principles that should be kept in mind are: the use of feedback, an active learning experience, individualizing the
materials both content wise and how they can be used by the learners, and ensuring that the materials are
relevant to the needs of the learners. We assumes that you are all experienced lectures, tutors or trainers and
that the above educational principles are familiar to you. The theoretical aspects of learning resources block is
covered in this module while the technical aspects of developing and producing learning resource materials is in
block 8. We understand that this module is not a comprehensive coverage of learning resource but based on our
experiences, we choose to concentrate on the learning resources most commonly used in undergraduates and
postgraduates.
Pre-requisite
There is no pre-requisite
Module Objectives
General objective
The aim of this module is to enable participants to gain substantially greater understanding of the issues
associated with instructional materials development and its use and to deduce implications for their own
discipline area and for medical education in general, and to ingrate between areas of educational development
where appropriate. This will significantly increase the person’s ability to contribute to educational evaluations and
developments in Medical Education Unit and the Medical School as a whole.
Specific objectives
1. understand learning resources based on learning theories
2. understand the principles in learning resources development
3. able to critically evaluate and analyze of learning resources
4. able to demonstrate effective use of learning resources for achieving learning outcome
The objectives will be covered during phase 1 (certificate phase).
How to Work In This Block
The block has been developed within a system of credit accumulation and transfer and will carry 2 credit points
at 1st phase (certificate). Each credit point being equivalent to 40 hours of student effort.
The certificate phase consists of 2 modules subsequently.
Activities Involved in This Block
Lectures and demonstration, problem based learning discussion, practical session and assignment.
Lectures is organized according to the problem presented in order to enhance understanding. To evaluate
student competencies, you need to complete the assignment. You can refer to the list of assignment below.
The Relation between Module Objectives, Learning Topics, and Learning Methods In This Module
1. understand learning 1. Block Overview Interactive lecture, practical

resources based on 2. (Introduction to Effective Learning session, VCD observation
learning theories Resources
2. understand the principles 3. Types & Selection of Learning
in learning resources Resources
development 4. Analyzing the Instructional Media
3. able to critically evaluate 5. Problem Shooters in Literature
and analyze of learning Searching VCD Viewing “The
resources Lecture Sessions”
1. able to demonstrate 1. Principles of Media Development Interactive lecture, practical

effective use of learning 2. Developing Printed Materials inc. session, presentation &
resources for achieving demonstration feedback
learning outcome 3. Developing Audio Visual Media
4. Developing E-Learning
Block Assignment (3000-4000 words)
1. Choose one of your present learning media, it can be hand out, or power point presentation. Make
short explanation about the learning objectives and how you deliver the session?
2. Evaluate the media (no 1) based on references, by answering these three questions: What already
good in this media? What the weaknesses? and How to improve it? Explain your answer based on
references.
3. Inovate your learning media (no 1) into better format/ conten based on references. Describe in detail
about the changes and why you change it?
4. Explain about your revised learning objectives, and your revised session plan (one session,
approximately 50 – 100 minutes). Also, explain your consideration in inovating this particular media
(this should be narrative and completed with related references).
The assessment will be based on your media selection and rationale to improve it. You will get inputs either
from your colleagues or facilitators through the presentation of your creation.
You have to present your work in power point format. Each will be allocated approximately 10 minutes for
presentation followed by 10 minutes feedback from your peers and assessors.
Your work will be assessed using the following criteria:
No Assessed aspects Maximum Score
Clarity of session plan from the aspect of learning objective

1 25
and topic from the chosen media
Critically analysis / evaluate of the media selection based on

2 25
relevant reference
Ability to create/ inovate the media into better format/ conten

3 25
based on references
Arguing and explaining ability

4 25
Total 100
Part 1: Effective Learning Resources
Objectives
To introduce varoius and effective learning resources, and how to evaluate learning resources effectiveness for
learning. Instructional theories for developing learning material, types and selection of learning resources are
also emphasized.
Topics
• Concepts of learning resources in learning process

• Purpose of learning resources
• Best use of learning resources
• The role of learning resources in learning
• Taxonomies or categories of learning resources related with the instructional theories
• Various types of learning resources (printed, AVA, IT, models, simulated patients, skills lab,
games), its advantages and limitations
• Principles of planning learning resources (how to match with the learning process)
• Principles of learning resources management (access, maintenance)
Lectures
1. Block Overview (Widyandana) 1 hour
2. Introduction to Effective Learning Resources (Widyandana) 1 hour
3. Types & Selection of Learning Resources (Tridjoko Hadianto) 2 hour
Practical Sessions
1. Analyzing the Instructional Media (Yoyo Suhoyo) 2 hour

2. Problem Shooters in Literature Searching (Widyandana) 2 hour
3. VCD Viewing “The Lecture Sessions” (Independent) 1 hour
Case 1 (Independent Discussion)

A lecturer of one university willing to provide an enjoyable learning experiences for his students. He makes a
study guide for students, prepare a video in order to improve students understanding. Since he often can not
attend the class he is thinking of developing a personal website so he can put his learning materials in this site to
be accessed by his students.
Clues: Media in learning, consideration in selecting media, matching learning objective and media selection
Case 2 (Independent Discussion)
During one session of skills training, the session involve several media i.e video and internal website. When
students try to play the video, it is found that the video can not work because of different format (DVD to VCD
player). Other students check into the internal website, but then they find that the data is not updated. The
session is suddenly becomes unmotivated for the students. Students blame the teacher as he/she never
evaluate the media.
Clues: management of learning resources, evaluation of media
Part 2 : Design and development of media for teaching
Objectives
To understand the principles of learning resources selection to enhance learning; to design the learning
resources and basic principles in preparing your media for teaching; to evaluate the learning resources.
Topics
• Principles of media development (including the design of media and creating some basic learning
resources)
• Principles on how to use the learning resources in delivering the TL process
• Planning the sessions
• How to evaluate learning resources critically
• Case study: what is your proposal?
• Developing printed materials
• study guide
• flipchart
• blackboard
• slide presentation (PP)
• handout
• patient education materials, booklet, leaflet, poster
• Developing Audio Visual media
• Developing E-Learning
Lectures
1 Principles of Media Development (Syamsul Barry) 2 hours

2 Developing Printed Materials inc. demonstration (Widyandana) 2 hour
3 Developing Audio Visual Media (Syamsul Barry) 2 hours
4 Developing E-Learning (Anis Fuad) 2 hours
5 Principle to evaluate learning resources (Widyandana) 2 hours
Case (Independent Study)
Now study the attached text extracts. Decide which of the three layouts used you prefer – and give your reasons.
From this case, in group, prepare a checklist to evaluate the effectiveness of various media.
Principles of Media Development
Overview
Designing a media from education perspective is closely related with 3 (three) of main concepts below:
o Communication concept
o Creativity exploration
o Media usage
Final objective from the 3 (three) of main concepts is the delivered message. Creativity expression and type of
media are choices to support to obtain the final objective. So, if we want to create a visual design, first, we have
to prepare all of the content and then considering the choices of visual and media.
The using of media in the education area (both printed and electronic media) related either to the matter of art
and creativity, because of these aspects are supporting the user to receive information or message quickly and
accurately. Sometimes the matter of art and creativity could deliver pre-conception of the information or
message, but if we give emphasis to the communication concept from the message we want to deliver, then the
matter designed in media still can achieve the objective.
This tutorial discusses items that can be used in visual choices, layout and design at media related to education
science context. One of the important things is how to use principles of elementary design at media design for
education medium, because visual design –whatever style and media chosen – must be connected to these
principles.
Learning Objective
o To learn of element organization and principles in media design.

o To understand the difficulty factors in creating visual design.
o To understand how to create project of education media based on manuscript of research.
o To understand of layout utility and interposition at media design.
Content
Design is a process of creating shape for a special purpose. It is different with painting and sculpture that
describe private idea and imagination manifestation of an artist, creation of design that fulfill practical
requirements. A printed creation, for example that show in public, deliver a message. That is why a design
creation must fill requirement from the user.
Media is one of the forms of matter function as a tool to express message, displayed accord with visual concept
on large scale. At time of production required support tools such as recorder (digital camera), scanner and also
computer to process. But principally, the way of designs is same with printed design. Computer, Video and TV
use RGB color (red, green, blue) but printed design use CMYK (cyan, magenta, yellow and black), so at
electronic media (computer), actually designed radiance.
Some of visual design that communicative count of precise word for meaning of ambiguous image. When printed
“word” as a shape of pronounciation recorded will loss expression and inflection. Designer of contemporer visual
especially the futurits try to break this limitation. Their masterpiece give sound to thyphografis expression through
comparison of size and letter position.
Concept of a design beside from designer ideology also based on other things, such as, for example client data,
culture phenomenon, and mode/style. As an example, in Germany while industrial revolution (social-technology
changes phenomenon) then in the development of design make a Bauhaus movement. Bauhaus concept is a
design with basic idea shape follows function. The design is not just move in the field of graphic only, but also
product. Aesthetics (beauty philosophy) also shifting too, “creation” not just illustrated only, but festoon that has
function. Concept is a beginning picture before visual matter structured (description of meaning of picture, color,
font, symbol, logo accompany), it can aim at one shape of aesthetics accompany with taking creativity step.
Concept can be connoted as the whole picture that can be done
Basic element of complexion

Element is a part of a visual design work. These elements connected each other. Each of them has certain
attitude toward the others, such as a line contains color and has full style, dashed style, has texture etc. These
elements structured in a form of basic organization principles of design. In this case, the structure often consider
of a reference basic to criticizing a work. The elements are as follows:
o Dot
o Line
o Plane
o Volume
o Color
o Texture
o Size
o Direction
Principles of layout
Compose a shape can be parallel or stack. Parallel composition captivates a flat space and stack composition
captivates imaginary room or imaginary three dimension room or has room illusion.
Parallel composition can be done by repetition, transition, even opposition. All of it will give various effects. Some
of lay out principles that have to consider in visual design as follows:
• Repetition
• Similarity
• Contrast
• Anomaly
• Gradation
• Radiation
• Concentration
Principles of design
Elements of visual in visual (graphic) design classified with some possibilities various display effect. Because of
that, we need to pay attention about compose variables to easier control of display when applied by a
composition. Compose variables of visual elements include the following:
o UNITY
o HARMONY
o BALANCE
o CONFLICT
o DOMINANT
In this era, a designer express creation not always follow principles of organizing by using some approach
alternatives but established that principles of organizing always the first became reference before asked.
Must remember that design even though always follows the client, but it doesn’t mean that designer cannot
explore expression. Designer expression always is there and showed from style of creation. Have to understand
that at this era, many client of design give the designer freedom to make creation.
User Guide:
Adobe Photoshop CS
Adobe Pagemaker 7
Corel X3
VI. Curriculum Development in Medical and HPE 1
Block Coordinator:
Titi Savitri Prihatiningsih, MD, MA, MMedEd, PhD
Team Teaching:
1. Prof. Tri Nur Kristina, MD, DMM, M.Kes, Ph.D
2. Ova Emilia, MMedEd, MD, Sp.OG(K), Ph.D
3. Gandes Retno Rahayu, MD, MMedEd, Ph.D
4. Widyandana, MD, MHPE, Ph.D
5. E. Suryadi, MD, SU, PA(K), MHPE
6. Ide Pustaka Setiawan, MD, MHPE
This module is divided into four parts. The first part is on health profession education. Hence, three main topics
are discussed. The first is about the history of medical health profession education. It is considered important for
the students to understand the historical aspects in order to be able to generalize various factors that contribute
to the shaping of health profession education. This will give a strong foundation for the students to predict the
future of health profession education taking into consideration various factors that currently occur. The second
topic is about various forces that shape the curriculum which can be internal and external, or social, historical,
political and economical aspects.
In the second part students are introduced to various theories and concepts on curriculum development in health
professions education. The definition and understanding of curriculum are discussed. Diverse definitions from the
earlier authors up to the current versions are explored. Models of curriculum development and some approaches
to curriculum design will be explored.
The third part is about needs assessment. Understanding of various contexts as discussed in the first part serves
as a strong basis to relate contexts and aims and purposes. Relationship between health services system and
health profession education system will be elaborated in order to generate relevancies. In this part, various
methods to conduct needs assessment will be discussed. Priority health problems techniques as methods to
assess the needs of health services are discussed. Based on this, graduates profiles and competences are
formulated. The concepts of learning outcome will be argued further elaborated. .
The forth part of this module is about curriculum design. Various models of curriculum for health profession
education will be presented. Approaches to curriculum design are discussed, from macro level to meso and
micro level (instructional design).
The learning strategy employed in this module is student centered and active learning. Interactive lecturers are
only for selected topics. Group and individual assignments as well as hands-on experience are included.
B. Prerequisites
Students are expected to have achieved learning outcomes in Module Learning How To Learn and Module
Facilitating Learning.
Several readings are included in this module. Knowledge on the past or current practices of curriculum in your
own institution would be a good prior knowledge and could be a trigger for discussion both during the interactive
lectures and small group discussion.
After completion of this Module, students are able to:

1. Explain the history of health profession education
2. Generalize factors that shape the curriculum of health profession education
3. Compare various definitions of curriculum for health profession education
4. Compare different models of curriculum for health profession education
5. Creates connections between health service system and health profession education
6. Apply simple techniques to prioritize health problems
7. Formulate graduate profiles, competences and learning outcomes
8. Design curriculum from macro to meso and micro level.
D. The relationship between module objectives, learning topics, and learning methods in this module
No Learning Objectives Learning Topics Learning Methods
1 Explain the history of health Ancient medicine and pharmacist Individual assignment for LO 1
profession education and 2(5 hours)
The growth of other health
professions (nurse, midwives,
specializations)
Educational reforms in 18th, 19th, 20th

and 21st century
2 Generalize factors that shape Historical, cultural, social and Interactive lectures (4 hours)
the curriculum of health economic factors
profession education Individual assignment for LO 1
(digabung dengan no. 1 and 2 (5 hours)
3 Compare various definitions Definition of curriculum from various Individual assignment

of curriculum for health schools of thoughts (John Dewey,
profession education Franklin Bobbit, Harold D Rug, Holtis (5 hours)
Caswell, Ralph Tyler, Robert Gagne,
James Pophan, Brian and and
Brandt, Posner, Harden, etc) and
from Indonesian regulations
4 Compare different models of Theories of curriculum, Interactive lectures (4 hours)
curriculum for health
profession education Apprenticheship-based, concept-
based, discipline-based, subject-
based, content-based, outcome- Tutorial discussion (total 10
based, competence-based, hours)
integrated curriculum.
Written curriculum, curriculum in

Individual Assignment
action, assessed curriculum
5 Creates connections between Demand for health workforce Interactive leactures (4 hours)
health service system (health
workforce development) and Health manpower planning: quantity
health profession education and quality
Individual assignment (5 hours)
6 Apply simple techniques Health service system Interactive lectures (4 hours)

to prioritize health problems
Health indicators Individual assignment (5 hours)
7 Formulate graduate profiles, Methods for formulating graduate Tutorial discussion (2 hours for
competences and learning profiles and competences first meeting, 2 hours for second
outcomes meeting, 6 hours for self-study)
Concepts of learning outcomes
Individual Assignment
8 Design curriculum from Concept of curriculum alignment, Pair Assignment (10 hours)
macro to meso and micro curriculum map, blue print, and
level. instructional design
E. The relationshop between module objectives and assessment
No Learning Objectives Learning Methods Assignment (Essay 2-4 pages)
1 Explain the history of health Individual assignment for LO 1 Make a presentation to describe the
profession education and 2 (5 hours) history of health profession education and
various factors that shape the curriculum.
SS Lecture (2 hours) You may choose a profession of your
own.
2 Generalize factors that Interactive lectures (2 hours)
shape the curriculum of Minimum references:
health profession education
a. History of health profession
MC education: 2
b. Forces that shape the curriculum: 2
3 Compare various definitions Lecture 2 hours
of curriculum for health
profession education
SS
4 Compare different models of Tutorial discussion (total 10

curriculum for health hours with independent study)
SS dan RR
5 Creates connections Interactive lectures (4 hours)

between health service
system (health workforce
development) and health
TS
6 Apply simple techniques to Individual assignment (5 hours) Write various ways to prioritize health
prioritize health problems problems and take one example of how
you will use it in your own setting.
Minimum references: 2
7 Formulate graduate profiles, Tutorial discussion (2 hours for

competences and learning first meeting, 2 hours for
outcomes second meeting, 6 hours for
self-study)MC dan TS
8 Design curriculum from Pair Assignment (10 hours) Poster: From the competences you
macro to meso and micro explain in Assignment 6, develop
level. curriculum at macro level. Take one
competence and develop a curriculum at
Makro-Meso: TS micro level.
Mikro: MC
F. The relationshop between module objectives and Rubric Assessment
No Assignments Rating Scale
1 Make a presentation to
describe the history of health
profession education and
various factors that shape the
curriculum. You may choose
a profession of your own.
Minimum references:
a. History of health
profession
education: 2
b. Forces that shape
the curriculum: 2
2 Write various ways to

prioritize health problems and
take one example of how you
will use it in your own setting.
Minimum references: 2
3 Poster: From the

competences you explain in
Assignment 6, develop
curriculum at macro level.
Take one competence and
develop a curriculum at micro
level.
Part 1. Learning from the History of Health Profession Education
1.1. History of Health Profession Education
The development of medical educational process had begun in early 20th century with theory of producing the
learners as an expert. It starts with pouring information as much as possible. In this regards, the gap between the
learners and teachers are wide and learners are more passive in receiving information.
The period moves into more active learners with a problem-based learning approaches and it aims to produce
the learners as professionals. The process of learning requires formative process in which includes feedback and
reflection and series of observational based assessment. Learners are somehow to be active to construct a
meaning of experiences into what may be done better in the future. This process requires organized instructional
design, time management, adequate preparation for both teachers and learners and more logistics than before.
The gap between teachers and learners are narrowing at this point and equality is the issue.
For the 21st century, being a professional is not enough. Learning should be shifted not only to individual
development but also to impact more people as much as possible, to bring better life for everybody. This aim
needs good leadership ability. The purpose of the 21st century learning is therefore to produce good leaders.
Leadership is the core ability and it is an advance and challenging area to learn. Teachers are therefore should
be prepared to let the learners lead, and it is uneasy way of facilitating learning because of sharing powers
between facilitators and learners.
1.2. Forces Shaping the Curriculum
The curriculum is purposeful, reflecting the needs of society, the ways of knowing shared within a field, and the
students’ interests, abilities, and prior learning. Its aims are guided by its educational philosophy. Conflicting and
alternate visions of the purposes of undergraduate education frequently also are encountered because curricula
exist at multiple levels and across a variety of disciplines and fields. Several factors might give influences in
planning, revising or reforming curricula, such as disciplinary influence, student influence,institutional
influence, ideological, social, political and economic influences. These forces, internal and external, interact
dynamically to define what the curriculum is as well as to create the expectations as to what it should be.
100 years ago, a series of studies about the education of health professionals, led by the 1910 Flexner report,
sparked groundbreaking reforms. Through integration of modern science into the curricula at university-based
schools, the reforms equipped health professionals with the knowledge that contributed to the doubling of life
span during the 20th century. By the beginning of the 21st century, however, all is not well. Glaring gaps and
inequities in health persist both within and between countries, underscoring our collective failure to share the
dramatic health advances equitably. At the same time, fresh health challenges loom. New infectious,
environmental, and behavioural risks, at a time of rapid demographic and epidemiological transitions, threaten
health security of all. Health systems worldwide are struggling to keep up, as they become more complex and
costly, placing additional demands on healthworkers. - lancet
Professional education has not kept pace with these challenges, largely because of fragmented, outdated, and
tatic curricula that produce ill-equipped graduates. The problems are systemic: mismatch of competencies to
patient and population needs; poor teamwork; persistent gender stratifi cation of professional status; narrow
technical focus without broader contextual understanding; episodic encounters rather than continuous
care;predominant hospital orientation at the expense of primary care; quantitative and qualitative imbalances
inthe professional labour market; and weak leadership toimprove health-system performance. Laudable efforts
to address these defi ciencies have mostly fl oundered, partly because of the so-called tribalism of the
professions—ie,the tendency of the various professions to act in isolationfrom or even in competition with each
other. - lancet
There are factors that influence the curriculum development and the first priority factor is the community needs.
It considers WHO’s recommendation, regional health office recommendations, global health, Millennium
Development Goals and Sustain Development Goals. There are ways to accommodate those various
community needs into a blue-print of learning and assessment process.
Medical education should not ignore what is really needed by the community regarding health problems that
occur in the population. Indonesia has 17.000 islands, more than 13.000 languages, more than 5 religions and
the world’s 4th rank in population certainly has various complexities of health problems. Not only list of diseases
that we have, but also many of cultural issues that may influence clinical decision making and lead to poor health
outcomes. For example a pregnant mother that should have a caesarean section in a small island of a remote
area such as Ternate and should be referred soon, does not only need the knowledge and skills of good
antenatal care but also skills to counsel the family; about the possibility of a referral process, preferably 1 month
before the critical day, since the decision making will involve them (if the patient is agree). Medical educators
should not ignore this kind of illustration, because it will lead to actual health outcomes for the society.
Redesign of professional health education is necessary and timely, in view of the opportunities for mutual
learning and joint solutions off ered by global interdependence due to acceleration of flows of knowledge,
technologies, and financing across borders,and the migration of both professionals and patients. What is clearly
needed is a thorough and authoritativere-examination of health professional education,matching the ambitious
work of a century ago.
Three generations of educational reforms characterize progress during the past century. The first generation,
launched at the beginning of the 20th century, taught a science-based curriculum. Around the mid-century, the
second generation introduced problem-based instructional innovations. A third generation is now needed that
should be systems based to improve the performance of health systems by adapting core professional
competencies to specifi c contexts, while drawing on global knowledge.
All health professionals in all countries should be educated to mobilise knowledge and to engage in critical
reasoning and ethical conduct so that they are competent to participate in patient and population-centred
health systems as members of locally responsive and globally connected teams. The ultimate purpose is to
assure universal coverage of the high quality comprehensive services that are essential to advance opportunity
for health equity within and between countries.
Realisation of this vision will require a series of instructional and institutional reforms, which should be
guided by two proposed outcomes: transformative learning and interdependence in education. We regard
transformative learning as the highest of three successive levels, moving from informative to formative to
transformative learning. Informative learning is about acquiring knowledge and skills; its purpose is to
produce experts. Formative learning is about socialising students around values; its purpose is to produce
professionals. Transformative learning is about developing leadership attributes; its purpose is to produce
enlightened change agent.
Effective education builds each level on the previous one. As a valued outcome, transformative learning involves
three fundamental shifts: from fact memorisation to searching, analysis, and synthesis of information for
decision making; from seeking professional credentials to achieving core competencies for eff ective
teamwork in health systems; and from non-critical adoption of educational models to creative adaptation of
global resources to address local priorities. Interdependence is a key element in a systems approach because
it underscores the ways in which various components interact with each other. As a desirable outcome,
interdependence in education also involves three fundamental shifts: from isolated to harmonised education
and health systems; from standalone institutions to networks, alliances, and consortia; and from inward-looking
institutional preoccupations to harnessing global flows of educational content, teaching resources, and
innovations.
Transformative learning is the proposed outcome of instructional reforms; interdependence in education should
result from institutional reforms. On the basis of these core notions, the Commission offers a series of specific
recommendations to improve systems performance. Instructional reforms should: adopt competency-driven
approaches to instructional design; adapt these competencies to rapidly changing local conditions drawing on
global resources; promote interprofessional and transprofessional education that breaks down professional silos
while enhancing collaborative and non-hierarchical relationships in effective teams; exploit the power of
information technology for learning; strengthen educational resources, with special emphasis on faculty
development; and promote a new professionalism that uses competencies as objective criteria for classification
of health professionals and that develops a common set of values around social accountability. Institutional
reforms should: establish in every country joint education and health planning mechanisms that take into
account crucial dimensions, such as social origin, age distribution, and gender composition, of the health
workforce; expand academic centres to academic systems encompassing networks of hospitals and primary care
units; link together through global networks, alliances, and consortia; and nurture a culture of critical inquiry
(lancet).
Curriculum designers need to provide multiple forms of the curriculum for the diverse needs, interests and
abilities of students. Similarly, expectations of employers and policy makers need to be carefully, closely and
systematically examined. Faculty, working in committees, must content with and reconcile these often onflicting
forces in formulating, renewing, or transforming the undergraduate curriculum (gaff).
Part 2. Theories and Concepts on Curriculum Development
2.1. Definition, Theories and Concepts on Curriculum Development
The vision of what is a curriculum is heavily shaped by the disciplinary values, educational philosophy, the
diversity or homogeneity of students enrolled, and the social and institutional context.
Definition of curriculum vary from scholars to scholars (John Dewey, Franklin Bobbit, Harold D Rug, Holtis
Caswell, Ralph Tyler, Robert Gagne, James Pophan, Brian and and Brandt, Posner, Harden, Gaff etc) and from
Indonesian regulations.
According to Gaff, et al (1997) the curriculum can refer to the educational plan of an institution, school, college,
or a department or to a programme or course. At the program level of analysis, undergraduate curricula typically
consists of three to four components: general or liberal studies, major specialization, minor specialization, and
elective studies. They provide a working definition as follows:
Curriculum refers to both the process and substances of an educational program. It comprises the purpose,
design, conduct and evaluation of educational experiences. Curricula exist at different levels, ranging from a
single course to the educational programme to the department or discipline and eventually to a college or
university. The organization of curricula is defined by educational philosophy, the structure and content of the
knowledge imparted, and the institutional context and climate. Effective curricula have coherence and explicit
definitions of aims and standards of attainment. They accomplish their aims through sequence and structure of
learning experiences to facilitate student learning and development. They provide sufficient content and
coverage to exhibit but not exhaust the limits of the subject of study. They include mastery of basic terms,
concepts, models and theories as well as some application of them to situations appropriate to students, the
learning aims and the institutional context. Good curricula have the hallmarks of effective instruction and the
evidence of the enhancement of student learning
The vision of what is a curriculum is heavily shaped by the disciplinary values, educational philosophy, the
diversity or homogeneity of students enrolled, and the social and institutional context.
Definition of curriculum vary from scholars to scholars (John Dewey, Franklin Bobbit, Harold D Rug, Holtis
Caswell, Ralph Tyler, Robert Gagne, James Pophan, Brian and and Brandt, Posner, Harden, Gaff etc) and from
Indonesian regulations.
According to Gaff, et al (1997) the curriculum can refer to the educational plan of an institution, school, college,
or a department or to a programme or course. At the program level of analysis, undergraduate curricula typically
consists of three to four components: general or liberal studies, major specialization, minor specialization, and
elective studies. They provide a working definition as follows:
Curriculum refers to both the process and substances of an educational program. It comprises the purpose,
design, conduct and evaluation of educational experiences. Curricula exist at different levels, ranging from a
single course to the educational programme to the department or discipline and eventually to a college or
university. The organization of curricula is defined by educational philosophy, the structure and content of the
knowledge imparted, and the institutional context and climate. Effective curricula have coherence and explicit
definitions of aims and standards of attainment. They accomplish their aims through sequence and structure of
learning experiences to facilitate student learning and development. They provide sufficient content and
coverage to exhibit but not exhaust the limits of the subject of study. They include mastery of basic terms,
concepts, models and theories as well as some application of them to situations appropriate to students, the
learning aims and the institutional context. Good curricula have the hallmarks of effective instruction and the
evidence of the enhancement of student learning.
2.2. Models of Curriculum Development
A. Discipline-based Curriculum
Discipline-based curricula are a social construction developed by academics. Over time, knowledge has been
organized into key terms, concepts, models, and modes of inquiry. Academics add to and test these knowledge
constructs using their disciplinary associations as means of verbal and written communication. Curricular change
is conditioned by the role of the disciplines in conserving and transmitting their organization and representation of
what is worth knowing, why and how. Such a conception of disciplinary knowledge emphasizes the transmission
of knowledge from generation to generation, and from academic to novice (gaff).
B. Competence-based Education
Competence-based Education (CBE) is an institutional process that moves education from focusing on what
academics believe graduates need to know (teacher-focused) to what students need to know and be able to do
in varying and complex situations (student and/or workplace focused). CBE is focused on outcomes
(competencies) that are linked to workforce needs, as defined by employers and the profession.
CBE’s outcomes are increasingly complex in nature, rather than deriving from the addition of multiple low-level
objectives. CBE often necessitates more complex assessment, involving portfolios, experiential learning
assessment in field experience, demonstration in varying contexts, role play, use of standardized patients or
clients, etc. Large abilities sets are broken down into competencies, which may have sequential levels of
mastery. Competencies reinforce one another from basic to advanced as learning progresses; the impact of
increasing competencies is synergistic, and the whole is greater than the sum of the parts.
Competencies within different contexts may require different bundles of skills, knowledge and attitudes. The
challenge is to determine which competencies can be bundled together to provide the optimal grouping for
performing tasks. Another challenge is designing learning experiences that support students as they practice
using and applying these competencies in different contexts. Continual refinement of defined competencies
is necessary so that enhanced performance in a variety of contexts can be assessed. In essence, CBE is a
process, not a product.
C. Outcome-based Education
Outcome-based education is an approach to education in which decisions about the curriculum are driven by the
exit learning outcomes that the students should display at the end of the course. “In outcome-based education,”
suggest Harden and colleagues, “product defines process.
Outcome-based education can be summed up as results-oriented thinking and is the opposite of input-based
education where the emphasis is on the educational process and where we are happy to accept whatever is
the result” (emphasis original). There is a significant difference between outcome-based education and simply
producing outcomes for an existing curriculum. “Outcome-based,” insists Spady, “does not mean curriculum
based with outcomes sprinkled on top. It is a transformational way of doing business in education.”1 (Davis)
2.3. Approaches to Curriculum Design
A. Constructive Alignment
Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher
education. It is the underpinning concept behind the current requirements for programme specification,
declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based
assessment.
There are two parts to constructive alignment:
• Students construct meaning from what they do to learn.

• The teacher aligns the planned learning activities with the learning outcomes.
The basic premise of the whole system is that the curriculum is designed so that the learning activities and
assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the
system is consistent.
Figure 1. Aligning learning outcomes, learning and teaching activities and the assessment. Adapted from
Biggs(1999) p 27
Alignment is about getting students to take responsibility for their own learning, and establishing trust between
student and teacher. If students construct their own learning and this takes place inside the students' brains,
where teachers cannot reach, then the real learning can only be managed by the students. All teachers can do is
to create an environment which is encouraging and supportive of students engaging in the appropriate and
necessary mental activity. We can do this by providing the pieces and specifications of what the students must
become able to do as a result of modifying their cognitive structures, and set up or suggest activities that
students can use to achieve these changes or intended learning outcomes.
We must have a clear idea of what we want students to be able to do at the end of a unit of study, and
communicate these intended learning outcomes to students so they can at least share in the responsibility of
achieving them. However, we know that students will inevitably tend to look at the assessment and structure their
learning activities, as far as they are able, to optimise their assessment performance. We must therefore make
sure that the assessment very obviously does test the learning outcomes we want students to achieve, that, by
being strategic optimisers of their assessment performance, students will actually be working to achieve the
intended learning outcomes. In other words, the ILOs, the learning activities and the assessment must all be
aligned. The assessment criteria should differ from the ILOs only in so far as that they might give more detail of
performance levels required for specific rewards. If we tell students that we want them to achieve something
(ILOs) and then assess them against assessment criteria that do not match, they will feel cheated and will
become cynical strategic surface learners. Alignment is really simply a matter of honesty and fairness that
establishes the trust required for students to be confident that they can manage their own learning.
Achieving Constructive Alignment
Constructive alignment is actually extremely difficult to achieve: it is virtually impossible to get it right first time,
through so-called rational top-down course design. That is why the ILTHE, for example, emphasises the
importance of the reflective practitioner; the teacher who constantly modifies course design and delivery,
constantly trying to work closer to the unattainable perfect constructive alignment. Moreover, this is not simply a
matter of modifying learning activities and assessment. Sometimes, in the delivery of a module, assessment
outcomes, or our work with students, reveal learning outcomes we had not anticipated but that we nevertheless
recognise as valuable. These emergent learning outcomes need to be identified and incorporated into the
intended learning outcomes. Constructive alignment cannot be achieved or maintained in an institutional system
that does not allow frequent modification of module descriptions (figure 2).
Figure 2. Concept map illustrating the main ideas put forward by Biggs and the relationships between them in the
Curriculum Design Process.
If we are taking a single component of a programme, we can 'Constructively Align' that course by tackling the
following steps:
• Define the learning outcomes.

• Select learning and teaching activities likely to enable the students to attain the outcomes.
• Assess the students' outcomes and grade the students learning.
Setting the Learning Outcomes
This is how we are intending to define the course for our students, (though the students maybe influenced by
the assessment). We need to think about the learning as what we want the student to do. We want the students
to 'behave' like engineers making competent decisions in their future careers; the outcomes should mirror this.
As we want the students to do things, then it makes sense for the outcomes to be specified in terms of verbs, this
will also have the added benefit of leading us to design assessments that measure the objectives.
In considering the verbs to describe learning outcomes, we can return to the work on levels and the different
levels of learning. We will probably want to mix the levels of learning required having some lower level outcomes
that deal with the basic facts, as well as having higher levels that require the students to deal with new situations.
This will provide us with the basis of the learning outcomes for our unit.
For example if we are aligning a course on networks, then our low level outcomes would be to state Kirchhoff's
Law and Thevenin's Law. However, we also would want extended understanding where we would expect
students to apply these laws to new contexts, perhaps designing their own circuits.
Selecting Learning and Teaching Activities
We need to consider activities that will cause the students to engage with the learning. Course documentation
usually defines the amount of study, in many institutions this is defined in terms of contact time in lectures and
tutorials. However, we have seen that these are not the most effective way for the majority of students to learn as
they can adopt passive learning approaches. Consequently, we need to consider approaches that require
participation that is more active and encourage more high-level learning. Therefore, if we want students to
consider that we expect them to synthesize concepts and link them together then we should consider
assessment activities that encourage that behaviour, such as a mini-lab project, or a case study such as
designing and costing a new power plant in a location with particular requirements.
Assessing and Grading the Student
We need to ensure that we assess the learning outcomes. If we are seeing how the students apply knowledge of
the environment and environmental legislation to new situations then that is what we should assess. However,
we should also consider how we assess the student and arrive at the final grade. We can take two approaches
to assessment. The first, the traditional norm assessment model, is where we break down the students 'learning'
into their responses to individual questions and sub units, assigning marks to their 'correct' responses. The
problem with this is that it encourages students to play the assessment game, and go for a mark 'trawl' in exams,
trying to pick-up bits of marks here and there. The alternative is criteria-based assessment where grades are
awarded according to how well students meet the desired learning outcomes (see table 1 for an example).
Table 1. A constructively aligned assessment scheme (adapted from Biggs 2003)
Objectives Grading Criteria
Grading will be based on you attaining the Grades will depend on how well you can demonstrate that you have
following criteria: met all objectives:
Demonstrate appreciation and A: Awarded if you have clearly met all the objectives, displaying deep
understanding of the delicate balance in knowledge of the content, creative thinking, applying the concepts
the environment. effectively to new situations
Demonstrate understanding of
sustainability and related issues in the B: Awarded when all objectives have been met well and effectively
environment.
C: Awarded when the objectives have been addressed satisfactorily,

Have knowledge of relevant UK and EU
or where evidence is strong for some objectives, but weaker in
environmental legislations.
others.
Relate specific pollution control

F: Less than C, or work not submitted
technologies to industries.
Appreciate the range of engineering

related environmental problems.
Nearly all degree programmes will require the criteria grades to be converted to a grade, this is fairly
straightforward; a good ‘A’ gets 78%, a bare ‘A’ gets 70%, and so on. For a more in-depth discussion of
assessment, see Biggs(1999) .
Advantages of Constructive Alignment
Constructive alignment encourages clarity in the design of the curriculum, and transparency in the links
between learning and assessment. In a truly Constructively Aligned curriculum it facilitates deep learning as the
activities are designed for that purpose. This should improve the quality of learning and graduates in our
profession.
B. ADDIE Approach
ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate.
ADDIE is a product development concept. The ADDIE concept is being applied here for constructing
performance-based learning. The educational philosophy for this application of ADDIE is that intentional learning
should be student centered, innovative, authentic, and inspirational. The concept of systematic product
development has existed since the formation of social communities. Creating products using an ADDIE
process remains one of today’s most effective tools.
Because ADDIE is merely a process that serves as a guiding framework for complex situations, it is appropriate
for developing educational products and other learning resources. ADDIE is a fundamental process for creating
effective learning resources. It promotes strategies that move away from didactic, limiting, passive, singular
modes of design, and instead move toward designs that facilitate active, multi- functional, ituated, inspirational
approaches to learning.
ADDIE is a generative process because it applies concepts and theories to specific contexts. ADDIE is used
within educational environments to facilitate the construction of knowledge and skills during episodes of
guided learning. Guided learning is the quest for mutually agreed upon expectations between the student and
the teacher. While an individual is in a perpetual state of learning, guided learning refers to the
construction of knowledge that occurs in shared learning space, physical or otherwise. The fundamental
tenet of ADDIE is that all planned activities focus on guiding the student as she or he constructs knowledge in
some learning space. ADDIE adopts an Input – Process - Output (IPO) paradigm as a way to
complete its phases. The result of adopting an IPO paradigm is a layered concurrent approach to the
ADDIE phases. The input phase reacts to the variables identified in the learning context by accepting data,
information, and knowledge. The process phase seeks ways to stimulate creative and divergent thinking by
utilizing procedures, to interpret, explain, configure, and display multiple approaches to events that are likely to
occur in learning space. The output phase delivers the results of the process by explicitly presenting ways of
knowing that are translated into ways of doing.
Each ADDIE phase generates a deliverable that represents the collective thoughts of all the stakeholders. Each
deliverable is then tested prior to becoming input for the next phase in the process.
ADDIE is responsive because it accepts whatever goals are established as its orientation. ADDIE is context
sensitive, proactive, interactive and is a vehicle for communicating ideas to all stakeholders. Learning needs are
initially based on prima facie evidence that a desired performance is not being achieved. Many theories
contribute to instructional design such as communication theory, theories related to cognitive psychology, social
learning theory, and human development theories. The incorporation of a variety of successful teaching and
learning theories allows the ADDIE process to be interdependent, synergistic, dynamic, cybernetic, systematic,
and systemic.ADDIE stresses interdependence so as to respond to the inextricably connected relationships
among pairwise, and otherwise multi-bonded entities joined in learning space.
ADDIE is synergistic because it presents the sum of the parts as being greater than the whole, thereby
increasing the function of each entity beyond its individual value, thus exponentially increasing the probability of
achieving the desired goal. ADDIE is dynamic in order to respond to the changing variables within learning
space.
ADDIE is cybernetic because it governs, guides, automates, replicates, and prevents failure of the entire
process. ADDIE is systematic because it establishes rules and procedures, as well as the protocol for
establishing the rules and procedures, and helps to constitute responsible approaches to designing instruction.
ADDIE is systemic because all components of the process respond to any stimulus: or at least have the
opportunity to respond to any stimulus.
ADDIE is a validating process because it verifies all products and procedures associated with the development of
guided learning episodes. Validation is the guiding trait of ADDIE, and adds credibility through procedures that
are analytical, evaluative, and philosophical. Valid paradigms of instructional design are goal oriented; however,
different learning goals require different instructional strategies. Valid learning goals should reflect the reality in
which students will be expected to perform, and by doing so, maintain a high degree of congruence between
the learning space and the place where actual tasks are performed. A valid instructional design process
considers the emotional and instinctive feelings of the student, and the primary participants in the process.
The philosophical origin of any instructional design process is important as a
way to validate the reasons and motivations of all participants engaged in the
process. Validation procedures should be situated, authentic, based on common
sense, and account for prominent visceral feelings.
Quantitative and qualitative data should be obtained from all stakeholder groups about the ways in which
students learn different kinds of content, and the varying conditions under which learning occurs. Data should be
analyzed and summarized into meaningful interpretations so as to make informed decisions about the quality of
any materials intended for use during guided learning sessions. Determining the value or specific worth of an
ADDIE product requires a process that is inherently evaluative. Evaluation in ADDIE is intended to strengthen
a product or procedure, rather than merely ratify an existing way of knowing or an existing way of doing.
Evaluation procedures should initiate, permeate, and conclude any ADDIE process so as to afford ample
opportunities to intervene during the process for the purpose of improving the product and improving the process
as well. Any revisions to the planned instruction should be substantiated with empirical evidence acquired during
formative evaluation, thus increasing the validity of the entire process.
ADDIE is not a specific, fully elaborated model in its own right, but rather an umbrella term that refers to a family
of models that share a common underlying structure. According to Professor Emeritus Mike Molenda at Indiana
University, the ADDIE label seems to have evolved informally through oral tradition rather than a single author
as the source of the ADDIE label. Professor Molenda further asserts that ADDIE has become a colloquial
term used to describe a systematic approach to instructional development.
Emerging philosophies about instruction, education, and theories of learning

have re-focused the ‘‘classroom’’ concept to include a broader array of contexts. While classrooms are defined
as ‘‘a place where classes meet,’’ classrooms are typically shaped by the prevailing societal paradigm and, until
recently, classrooms replicated our desire to compartmentalize, consistent with the industrial age. The desire to
regiment and control was reflected in classrooms patterned after military models, but classrooms are beginning
to reflect a societal shift to an information age.
Classrooms of the information age can be situated at remote sites, accessed at
convenient times, and personalized to match the capability of individual learners.
While students may still ‘‘meet’’ to study the same subject, the location, time, and pace are now dynamic.
Educators and trainers should regard a classroom as any learning space.While each episode of guided learning
is distinctive and separate, each remains part of a larger curricular scheme. Episodes of intentional learning are
characterized by several participating entities which are themselves complex: the learner, the content, the media,
the teacher, peers, and the context, all interacting within a discrete period of time while moving toward a common
goal. Student-centered spaces, wherever they are located, represent an epistemological shift from regarding
students as the occupants of learning spaces, to regarding the actions of students during guided learning as the
motivation for the design of instruction. Thus, a clear understanding about the complexities of guided learning is
worthy of our initial attention.
C. Gagne’s Events of Instruction
Robert Gagné proposed a series of events which follow a systematic instructional
design process that share the behaviorist approach to learning, with a focus on the outcomes or behaviors of
instruction or training. Each of the nine events of instruction is highlighted below, followed by sample methods to
help implement the events in your own instruction.
Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful
instruction. The following nine steps have been adapted from Gagné, Briggs, and Wager (1992).
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their
attention. Methods for gaining learners’ attention include:
• Stimulate students with novelty, uncertainty and surprise

• Pose thought provoking questions to the students
• Have students pose questions to be answered by other students
2. Inform studentsof the objectives
Inform students of the objectivesor outcomes to help them understand what they are to learn during the
course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
• Describe required performance

• Describe criteria for standard performance
• Learner establishes criteria for standard performance
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already know or
something they have already experienced.
Methods for stimulating recall include:
• Ask questions about previous experiences

• Ask students about their understanding of previous concepts
4. Present the content
Use strategies to present and cue lesson content to provide more effective, efficient instruction.
Organize and chunk content in a meaningful way. Provide explanations after demonstrations
. Ways to present and cue lesson content include:
• Present vocabulary
• Provide examples
• Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast,
group work
• Use a variety of media to address different learning preferences
.
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available. Methods to
provide learning guidance include:
• Provide instructional support as neededas scaffolds(cues, hints, prompts) which can be

removed after the student learns the task or content
• Model varied learning strategies, mnemonics,concept mapping, role playing, visualizing
• Use examples and non examples in addition to providing examples, use non examples to help
students see what not to do or the opposite of examples
• Provide case studies, analogies, visual images and metaphors , case studies for real world
application, analogies for knowledge construction, visual images to makevisual
associations,metaphors to support learning
6. Elicit performance (practice)
Activate student processing to help theminternalize new skills and knowledge and to confirm correct
understanding of these concepts. Ways to activate learner processing include:
• Elicit student activities

• Ask deep learning questions, make reference to what students already know or have students
collaborate with their peers
• Elicit recall strategies - ask students to recite, revisit, or reiterate information they have learned
• Facilitate student elaborations, ask students to elaborate or explain details and provide more
complexity to their responses
• Help student integrate new knowledge -provide content in a context rich way (use realworld
examples)
7. Provide feedback
Provide immediate feedback of students’performance to assess and facilitate learning.
Types of feedback include:
• Confirmatory feedback
• Informs the student they did what he or she were supposed to do
• Corrective and remedial feedback
• Informs the student the accuracy of their performance or response
• Remedial feedback
• Directs students in the right direction to find the correct answer but does not provide the correct
answer
• Informative feedback: Provides information (new, different, additions, suggestions) to a student
and confirms that you have been actively listening , this information allows sharing between
two people
• Analytical feedback: Provides the student with suggestions, recommendations and information
for them to correct their performance
8. Assess performance
In order to evaluate the effectiveness of the instructional events, you must test to see if the expected
learning outcomes have been achieved. Performance should be based on previously stated
objectives.
Methods for testing learning include:
• Pretest for mastery of prerequisites

• Use a pretest for endpoint knowledge or skills
• Conduct a posttest to check for mastery of content or skills
• Embed questions throughout instruction through oral questioning and/or quizzes
• Include objective or criterion referenced performances which measure how well a student has
learned a topic
• Identify normative referenced performances which compares one student to another student
9. Enhance retention and transfer to the job
To help learners develop expertise, they must internalize new knowledge
Methods for helping learners internalize new knowledge include:
• Paraphrase content
• Use metaphors
• Generating examples
• Create concept maps or outlines
• Create job aids, references, templates, or wizards
Summary
Gagné’s Nine Events of Instruction can help build the framework with which to prepare and deliver
instructional content. Ideally, you should prepare course goals and learning objectives before
implementing the nine events (the goals and objectives will actually help situate the events in their
proper context). The nine events of instruction can then be modified to fit both the content to be
presented and the students’ level of knowledge.
Part 3. Needs Assessment

Health is increasingly a critical concern in the context of poverty reduction. Poor people suffer most from ill-health
and disease; by the same token, people are more likely to fall into poverty because of ill-health. Health is a
undamental human right and the attainment of better health is an essential worldwide social goal. In
addition, reflecting the vicious cycle of poverty and ill-health, health is a focal issue in development. In fact, three
of the eight Millennium Development Goals (MDGs) require substantial improvements in the health sector by
2015, namely, reduction of child mortality, improvement of maternal health, and combating of HIV/AIDS,
malaria and other diseases. Although international concern about health is increasing, health outcomes do not
appear to be improving at a steady rate. A fundamental problem is that necessary and affordable services do not
reach those in need. The most vulnerable are the least protected. What factors hinder the poor from accessing
the healthcare services they need? This is our fundamental concern (access)
Starting from the community needs we may proceed into a need assessment on the profile of health problems
and the social determinant of health and cultural issues that related to the outcomes of health problems and what
kind of health professionals that we would like to have in respond to those health problems.
Many method of need assessment available and this process will involve many stakeholders including
educational stakeholder, health offices, professional associations, community representatives, academic and
students’ representatives, government, and many more. The national need assessment should happen routinely
like in a period of every five years, to respond to the change in health problems.
3.1. Health System, Health Indicators and Health Data
-WHO
3.2. Health Workforce Development
-WHO
3.3. Method for Formulating Graduate Profiles and Competences
Tambah referensi dari Green, et al 2001
As there is a strong linkage between health profession education and health services system, it is very important
that the educational institutions seek the opinion of external stakeholders as wide as possible. For health related
issues, the main stakeholder is the Ministry of Health who will also be the main user of the graduates. Ministry of
Health formulates the health policies for health development and the institutions of health profession education
provide graduates to meet the demands of health services. Stakeholders and users’ expectation of graduate
profiles should be translated into graduates competences which will further be broken down into more specific
and smaller learning outcomes.
At this stage of curriculum development, the medical educators – together with the stakeholders - will determine
the profile and competencies of the graduates in order to overcome health problems and to meet the demand of
health services. At national scope, Indonesian Medical Council issued 7 areas of competencies that are stated
in the National Standard of Competencies for Indonesia Medical Doctors.
Determination of graduates competences need empirical data to support the relevance of graduates with the
workplace requirements. These data can be collected through surveys of health indicators (morbidity and
mortality), observation of health professions on duty (what activities are mostly done by the health professions
when they are working), and interviews with stakeholders.
A competency is the capability to apply or use a set of related knowledge, skills, and abilities required to
successfully perform "critical work functions" or tasks in a defined work setting. Competencies often serve
as the basis for skill standards that specify the level of knowledge, skills, and abilities required for success
in the workplace as well as potential measurement criteria for assessing competency attainment.
The UK Training Agency (1989) defines competence as:
Standards development should be based on the notion of competence which is defined as the ability to
perform the activities within an occupation. Competence is a wide concept which embodies the ability to
transfer skills and knowledge to new situations within the occupational area. It encompasses organization
and planning of work, innovation and coping with non-routine activities. It includes those qualities of
personal effectiveness that are required in the workplace to deal with co-workers, managers and
customers. (Training Agency UK, 1989)
The concept of competence is further discussed in the latestedition of the ECTS Users’ Guide (2009):
The European Qualification Framework for LLL instead distinguishes knowledge, skills and competence. It
uses the following definition: “competence means the proven ability to use knowledge, skills and personal,
social and/or methodological abilities, in work or study situations and in professional and personal
development. In the context of the European Qualifications Framework, competence is described in terms
of responsibility and autonomy”. In this case the term competence is understood in a more limited way, as
the capacity to transfer knowledge into practice. (ECTS, 2009)
The Higher Education and Training Awards Council of Ireland (HETAC) takes a broad view of the term
competence and describes competence in terms of the demonstration and application of knowledge and skills in
human situations:
The unique characteristic of competence is the effective and creative demonstration and deployment of
knowledge and skill in human situations. ... Competence refers to the process of governing the application
of knowledge to a set of tasks and is typically acquired by practice and reflection. Some aspects of
performance in situations may depend on innate characteristics of an individual. In as much as such
performance is not learned it cannot be recognised as learning. Competence also encompasses the extent
to which the learner can acknowledge his/her limitations and plan to transcend these through further
learning. (HETAC, 2006)
3.4. Formulation of Learning Outcomes
The traditional way of designing modules and programmes was to start from the content of the course. Teachers
decided on the content that they intended to teach, planned how to teach this content and then assessed the
content. This type of approach focussed on the teacher’s input and on assessment in terms of how well the
students absorbed the material taught. Course descriptions referred mainly to the content of the course that
would be covered in lectures. This approach to teaching has been referred to as a teacher-centred approach.
Among the criticisms of this type of approach in the literature (Gosling and Moon, 2001) is that it can be difficult
to identify precisely what the student has to be able to do in order to pass the module or programme.
International trends in education show a shift from the traditional “teacher centred” approach to a “student
centred” approach. This alternative model focuses on what the students are expected to be able to do at the end
of the module or programme. Hence, this approach is commonly referred to as an outcome-based approach.
Statements called intended learning outcomes, commonly shortened to learning outcomes, are used to express
what it is expected that students should be able to do at the end of the learning period. From these definitions, it
is clear that:
• Learning outcomes focus on what the learner has achieved rather than the intentions of the teacher;
• Learning outcomes focus on what the learner can demonstrate at the end of a learning activity.
Learning outcomes are formulated based on the expected graduate profile or competences upon completion of
the programme. It usually describes what a graduate is expected to perform. The EC Tuning project which was
initiated in 2000 used the term “competence” to represent a combination of attributes in terms of knowledge and
its application, skills, responsibilities and attitudes and an attempt was made to describe the extent to which a
person is capable of performing them. The programme LOs are then formulated and cascaded to modules and
topics to ensure alignment to graduate profile.
Learning outcomes provide direction in the planning of a learning activity. They help to:
• focus on the learner’s behaviour/action
• serve as guidelines for content, instruction, and assessment
• identify specifically what should be learned
• convey to learners exactly what is to be accomplished

Programme learning outcomes are statements that describe what learners will know and be able to do when they
graduate from a programme. Similarly course and topic learning outcomes describes what learners are expected
to demonstrate after completion of a module or lesson.
The outcomes of what was desired to be able to be done well by the learners should be stated in a clear and
concrete manner. The planning group should discuss in series of workshops on the outcomes of the learners to
determine the abilities of health professionals in managing health problems. There are many outcomes to be
stated and the outcome will direct the process of learning and assessment in macro-meso and micro curriculum.
Hubungan antara Graduate profiles, competences and learning outcomes

Tips on writing learning outcomes:
• Begin each learning outcome with an action verb, followed by the object of the verb followed by a
phrase that gives the context.
• Use only one verb per learning outcome.
• Avoid vague terms like know, understand, learn, be familiar with, be exposed to, be acquainted with,
and be aware of.
• Avoid complicated sentences. If necessary use more one than one sentence to ensure clarity.
• Ensure that the learning outcomes of the module relate to the overall outcomes of the programme.
• The learning outcomes must be observable and measurable.
• Ensure that the learning outcomes are capable of being assessed.
• When writing learning outcomes, bear in mind the timescale within which the outcomes are to be
achieved. As you work on writing the learning outcomes, bear the mind how these outcomes will be
assessed, i.e. how will you know if the student has achieved these learning outcomes
• Before finalising the learning outcomes, ask your colleagues and possibly former students if the learning
outcomes make sense to them.
• When writing learning outcomes, for students at levels beyond first year, try to avoid overloading the list
with learning outcomes which are drawn from the bottom of Bloom’s taxonomy
Part 4. Curriculum Design

4.1. Designing Curriculum Macro—TS
WHO; competence-based curriculum for medical education 1974
4.2. Designing Curriculum Meso—TS
AMEE Guide: 14
4.3. Designing Curriculum Micro—MC
Diana Dolman: Block Construction

VII. Assessment Development in Medical and HPE 1
Block Coordinator:
Gandes Retno Rahayu, MD, MMedEd, PhD
Dra. Yayi Suryo prabandari, MSi, PhD
Team Teaching:
1. Ova Emilia, MD, MMedEd. SpOG(K), PhD - (OE)
2. E. Suryadi, MD, SU, PA(K), MHPE - (ES)
3. Widyandana, MD, MHPE, Ph.D- (WD)
4. Mora Claramita, MD, MHPE, Ph.D - (MC)
5. Tridjoko Hadianto, MD, DTM&H, M.Kes - (TH)
6. Risanto Siswosudarmo,MD, SpOG 9K) - (R)
7. Prof. Dr. Soenarto Sastrowijoto, MD, SpTHT(K) - (SS)
Student assessment development 1 block is designed to contribute to the mastery of competencies 3 of Master
in Medical Education: Develop system of students’ learning assessment which can stimulate learning. This block
is equivalent to 4 CSU. In this block crucial elements of student assessment will be deeply explored and
discussed. Basically, it will cover topics related to principles of student assessment, assessment methods, quality
control and ethic in student assessment. All this topics are organized into 3 parts:
1. Principles of students-assessment method

2. Various Assessment Methods
3. Quality control and ethics in students-assessment
Various teaching-learning activities are scheduled, including interactive lectures, small group discussions,
demonstration, group work, practice session, tutorial and journal reading. Main references are indicated and
several readings are included in this block; it is expected that students spend some time in advance to read
recommended references or related readings, so that scheduled learning activities become interactive ones.
Knowledge on the past or current practices of student assessment in your own institution would be a good prior
knowledge and could be a trigger for discussion both during the lectures and small group discussion.
B. Pre-requisite
1. Completed Block 1 Teaching and Learning and Block 2 Clinical Teaching and Learning
2. Read the readers manual
1. will be able to choose assessment methods appropriate for learning objective.

2. will be able to develop assessment methods appropriate for learning objective.
3. will be able to administer, score and interpret the results of student assessment.
4. will be able to use assessment results for making decisions about individual students, planning teaching,
developing curriculum and institution improvement .
5. will be able to identify various malpractices in student assessment and design prevention.
Block Objective Learning Topic Learning Method
1. student will be able to 1. Philosophy and concepts of 1. Tutorial

choose assessment assessment, test, measurement and 2. Field Work &
methods appropriate evaluation Reflection
for learning outcome 2. Assessment and learning 3-4. Interactive Lecture
/objective 3. Taxonomies or categories of learning 5. Practical Session
target
4. Blue print development
5. Validity and reliability
2. student will be able to 1. Know and know how assessment 1 1-4: Critical appraisal
develop assessment (MCQ, Cluster Question) & Practical
methods appropriate 2. Know and know how assessment 2 Session
for learning (MEQ, Essay, EMQ) 5-6: Critical appraisal
outcome/objective 3. Know and know how assessment 3 & Practical
3. student will be able to (Oral assessment) Session
administer, score and 4. Know and know how assessment 4 7 : Document analysis
interpret the results of (Progress Test) 8-9: Critical appraisal &
student assessment 5. Show how assessment 1 (OSCE) Video analysis
4. student will be able to 6. Show how assessment 2 (Developing 10-11: Task based on
use assessment Instruments) Tutorial week 1
results for making 7. Does assessment 1 (Portfolio) 12: Tutorial
decisions about 8. Does assessment 2 (e.g. Mini-CEX, 13: Practical session
individual students, DOP, 360 degree) incl. demonstration 14: Practical session
planning teaching, 9. Clinical reasoning assessment incl.
developing curriculum practice session
and institution 10. Peer assessment
improvement 11. Self assessment
12. Professional behaviour assessment
13. Item analysis
14. Development of question bank
5. student will be able to 1. Malpractice and ethic 1.Tutorial

identify various 2. Quality control in student assessment 2. Interactive lecture
malpractices in
student assessment
and design prevention
E. Assessment
There are two types of assessment: formative and summative
Formative assessment Document Analysis Oral and written feedback

Critical appraisal
Video Analysis
Tutorial
Practical Sessions
Summative assessment 1. Design assessment method for Essay*
assessing objective no 1 of this
block and its rationale
2. Design assessment method for
assessing objective no 2, 3 and
4 of this block and its rationale
3. Design assessment method for
assessing objective no 5 of this
block and its rationale
*Instruction for writing Essay:
5. Reflecting the theories in the reading list into assessment No. 1, 2 and 3 in an essay with the following
criteria:
d. The essay should be written descriptively and be able to demonstrate adequate reflection of
the candidate to the application of teaching and learning theories in this block
e. The essay must be submitted ....
ii. Quality of references (impact factors)
b. Demonstrate deep reflection of the theories into practice: 50%
i. Relevancy of the theories into practice
ii. Ability to draw lessons learned
Part 1: Principles of Student-Assessment
1. Philosophy and concepts of assessment, test, measurement and evaluation - Tutorial 1 2 x 2 hours (MC and
WD)
2. Assessment and learning - Interview, Field Work and Reflection (GRR)
3. Taxonomies or categories of learning target - Interactive lecture (YSP)
4. Blue print development - Interactive lecture (AK)
5. Validity and reliability - Interactive lecture (1 hour)
- Practical Session (GRR) (2X2 h)

Seorang mahasiswa FK bingung menghadapi ujian tengah semester mata kuliah Patologi Klinik. Ia bingung
bagaimana harus belajar, sebab selama 1/2 semester sebelumnya ia belajar mata kuliah "Sistem Darah" namun
menempuh serangkaian praktikum "Pemeriksaan Lab Urinalisis". Sementara di pedoman ujian disebutkan
bahwa yang diujikan di mid semester adalah mata kuliah yang sudah diajarkan (dengan titik berat pada sistem
darah), padahal ia merasa baru akan terjadwal praktikum "Pemeriksaan Lab Darah" di 1/2 semester mendatang.
Mahasiswa tersebut merasa bahwa sebagian mahasiswa kelompok lain yang telah menempuh praktikum "Lab
Darah" sudah pasti akan lebih memahami apa yang akan diujikan. Kebingungan ini berujung pada hasil ujian
mid semester ybs yang kurang maksimal. Mahasiswa mencoba mendatangi dosen mata kuliah yang
bersangkutan, tetapi tidak mendapatkan penjelasan yang memuaskan selain pedoman ujian yang menurutnya
kurang tepat dengan proses belajar yang ia tempuh.
Kata Kunci: Program Pendidikan, Ujian, Tujuan Pembelajaran
Tutors:
Mora Claramita, Widyandana
Instruction for Interview, Field Work and Reflection (assessment in learning):
1. Interview student’s experience on OSCE (group 1), Block test (group 2), Practical-Lab test (group 3),
Clinical Exam (group 4): How did they learn before examination, How did the assessment drive their
learning process
2. Reflection based on literatures ppt
3. Presentation – feedback (2 hours)
Facilitators:
Gandes Retno Rahayu
Part 2: Various Assessment Methods
1. Know and know how assessment 1 (MCQ, Cluster Question)

2. Know and know how assessment 2 (MEQ, Essay, EMQ)
3. Know and know how assessment 3 (Oral assessment)
4. Know and know how assessment 4 (Progress Test)
5. Show how assessment 1 (OSCE)
6. Show how assessment 2 (Developing Instruments)
7. Does assessment 1 (Portfolio)
8. Does assessment 2 (e.g. Mini-CEX, DOP, 360 degree) incl. demonstration
9. Clinical reasoning assessment incl. practice session
10. Peer assessment
11. Self assessment
12. Professional behaviour assessment
13. Item analysis
14. Development of question bank
Methods:
1-6: Critical appraisal (R, ES, GRR) 3 sessions (session 1: topic 1-2, session 2: topic 3-4, 9, session 3: topic
5-6)
7: Document analysis (MC, WD)
8: Video analysis (MC, WD)
10-11: Task based on Tutorial week 1 (OE)
12: Tutorial (AK, TJ)
13-14: Practical session (TJ)
Dr. Yanti dosen di salah satu FK dipanggil oleh Dekan dan diberi tugas untuk membentuk tim yang bertugas
mendesain penilaian perilaku profesional mahasiswa. Tugas tersebut membuatnya gusar, karena dia sendiri
masih menyimpan berbagai pertanyaan “dalam hatinya” : “apa sebenarnya perilaku professional?”, bagaimana
perilaku profesional yang dinilai?”, “siapa dan kapan penilaian itu harus dilakukan?”.
Keyword: professional behaviour of physician
Tutors:
Amitya Kumara, Tridjoko Hadianto
1. Five papers proposed by groups (from Journal related to medical education sciences)
2. Two-three papers selected by facilitator one day before critical appraisal
6. Feedback and discussion from facilitators (2 hours)
Facilitators:
Risanto Siswosudarmo (session 1), E. Suryadi (session 2) , Gandes Retno Rahayu (session 3)
Instruction for Document Analysis and Video Analysis:
1. Analysis 5 samples of student-portfolio (provided by dr. Mora) and 1 sample of Mini-CEX video and
1 sample of DOPs (provided by dr. Gandes) Independent Learning
2. Reflect on literatures ppt
3. Feedback and discussion from facilitators (2 hours)
Facilitators:
Mora Claramita, Widyandana
Instruction for Task-Based:
1. Before tutorial 2, please make instrument to assess your group-performance during tutorial. You
can decide by yourself the indicators you want to assess
2. During tutorial 2, everybody assess others and him/ herself using the instrument
3. Analyse the process and appropriateness of self and peers assessment related to literatures
ppt. 1 self assessment (group 1), ppt. 1 peers assessment (group 2)
4. Presentation and feedback (2 hours – OE/ YSP/ AK)
Instruction for Practical Session:
Demonstration-materials (dr. Tridjoko)
Facilitators:
Tridjoko Hadianto
Part 3:Quality Control and Ethics in Student-Assessment
1. Malpractice and ethic - Tutorial (SS, Amitya Kumara)

2. Quality control in student assessment - Interactive Lecture (GRR)
One week before block assessment, one supporting staff contacts Mr X, a lecturer, to ask his material for block
assessment. However, Mr X is too busy and asked the supporting staff to come again 2 days before the block
assessment. When the supporting staff comes again, Mr X says: “You still keep the collection of my last year
questions from me, don’t you?”. “Okay, just choose by yourself the questions for block test, I never change my
lecture anyway”
VIII. Research Methodology 1
Block Coordinator:
Gandes Retno Rahyu, MD, MMedEd, PhD
Prof. Dr. Amitya Kumara, MS
Team Teaching:
1. Gandes Retno Rahyu, MD, MMedEd, PhD
2. Prof. Dr. Amitya Kumara, MS
4. Dra. Yayi Suryo Prabandari, M.Si, PhD
5. Efrayim Suryadi, MD, SU, PA(K), MHPE
7. Widyandana, MD, MHPE, PhD
IX. Management, Leadership and Policy for Medical and HPE
Block Coordinator:
Siti Rokhmah Projosasmito, MD, M.Ed (L, P&C)
Team Teaching:
3. Siti Rokhmah Projosasmito, MD, M.Ed (L, P&C)
4. Prof (ret). Harsono, MD, Sp.S(K)
Block Description
Block management, leadership and policy for medical and health profession education 1 is a compulsory block
that should be mastered by the students. This is the first part of management module in Master of Medical
Education study program. This block is designed to helpthe student to develop their competence in management
and leadership skill, particularly in higher (health profession) education.
The block is developed for students, as a lecturer, who play Role B in health profession education - a role where
a lecturer has a responsibility to manage small groups/teams and small scale unit (such as curriculum team,
block team, etc). Thus, it will be focused on the theory that underpinning the management, leadership and policy
for health profession education and on the practical managerial skills. Lower and middle management role will
become the main focus of the learning objectives.
This block is divided into three units, namely understanding management, leadership and policy, organization
and skills for managing people and organization. The first unit describes the definition and the scope of
management, leadership and policy in general with case study in medical and health profession education
institution. Second unit discusses the meaning of organization and workplace process. Third module covers skills
needed to manage people and organization in low and middle management level. The last module put more
emphasize on practical skills rather than theory.
This block is equal to 2 (two) credits semester unit (CSU). Accomplishment of this block is pre-requisite to block
management, leadership and policy for medical and health profession education 2.
Pre-requisite
There is no pre-requisite for this Block. However, the block team is appreciated the basic knowledge of student’s
institutional management and leadership system. Their basic knowledge of it will help students to understand the
theory of management and leadership they will learn during this Block. Furthermore, the assignment will be
based on the case study of their own institution.
Block Objective
After completion of this Block, students are able to
a. Demonstrate introductory knowledge on leadership and management

b. Demonstrate introductory knowledge on assertive behavior, prataptriloka, in conjunction of leadership and
management theory
c. Demonstrate introductory knowledge on organization
d. Explain the managerial role
e. Demonstrate the ability in developing team work and commitment
f. Demonstrate the effective communication technique as part of leadership and management skills
g. Formulate the negotiation steps to address different interest
h. Explain how to apply conflict management technique in disagreement
i. Identify operational management system in your own institution
Learning Activity
The learning processes of this block consist of self-directed learning, lectures, discussion, role-play and critical
appraisal of scientific articles related to management and leadership in higher (health profession) education.
This blockinvolves 30 hours study time per week, which involves class activity - lectures, discussion and other
type of class activity - and independent learning. You might be needed extra study time to grasp a further
understanding of this subject.
No Learning Objective Learning Topic Learning Method
1. Demonstrate introductory Introduction to the block Lecture 1 x 50 minutes

knowledge on leadership and leadership and management
management
Whose responsibility is this:
leader or manager?
Leadership, management and Debate session 1 x 100

policy: an introduction minutes
The leader in me Lecture 1 x 50 minutes
Peer Learning cycle 3 x 100

minutes
2. Demonstrate introductory Principle of assertive Lecture 1 x 100 minutes

knowledge on assertive behaviour and and the
behavior, prataptriloka, in concept of patrap triloka
conjunction of leadership and
Appreciative leadership Interactive lecture 1 x 100
management theory
minutes
3. Demonstrate introductory Recognize the organization Lecture 1 x 100 minutes

knowledge on organization theory (definition, models,
structure)
Factors that influence the

sustainability of the Lecture 1 x 100 minutes
organization
Reflecting the concept of

organizational culture to your
institution culture Case study 2 x 100 minutes
4. Explain the managerial role Quinn’s eight role of manager Lecture 1 x 100 minutes
5. Demonstrate the ability in Principle of management Lecture 1 x 50 minutes

developing team work and team; team building and
commitment group dynamic
How to develop and maintain Lecture 1 x 50 minutes

commitment in health
institution
Use Belbin’s role model in the

management team
development Role-play 2 x 100 minutes
6. Demonstrate the effective Principle of organization Lecture 1 x 100 minutes

communication technique as communication
part of leadership and
management skills Skills of communication for
leader and manager Interactive lecture 1 x 50
minutes
7. Formulate the negotiation Introduction to negotiation Lecture 1 x 50 minutes

steps to address different
interest Preparing negotiation,
analyzing barriers to
cooperation Case study 2 x 100 minutes
Using breakthrough strategy

for negotiation Interactive lecture 2 x 100
minutes
8. Explain how to apply conflict Managing conflict at work: a Interactive lecture 1 x 100
management technique in competency framework for minutes
disagreement line managers
9. Identify operational Principles of Lectures 1 x 100 minutes

management system in your operationmanagement:
own institution definition, roles and
responsibilities
Apply the ‘transformation
model’ to identify the inputs,
transformation processes and Case study 2 x 100 minutes
outputs of an organisation
Assessment
The main source of this Block remarks is the final assignment that is an essay from the chosen topic. The other
source of the remarks is comes from student’s reflection from the assignment or activity during class. The
proportion is describe below.
No Type of assessment Proportion
1. Reflection of block activity 20%
2. Essay writing 80%
Total 100%
Assessment guide
A. Reflection of Block activity

Reflection is made on the learning activity basis. The reflection tell us about how you feel of each Block
activity or asignment. It also has to describe what you have not understand before and learnt after following
the activity. Further, it also describe on factors that help you to understand the topic of the learning activity.
B. Essay writing
1. Reflecting the theories given in an essay with the following criteria:
a. The essay’s length is from 3000 - 4000 words
d. The essay should be written descriptively and be able to demonstrate adequate reflection of
the candidate to the application of managementand leadership theories in this block
a. Demonstrate comprehension of the problem: 40%
i. Interpretation of the management and leadership problem
ii. Reflection of your own experience in the home institution
b. Demonstrate deep reflection on theories: 40%
i. Description of concept or theory being used
ii. Description on the implementation of theories into practice
iii. Challenge the theories into future practice
c. Demonstrate the academic writing skills: 20%
i. Citing and referencing correctly
ii. Proper paraphrasing
3. Topic for essay (choose one):
a. Block is not plan well and the consequences is not running well, the students, tutors, lecturers
and even administrators are complaining. What would you do as a leader of the Block team?
b. There is a critisism from Department, they feel not important anymore, does not have any
authority in curriculum development, and then they don’t want to participate in curriculum
development. How you deal with that problem as a head of curriculum team?
c. There is a new skills training in two month, however, the modul, the equipment, the facilities
are not ready yet. As a head of skills laboratory, what would you do with that situation?
4. Guideline for the assessment
a. Write in a formal Bahasa Indonesia, in A4 paper size.
b. Plagiarism is not accepted. For this purpose please follow the correct way to make a citation
and write references according to one of this reference style: Vancouver, Harvard or APA5th.
c. If you cannot finish your assignment on time, ask for delay to the block coordinator through the
secretariat. Propose added time you needed to finishing up your assignment. The delay period
will be given between 1 until 3days.
d. Any late work without notice will be punished with 5% of the mark deducted every day from the
given mark.
Unit 1. Understanding Management, Leadership and Policy
The first unit of this block is talking about management, leadership and policy. The unit will take you to the
understanding of the principle of leadership and the further debate on the differences between leadership and
management, also the leader and manager. While you get through to the end of this unit, you will be brought to
the discussion about the practice of leadership in medical education context. Suggested readings, which are
available to you, will help you to comprehend your understanding of this unit.
Learning Objectives
At the end of this unit students are able to:
1. Define the meaning of management, leadership and policy

2. Distinguish between management and leadership; manager and leader
3. Apprehend the concept of prataptriloka, in conjunction of leadership and management theory
4. Recognize their self and their potential
Learning Activity
1. Introduction to the block leadership and management
Lecture 1 x 50 minutes
LO: Students have understanding on what and how they will learn during this Block
2. Whose responsibility is this: leader or manager?
Debate session 1 x 100 minutes
LO: Students can distinguish between leader and manager
Note: Please refer to the learning activity guide for further information
3. Leadership, management and policy: an introduction
LO: Students clarify their understanding on leadership, management and policy
4. Quinn’s eight role of manager
LO: Students can distinguish each role and the skills needed
5. The leader in me
Peer group learning cycle 1 x 100 minutes
LO: Students know them self and their potential
Unit 2. Organization
Organization is the title and the main topic of this second unit of this block. The unit will take you to the
understanding of the principle of organization, the way an organization is run and the culture of organization.
Team and commitment building, which is important in making the organization sustainable also discussed in this
module. A class activity on team building and team roles is added to lectures. Suggested readings, which are
available to you will help you to comprehend your understanding of this unit.
Learning Objective
1. Describe the meaning of organisation, model and structure

2. Develop team work and managing the team
3. Explain the meaning of commitment and know the technique to build commitment in the organisation
4. Analize the organisational culture of their own institution
5. Comprehend the principle of organization communication
Learning Activity
1. Recognize the organization theory
Lecture 1 x 100 minutes and Small Group Discussion 1 x 50 minutes
LO: Students are able to understand the definition, models and structure of organization. In addition to that,
understand factors that influence the sustainability of the organization.
Note: Please refer to the learning activity guide for further information of SGD
2. Principle of organization communication
LO: Students comprehends the principles of organization communication
3. Reflecting the concept of organizational culture to your institution culture
Case study 2 x 100 minutes (includes 50 minutes for feedback session)
LO: Students can analize the culture of their organization and understand the important of organizational
culture for the institution
4. Principle of team management; team building and group dynamic
LO: Students understand how tomanage a team
5. How to develop and maintain commitment in health profession education institution

LO: Students understand the importance of commitment for HPE institution
6. Use Belbin’s role model in managing team
Case study 2 x 100 minutes
LO: Students can build a team for their duty
Note: Please refer to the learning activity guide for further information
Unit 3. Skills for leading and managing people and organization
The last unit of this Block put emphasize on the skills needed to lead and mange people and organization. Some
of skills for communicate, such as giving feedback, motivation, and talking to collage will be discuss. The
negotiating and resolving conflict through mediation will be discuss also. Another skills will be learn
independently by the students.
Learning Objective
1. Recognize skills needed to lead and manage people

2. Formulate the negotiation steps to address different interest
3. Explain how to apply conflict management technique in disagreement
Learning Activity
1. Skills of communication for leader and manager
Interactive lecture 1 x 100 minutes
LO: Students are aware of the importance of communication skills to lead and manage
2. Introduction to negotiation
LO: Students able to apply negotiation technique
3. Preparing negotiation, analyzing barriers to cooperation
Case study 1 x 100 minutes (independent learning)
4. Using breakthrough strategy for negotiation
5. Managing conflict at work: a competency framework for line managers
Interactive lecture 1 x 100 minutes
LO: Students know technique for managing conflict
6. Principles of operation management: definition, roles and responsibilities
LO: Students comprehend the principles of operation management
7. Apply the ‘transformation model’ to identify the inputs, transformation processes and outputs of an
organisation
X. Majoring
A. Assessment Development in Medical and HPE 2

Block Coordinator:
Gandes Retno Rahayu, MD, MMedEd, PhD
Team Teaching:
1. Gandes Retno Rahayu, MD, MMedEd, PhD
2. Prof. Dr. Amitya Kumara, MSi
3. Rachmadaya Nur Hidayah, MD, MSc
4. Yoyo Suhoyo, MD, MMedEd
Introduction
This block is structured based on two general themes: Programmatic Assessment and Assessing the
Assessment. As a continuation of Block 4 Student Assessment Development 1, this block offers a more
advanced understanding in assessment, as well as its application in the real context. Students will face
challenges in applying their knowledge and understanding in assessment and dealing with more complex
problems within the context of higher education.
This module is equal to 4 (four) credits semester unit (CSU).
Pre-requisite
Prior to taking this block student has to accomplish Block 4 Student Assessment Development 1.
Objectives
After completion of this block, students are able to:
1. Design an assessment program applied in their own context supported by best available evidences.
2. Design program to evaluate the quality of assessment program.
3. Write short review of the literatures concerning their proposed thesis topic.
Learning Activities
The main delivery methods used are interactive lectures, peer-teaching, critical appraisal, practical session and
self-directed learning. Main references are indicated and several readings are included in this block; it is
expected that students spend some time in advance to read recommended references or related readings, so
that scheduled learning activities become interactive ones. Prior knowledge or current practices of student
assessment in your own institution could be a trigger for discussion during all learning activities.
The relation between module objectives, learning topics, and learning methods in this module
1. Design an assessment a. Logics of programmatic Interactive Lecture

program applied in their own assessment Peer teaching
context supported by best b. Programmatic assessment in action Critical appraisal
available evidences. c. Standard Setting
d. The essences of programmatic
assessment
2. Design program to evaluate a. Quality assurance framework for Interactive Lecture

the quality of assessment student assessment Peer teaching
program. b. Assessing the assessment Critical appraisal
3. Write short review of the Proposed thesis topics Critical appraisal

literatures concerning their Presentation and feedback
proposed thesis topic.
E. Assessment
There are two types of assessment, namely formative and summative
1. Formative assessment: oral and/or written feedback from facilitators during and after peer-teaching and
critical appraisal
2. Summative assessment: there are 2 assignment for summative assessment
Method Instruction Aspect to be assessed Weighting
Essay Part 1: Part 1: Part 1: 35 %
Design an assessment program 1. Comprehension regarding the Part 2: 35 %
applied either in pre-clinical or clinical principle of programmatic
phase in your own context.The assessment
design should include at least: 2. The congruency between the
a. The context context and the proposed design
b. The visual map of assessment 3. Feasibility to implement the design
program 4. Comprehension of the literatures
c. The rationale/ justification of cited
the design
d. How to implement the design
Part 2: Part 2:
Design how you will evaluate your 1. Clarity to decide the aspects will be
proposed programmatic assessment. evaluated
Your evaluative design should 2. Appropriatness in choosing the
include at least: method for evaluation
a. aspects will be evaluated 3. Capability to find the possible
b. method for evaluation results
c. the possible expected results 4. Coherence in proposing the way for
d. how you would interpret and interpretation and the use of the
use the results results
5. Comprehension of the literatures
The essay should be: cited
a. Consisting of 2000-4000 words
b. Minimum 5 text books cited
c. Minimum 15 relevant papers
cited
Essay Write short review of the literatures 1. Logic of the writing 30%
concerning your proposed thesis 2. Clarity to present arguments
topic 3. Capability to provide best evidences
The essay should be: to support the arguments
a. Consisting of 3000-5000 words
b. Minimum 5 text books cited
c. Minimum 15 relevant papers
cited
Part 1: Programmatic Assessment
No Topic Scheduled Learning Duration Teacher/Facilitator

Activities
1. Block overview and how to Overview 1 x 1 hour GRR
connect and employ your
prior knowledge with the
content of this block
2. Logics of programmatic Interactive Lecture 2 x 2 hours GRR
assessment
3. Programmatic assessment Critical appraisal 1: 2 papers 1 x 2 hours YS/RNH
in action Critical appraisal 2: 2 papers
1 x 2 hours YS/RNH
4. Standard Setting Interactive Lecture

1. Norm-reference 1 x 2 hours GRR
2. Criterion reference 1: 1 x 2 hours GRR
Test-centred methods
3. Criterion reference 2:
Examinee-centred 1 x 2 hours YS
methods
5. The essences of Peer-teaching 1 x 2 hours GRR and YS
programmatic assessment
6. My proposed programmatic Presentation on the design
assessment of programmatic 1 x 2 hours YS
assessment and feedback
for revision
Total 19 hours
factor more than 1)
Key words: programmatic assessment, assessment of professional competence
Instruction for peer-teaching:

1. Each student learns about the essence of programmatic assessment
2. Each student teaches others what he/she has learnt followed by discussion (@15 minutes).
Part 2: Assessing the assessment
Topics and Learning activities:

1. The logic of assessing the Interactive Lecture 1 x 2 hours GRR
assessment
2. Quality assurance Tutorial 2 x 2 hours RNH
framework for student
assessment
3. Item Analysis Interactive Lecture 1 x 2 hours GRR
4. Psychometric Interactive Lecture followed 2 x 2 hours From psychology
by Practice Session
5. Assessing the assessment Critical appraisal 1: 2 papers 1 x 2 hours YS
Critical appraisal 2: 2 papers
1 x 2 hours YS
6. The way to assess the Peer teaching 1 x 2 hours GRR and YS
assessment
7. My proposed assessment Presentation of the work on 1 x 2 hours YS
evaluation assessing the programmatic
assessment and feedback
for revision
Total 20 hours

The scenario for tutorial is document from LINQED, titled:
“Quality assurance framework for student assessment: Guidelines for design and implementation of effective
student assessment”
Before the tutorial, please read carefully the document.

1. Five papers proposed by groups (from Journal related to medical education sciences with impact factor
more than 1)
Key words: assessing the assessment, evaluation of student assessment
Instruction for peer-teaching:

1. Each student reflects on how to assess the assessment
2. The reflection is shared to other students. Each student teaches others what he/she has learnt followed
by discussion (@15 minutes).
Part 3: Working on thesis
The main aim of this part is to facilitate student to write short review of the literatures concerning the proposed
thesis topic.
The main activities are reading related articles, writing, and feedback.
B. Faciliting Learning in Medical and HPE 2
Block Coordinator:
Team Teaching:
2. Hikmawati Nurrokhmanti, MD, MSc
This module is continuation of first module of teaching and learning. We will deepen the knowledge of the master
students with facilitating participation in learning, starting from general adult learning subjects to different
subjects in the same context of adult learning. In order to achieve that, there are three related unit which is
divided into three weeks. This block is equal to three (3) credit semester units (CSU).
In the end of this block, the participants should develop a proposal of research according to this topic. That
proposal would be a tentative proposal for thesis.
B. Pre-requisite
1. are able to demonstrate a comprehensive understanding on facilitating participation in learning

2. are able to demonstrate a comprehensive understanding on facilitating participation of students who
have less participation in learning
3. are able to comprehend and reflect on facilitating participation of learning for faculty members
There are three learning objectives which will deliver through three weeks:
4. are able to Methods of inviting participation:

demonstrate a
comprehensive 1. Problem Based Learning (PBL) Critical Appraisals*
understanding on 2. Experiential Learning
facilitating participation 3. Learning Pyramid Lectures
in learning 4. Peer Assisted Learning (PAL)
. 5. Participatory Action Research (PAR) Tutorial 1**
6. Participatory Rural Appraisal (PRA)
7. Transformational Learning
8. Collaborative learning
9. Guided Participation in clinical education
5. are able to
demonstrate a
comprehensive A scenario for tutorial will be provided Tutorial 2**
understanding
facilitating participation Critical Appraisal
of students who have
less participation in
learning
3. are able to comprehend 1. Project on Clinical Education Program

and reflect on 2. Project on Faculty Development Program
facilitating participation Assignments*)
of learning for faculty
members
E. Schedule
Weeks and Topics Methods Facilitators
WEEK 1:
Topics of inviting participation: 1. Critical Appraisal (2 students) – 1. dr. Mora C, PhD/ dr.
1. Problem Based Learning 2 hours Hikmawati, MSc
2. Critical Appraisal (2 students) – 2. dr. Mora C PhD/ dr. Ova
(PBL)
2 hours Emilia, PhD
2. Experiential Learning 3. Tutorial 1 - 2X2 hours 3. dr. Mora C, PhD/ dr. Ova
4. Critical Appraisal (2 students) – Emilia, PhD/ dr. Gandes
3. Learning Pyramid or Level of
2 hours Rahayu, PhD
Involvement 5. Lecture – 2 hours 4. dr. Mora C, PhD/ dr.
6. Lecture – 2 hours Hikmawati, MSc
4. Peer Assisted Learning (PAL)
7. Lecture – 2 hours 5. dr. Mora C PhD/ dr. Gandes
5. Participatory Action Research 8. Critical Appraisal (2 students) – Rahayu, PhD
2 hours 6. dr. Mora C, PhD/ Dra. Yayi
(PAR)
9. Critical Appraisal (2 students) – Prabandari, PhD
6. Participatory Rural Appraisal 2 hours 7. dr. Mora C, PhD/ dr. Gandes
Rahayu, PhD
(PRA)
8. dr. Mora C, PhD/ dr.
7. Transformational Learning Hikmawati, MSc
9. dr. Mora C, PhD. dr. Ova
8. Collaborative learning
Emilia, PhD
9. Guided Participation in clinical
education
WEEK 2:
Facilitating learning for the less

participated students 1. dr. Hikmawati, MSc
1a. Tutorial – 2 X 2 hours 2. dr. Mora C, PhD/ dr. Gandes
1. To engage the less Retno Rahayu, PhD
participated students in 1b. Critical appraisals (all students) –
learning 2 hours
WEEK 3:
1. Proposal for project or Summative assessment Two assessors:

research in Clinical Education
2. Proposal for project or 1. dr. Mora Claramita.PhD
research on Faculty 2. dr. Ova Emilia, PhD/ dr.
Development Program Gandes Retno Rahayu, PhD
(via email is possible)
F. Assessment
There are two types of assessment: Formative and summative
Formative assessment Tutorials Feedback on the degree of

Critical appraisals Participations and
Lectures
Summative assessment Choices:
Develop a proposal*) 1. Proposal for project or research

in Clinical Education
2. Proposal for project or research
on Faculty Development
Program
G. Guidelines
*INSTRUCTION FOR CRITICAL APPRAISAL:
As indicated in the schedule, 1 or more students of Master in Medical Education should search for the article
related to certain topics and make a power point presentation. The keyword for the article is the same keyword
for the topic. For example during week 1 there is a topic on Experiential Learning with Critical Appraisal as the
method of learning. Therefore, students should search of international publication using “experiential learning” as
the keyword. The paper should have the highest level of evidence as possible and agreed by the facilitator
before the CA session.
**SCENARIO FOR TUTORIAL 1
Yani (is not the true name), is a faculty member of a health professional institution in Jakarta. One day, in the
airport, coincidently she was talking with the one of the DIKTI senior officers, Mrs High, on the issue of
strengthening the training for higher education faculty members. The senior officer of DIKTI informed Yani that
DIKTI had just received a huge funding for empowering the faculty all across Indonesia. However, to start the
project in which involving thousands of institutions and faculty members, she needs to have a strong foundation
or theories on how to invite participation of those people. She wants this project to be scientifically successful
since the start, based on evidences in medical education. She heard about Problem Based Learning,
Experiential Learning, Participatory Action Learning, Transformational learning, Collaborative Learning, and The
Degree of Involvement in Learning, but she does not really clear about of these terms.
Tutorial 1 should be done using 7 jump steps

**SCENARIO FOR TUTORIAL 2
Yani joins one of Mrs High projects on clinical education, specifically on inter-professional collaboration. She is
among 30 participants from 30 different faculties. She was asked to be one of facilitators on that particular
workshop. She observes that there are only 3 faculty members who are very active in participating in the
workshop but the rest are less participated. Yani reflect on the similar situation when she did small group
learning like tutorials or skills training at her institution and also when she did lecture in a big class. Most of
members in the group usually are having less engagement in learning and only few who show enthusiasm. Yani
may be in trouble because Mrs. High demands a high participation for the DIKTI project.
Tutorial 2 should be done using 7 jump steps
*) ASSIGMENTS Guideline:
Instruction for writing project or research proposals:
1. Reflecting the theories on the critical appraisal papers and develop a project/research proposal with
the following criteria:
b. Demonstrate deep understanding in theoretical background by using:
i. Minimum 5 text books cited in the proposal
ii. Minimum 10 relevant papers cited in the proposal
c. The essay must be submitted by the end of the third week
2. Criteria of assessment of the proposals:
b. Demonstrate deep reflection on theories : 30%
i. Description on the use of theories into practice
ii. Challenge the theories into future practice (planning for learning)
c. Demonstrate adequate comprehension on research methodology: 30%
3. The mark for this assignment will be assessed by two assessors. The final mark will be the mean
between the two assessors.
C. Curriculum Development in Medical and HPE 2
Block Coordinator:
Titi Savitri Prihatiningsih, MD, MMedEd, PhD
Team Teaching:
1. Prof. Harsono , MD, SpS (K)
2. Prof, Dr, Soenarto Sastrowijoto, MD, Sp THT
3. Prof. Tri Nur Kristina, MD, MSc, PhD
4. Efrayim Suryadi, MD, SU, PA, MHPE
5. Sumarno, MA, PhD
6. Rossi Sanusi, MD, MPA, PhD
7. Savitri Shitarukmi, MD, MSc
Block Curriculum Development and Instructional Design II is a continuation from Block Curriculum Development
and Instructional Design I in the first semester.
In the first semester, students learn about the nature of health profession education, the nature and definition of
curriculum, aims and purposes of health profession education which includes need assessment, formulation of
graduate profiles, competencies and learning outcomes. The last part in the first semester, students learn
various model of curriculum (outcome-based, competence-based, discipline-based curriculum, etc) and practice
of how to develop curriculum from macro to micro level. It is expected that students have enough foundations of
knowledge and understanding about curriculum and are able to develop curriculum in practice.
In the second semester, students will chose which sub-discipline they are going to specialize as their major
among seven sub-disciplines under the discipline of medical and health profession education.
In the Block Curriculum Development and Instructional Design II students will learn in depth about curriculum as
a field of study or an object of inquiry and various curriculum theories. Students will critically appraise scientific
articles on curriculum researches. It is expected that by the end of this block, students have enough foundation
knowledge to do research on curriculum, especially students are able write the background and the literature
review of their thesis.
B. Pre-requisites
Students have completed all the assignments in Block Curriciulum Development and Instructional Design II.
C. Block Objectives
By the end of this block, students are able to:

a. analyse curriculum as a field of study and an object of inquiry
b. analyse curriculum philosophy
c. synthesize curriculum theories
d. critically appraise researches on curriculum
D. Module Themes
Part 1 Curriculum as a Field of Study

Part 2 Curriculum Philosophy and History of Curriculum
Part 3 Curriculum Theories
Part 1 Curriculum as a Field of Study
Curriculum as a field of study in itself has developed since 1800s. It is a newly emerging distinct field of study.
Therefore, effort is directed at finding the appropriate definition of curriculum, ascertaining its parameters, and
seeking a measure of recognition commensurate with its bordering fields of scholarship. Usually, newly emerging
field are also characterized by sharply conflicting schools of thoughts, which reflect the dramatic conceptual
changes of the field.
To gain understanding of a curriculum as a field of study, students are required to read the following main
textbook:
Tanner, D. and Tanner, L. (2007) Curriculum Development: Theory into Practice, 4th Edition, Ohio: Merill Prentice
Hall, pages 2-189
Assignment:
Present the results of your reading using a power point presentation.
Part 2 Curriculum Philosophy and History of Curriculum
The term curriculum means many things to many people. Curriculum here refers to planned learning experiences
that the educational institution intends to provide for its learners. This definition does not deny the existence of
hidden and null curricula (that which the educational institution chooses to exclude from its curriculum (Eisner,
1994)
Despite the lack of agreement on the meaning of the term, there seems to be consensus that educational
institutions, as institutions charged with the all important societal function of educating citizens, have the sole
claim to curriculum. Furthermore, most agree that in education of all forms, there is no such thing as being
neutral (Bode, 1937;Moore, 2000; Smeyers, 1995). Some authors believe that education should be directed
towards helping learners become intelligent and critical citizens in a democratic society (Dewey, 1916, 1961); yet
for some, education is a political act that ‘demands from educators that they take it on as a political act and that
they consistently live their progressive and democratic or authoritarian and reactionary past or also their
spontaneous, uncritical choice, that they define themselves by being democratic or authoritarian’ (Freire,
1998:63). Put simply, either the learners have to be taught to fit as a cog into the existing social machinery, or to
recognize their own responsibility for the transformation of the social, political and economic world in which they
live (Bode, 1937). In Cuffaro’s words ‘philosophy of education represents choices, values, knowledge and beliefs
of teachers as well as their aspirations, intentions and aims. It serves to guide and inspire and contributes to
determining the detail of every day life in the classroom’ (1994:1).
Central to making educational choices is a need to make explicit the philosophical beliefs underpinning what the
educational institution sees as worthwhile for learners to experience. Such beliefs, whether made explicit or not,
permeate the curricula experiences of all the learners in whatever context they find themselves. As noted by
Wiles and Bondi ‘at the heart of purposeful activity in curriculum development is an educational philosophy that
assists in answering value-laden questions and selecting from among the many choices’ (1998:35).
This is specifically true about choices and questions related to the purpose of education, the nature and role of
the learner, the nature and role of the teacher and the teaching/learning process. Choices and decisions about
curriculum are, hopefully, not random choices, but are based on thorough understanding of the educational
ideologies on which they are based. Three broad streams of educational philosophy underpin curricula choices
and decisions; the conservative, the progressive and the radical views. It should be noted, however, that most of
what has been written in educational philosophy has been directed to formative education, that is, that aspect of
education that takes place during the years of primary and secondary education. For some reason, it seems that
educational philosophers have preferred to stay clear of tertiary education, especially professional education. On
the other hand, educators in the professions have been drawn to the philosophical debatesunderlying their
practice.
(From Uys, L.R. and Gwele, N.S. (2005). Curriculum Development in Nursing: Process and Innovation. London:
Routledge, pp. 1-2)
This diagram illustrates how philosophical assumptions underlie the theories.
To gain deeper understanding of Curriculum Philosophy and History of Curriculum, students are required to read
the following main textbook:
Uys, L.R and Gwele, N.S. (2005) Curriculum Development in Nursing: Process and Innovation. London:
Routledge), pp. 1-40
Null, W. (2011) Curriculum: From Theory to Practice. New York: Rowman and Little Field Publishers, Inc, pp. 1-
182
Assignment:
Students present the results of their reading in a power point format.
Part 3 Curriculum Theories
Theory is a system of beliefs which guide or control actions. Theory furnishes those working with a particular
realm of knowledge with a way of viewing the world and how it works. Theory provides a foundation for action --
shapes individual thinking along certain lines.A theoretical framework is essential for the rational, orderly, and
productive conduct of the curriculum enterprise. Theory does not all answers are known of what to teach or how
it should be taught.
Kerlinger's Definition of Curriculum Theory
A set of interrelated concepts and propositions that presents a systematic view of a phenomena (situation) by
specifying relationships among variables (components) .with the purpose of explaining and predicting the
phenomena (situation).
Substance of a Theory
• Provides a logically unified framework,

• Provides generality, and
• Provides an empirical (experimentally observed) basis.
Sources of Curriculum Theory
• Curriculum theory draws heavily from our philosophical beliefs -- our understanding of knowledge and
our understanding of the world.
• Curriculum development work is greatly influenced by the values we bring to the curriculum
development process.
• for reasoned inquiry in practice.
Curriculum Theory
• Meaning - A set of interrelated concepts, definitions, and statements that presents a systematic view of
a phenomena by specifying relations among components with the purposes of explaining phenomena.
Curriculum Models
• Models suggest a representation of certain of a theory.

• They aid in bring a theory to reality.
Models
• Used to turn theory into practice.

• They reduce the bewildering complexity of theories by limiting our scope to practice features.
• Can be used as tools with which to think about curriculum, thus stimulating research and the formulation
of new theoretical concepts
Sample Model - Johnson

D. Learning How people Learn in Medical and HPE 2
E. Learning Resources in Medical and HPE 2
F. Management, Leardership and Policy for Medical and
HPE 2
G.Educating Biomedical Ethics 2
XI. Quality assurance & Program Evaluation
Block Coordinator:
Team Teaching:
2. Siti Rokhmah Projosasmito, MD, M.Ed (L, P&C)
3. Emy Huriyati, MD, M.Kes
Module Description
In this module, students learn the philosophy and the concepts of quality, quality assurance, and quality
management. Various quality framework and external quality assurance models will be discussed. Students will
also learn how to conduct an internal academic audit. The faculty development programme as the major strategy
in enhancing the quality of health profession education will also be explored.
Pre-requisite
The students should have mastered blocks in Semester 1.
Module Objectives
General objective
The aim of this module is to enable participants to gain a substantially greater understanding of the issues
associated with quality assurance for health profession education.
Specific objectives
After completion of this block, students are able:
1. to explain the philosophy and the concepts of quality, internal and external quality assurance,
quality management.
2. to develop an internal quality assurance system for their own institutions
3. to design a faculty development programme to enhance the quality of health profession education
4. to conduct an internal academic audit in their own institutional setting
How to Work In This Block
This block requires 2 credit semester unit (csu). Each credit point being equivalent to 40 hours of student effort.
In total students are required to work 80 hours for this Block. This Block consists of 2 modules subsequently.
Activities Involved in This Block

Interactive lectures, workshops, independent learning and practical sessions.
To evaluate student competencies, you need to complete the assignments. You can refer to the list of
assignment below.
No Assessed aspects Maximum Score

The Relationship
between Module Objectives, Learning Topics, and Learning Methods in this Block
Learning Outcome Topics Learning Methods
1. to explain the philosophy 1. Philosophy and concepts 1. 20 hours Workshops where

and the concepts of of quality assurance interactive lecturers, group
quality, internal and discussion and group work are
external quality 2. Quality assurance applied
assurance, quality framework
management. 2. 4 hours of panel experts
3. Internal quality discussion
assurance system
3. 10 hours of independent
4. Models of External quality learning
assurance
1. Steps to develop an
2. to develop an internal internal quality assurance
quality assurance system for system 4 hours Interactive lecture, 6
their own institutions hours independent learning, 2
2. Organizational and hours presentation &
procedural framework feedback
1. Principles of faculty 4 hours interactive lectures, 8

3. to design a faculty development programme hours independent learning, 2
development programme to hours presentation and
enhance the quality of health 2. Designing a faculty feedback
profession education development programme
1. Concepts of audit, audit 4 hours interactive lectures, 5

4. to conduct an internal cycle and internal hours independent learning,
academic audit in their own academic audit 10 hours practice and
institutional setting
feedback
2. Procedures for internal
academic audit
Block Written Assignment (3000-4000 words)
Develop an internal quality assurance system in your own institutions.
Block Assessment
Your work will be assessed based on the presentations and the written assignment using the following criteria:
Mastery of the philosophy and concepts of quality,
1 25
quality assurance, internal quality assurance
system and models of external quality assurance
Ability to develop an internal quality assurance

2 20
system in own institution
Ability to design faculty development programme in

3 20
own institution
Ability to carry out internal academic audit

4 35
Total 100
Main References (see the list of references)
Part 1: Quality Assurance for Health Profession Education
Learning Outcome
At the end of Part I students are able
1. to explain the philosophy and the concepts of quality, internal and external quality assurance,
quality management.
2. to develop an internal quality assurance system for their own institutions
Topics
• Philosophy of quality in health profession education

• Various definitions of quality in health profession education
• Various concepts of quality in higher education from different experts
• The important use of quality assurance framework
• Organizational framework and procedural and procedural framework in the internal quality
assurance system
Learning Activities
1. Block Overview (Titi Savitri) 1 hour
2. Workshop ‘Quality Assurance for Health Profession Education’ 20 hours
(Titi Savitri, Rara Prodjosasmito, Emy Huriyati)
3. Panel expert discussion (Rara Prodjosasmito) 4 hours
4. Lectures on Developing Internal QA System (Titi Savitri) 4 hours
5. Independent learning 16 hours
6. Presentation and feedback on Internal Quality Assurance System 2 hours

Part 2 : Enhancing Internal Quality Assurance System
Learning Outcome
At the end of this part, students are able to:
1. to design a faculty development programme to enhance the quality of health

2. to conduct an internal academic audit in their own institutional setting
Topics
• Principles of faculty development programme
• Theories and concepts of faculty development programme
• Examples of models of faculty development programme
• Principles of audit and internal audit
• Concepts of internal academic audit
• Internal audit cycle
• Procedures for internal academic audit
Learning Activities
• Interactive lectures on faculty development programme 4 hours

(Rara Prodjosasmito)
• Presentation on Faculty Development Programme 2 hours
in own institution (Titi Savitri and Rara Prodjosasmito)
• Interactive lectures on internal academic audit 4 hours
• Independent learning 13 hours
• Internal academic audit Practice 10 hours

XII. Research Methodology 2
XIII. Research in Medical Education
XIV. Thesis
XV. Sientific Publication
XVI. Elective
Block Coordinator:
A. Description
In achieving competencies as medical teacher, medical education researcher and medical education innovator,
students should be given an opportunity to design and organize educational experiences that refer to their own
interest. In line with it, we develop the Elective Block as attempt to provide unique opportunity for students in
elaborating certain topic in medical education. They can choose a main topic with several sub topics and
propose some learning activities to achieve learning objectives of this block. The topic must be an
implementation of an educational concept and or practice in a health profession educational institution.
This block is equal to two (2) credit semester units (CSU). Accomplishment of this block is requirement for
finishing study in Master Program of Medical Education.
B. Objectives
After completion of this block, students are expected to be:
1. Able to evaluate the strength, weaknesses, opportunity and challengesin implementing an educational
concept and or practice ata health profession educational institution.
2. Able to arrange recommendation or certain strategy to improve the implementation of an educational
concept and or practice.
The learning topics and activities in this block are arranged and organized by students. Block coordinator will
discuss, give any suggestion for improvement and coordinate the learning activities.
Main Topic: ______________________________________________________________________
Learning objectives Sub Topics Learning Methods
1. Able to evaluate the

strength, weaknesses,
opportunity and
challengesin
implementing an
educational concept and
or practice at a health
profession educational
institution.
2. Able to arrange
recommendation or
certain strategy to
improve the
implementation of an
educational concept and
or practice in a health
profession educational
institution.
D. Assessment
Two CSU would be assessed based on the report of learning experience.
Instruction for student in writing report:
a. Evaluate the implementation of educational concept and or practice:

b. Explain the strength, weakness, and opportunity and treat to be succeed
c. Give recommendation to improve the implementation process
d. Minimum 5 text books cited in the essay
e. Minimum 10 relevant papers cited in the essay
f. The essay must be submitted by the end of the block
b. Criteria for assessing the essay:
a. Evaluate comprehensively the implementation process based on best evidence in medical
education: 50%
b. Propose effective, efficient and feasible recommendation based on best evidence in medical
education to improve the implementation process: 50%
XVII. Innovation in Medical and Health Professional Education

Silabus Pembelajaran Magister Ilmu Pendidikan Kedokteran Dan Kesehatan FKKMK UGM

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Silabus Pembelajaran Magister Ilmu Pendidikan Kedokteran Dan Kesehatan FKKMK UGM

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UNIVERSITAS GADJAH MADA

FAKULTAS KEDOKTERAN, KESEHATAN MASYARAKAT, DAN KEPERAWATAN

Nomor : 68/UN1/FKKMK.2/IPK/PS/2022 6 Juli 2022

Menindaklanjuti Surat Salinan Keputusan Rektor No. 524/UN1.P/KTP/HUKOR/2022

1. Pembelajaran Semester Gasal Tahun Akademik 2022/2023 Prodi S2 IPK FKKMK

dr. Widyandana, MHPE., Ph.D., Sp.M(K)

Graduate's title: MHPE (Master in Medical and Health

Walk Gallery Poster Figure 1. Competences of the Master in Medical and

Semester II (Medical Teacher)

AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY

FEBRUARY MARCH APRIL MAY JUNE JULY

AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY

MHPE Research in Medical Education Semester Break

FEBRUARY MARCH APRIL MAY JUNE JULY

AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY

Master in Medical and Health Professional Education

LEARNING ACTIVITY PLAN

Department of Medical Education Faculty of Medicine UGM

demonstrate a comprehensive Perspectives of Behaviourism Interactive Lectures

Method Instruction Aspect to be assessed Weighting

Part 1: Conception of Learning

Instruction for Peer-teaching

Part 2: Factors affecting learning

Instruction for Critical Appraisal:

Scenario for Tutorial

Unit 1: Conception of Facilitating Learning

Conception of facilitating learning Critical appraisal 3x1 h

Effective facilitating in Small and Large Group Tutorial 2 (2X2h)

Two articles CA (2X1h)

Two articles CA (2X1h)

International evidence in facilitating learning in ASIAN context Critical Appraisal 2X2h

Local evidences in facilitating learning in Indonesian context Tutorial 2X2h

Scenario for Tutorial 1:

After completion of this block, students are expected to be able to:

Learning objectives Topics Learning Methods

1. Analyse background, 1. Overview of workplace-based Lectures

2. Identify constituent, 1. Learning environment of workplace Lectures

2. Inter Professional Education (IPE)

3. Optimizing students learning in

4. Developing ideal learning

3. Demonstrate 1. How to teach competencies in Lectures

• Teaching clinical reasoning in Practical session

Instruction for student in writing essay:

2. The assessment of teaching skill in workplace

Instruction for student in the assessment of teaching skills in workplace:

Unit1: Theoretical perspectives of workplace – based learning

1. Overview of workplace-based learning block Lecture1h

3. Principles of workplace based learning Supervised Peer Teaching 3 x 2h

Unit2: Constituent and Factors influencing workplace-based learning

Topics and activities:

1. Learning environment of workplace Literature review presentation 2 x 2h

Table for group 1:

No Constituent and setting of Role or benefit to the References

Table for group 2:

No Factors that influence the How this factor influence References

1. Inter Professional Education (IPE) in workplace Lecture 2h

2. Optimizing students learning in workplace Lecture 2h

3. Developing ideal learning environment in workplace Case based learning 2h

Unit3: Teaching method in workplace

Unit three will demonstrate various teaching method in clinical setting.

Topics and activities:

Topics and activities:

1. How teach clinical competencies in workplace? Supervised Peer Teaching3 x 2h

i. Group 1: Teaching clinical reasoning in workplace