Scenario 1 : Learning in

Faculty of Medicine
Group 10 B
Akbara Pradana, Muhammad Farid, Muhammad Ihsan
Fadiruddin, Wahyu Tri Novriansah, Rizki Meizikri, Calvein
Lenim, Shofi Faiza, Deby , Afrilizia Putri , Ghucyka Jhonelta

Faculty of Medicine
Andalas University

The students learn on a small group by using seven jumps method. is a doctor in Mercu Public Health Center. 50. The evaluation is not only obtained from written test. The curriculum used now is competence-based curriculum and the methods is Problem-based Learning that use Student-centered Learning strategies. Dani understands the implementation of EBM in health service. and individual learning. How would you explain the medical education on your new paradigm including the learning process and evaluation? . but also from the tutorials and skills labs. Although he is only a primary-service physician. skills lab. Dani’s oldest son has been accepted as student in Faculty of Medicine. His son tell him that he also learn how to analyze a medical terminology to make him understands books or articles easier. His son tells him that the curriculum and learning methods in the Faculty have changed. dr. dr. Beside that activity. He is active on updating his knowledge by attending seminars and workshops frequently in Padang.Scenario 1 : Learning on Faculty of Medicine dr. Dani. located 300 km from province’s capital. there are plenary discussion.

Step 1 : Clarification of Difficult Terms and Concepts Primary-service physician: a physician who serve as a first responder on public health problems Evidence-based Medicine: research process and usage of information on literature in order to promote patient health. such as teachers and administrators . rather than those of others involved in the educational process. Competence-based Curriculum: curriculum designed to emphasized the development of competencies Problem-based Learning: student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences Students-centered Learning: an approach to education focusing on the needs of the students.

stimulated by scenario/problems Medical terminology: a vocabulary for accurately describing the human body and associated components. conditions.Skills lab: facility for students on mastering fundamental skills required for a doctor Plenary discussion: discussion attended by experts to make sure all of students have same perception Tutorial: discussion in a small group to share the knowledge. used in the medical fields . processes and process in a science-based manner.

Step 2 : Identification of Problems Why should medical curriculum change? What are the strategies and methods used in PBL? What are the differences between conventional curriculum and CBC? How do we analyze medical terminologies? How do you explain about new paradigm on medical education including the learning activities and evaluations? .

orientation.Step 3: Analyze Problems through Brainstorming and Prior Knowledge Why should medical curriculum change? Because the conventional curriculum is not efficient and not relevant with the development of medical sciences and technologies. and it waste time. learning process . What are the strategies and methods used in PBL? Student-centered learning with EBM method What are the differences between conventional curriculum and CBC? Efficient retention rate. methods.

. look at the context of a sentence. ask the expert. know its usage in related subjects How do you explain about new paradigm on medical education including the learning activities and evaluations? Medical students need an early exposure to medical problems and skills so that current curriculum needs changing.How do we analyze medical terminologies? Find in medical dictionaries and literatures. use prior knowledge.

Hypothesis “ The conventional curriculum is not relevant to implemented on Faculty of Medicine. ” . because it don’t stimulate the students to be active on learning process and problems caused by its methods.

Step 4: Problems Analysis Curriculum Conventional CBC PBL Background Advancing medical sciences and technology Objectives New paradigm on medicine Strategies Methods SCL Seven jumps Advantages Disadvantag es .

Knowledg e CB C Skill s Attitud e PBL Learning Strategies Methods Philosoph y EBM Evaluatio n .

formal or informal .Step 5: Learning Objectives Understanding the curriculum implemented on Faculty of Medicine Andalas University Understanding and able to define the philosophy of PBL Understanding the methods used on PBL and learning strategies Defining the evaluation systematics on PBL system Able to analyze and explain medical terminology Analyzing adult learning concept Able to do self assessment on existing self-capabilities Acts based on EBM Knowing the continuing educational system.

Step 6: Gathering information .

D. Khalilul Rahman. Ph. Yulistini. Rahmatina B.Appropriate Learning Resources Lecture notes & presentation  Filosofi PBL dan Strategi Pembelajaran – Prof.Med. M. Sp. AIF  Filosofi PBL – Wiwik Kusumawati  Pembelajaran Orang Dewasa – Prof. dr. Herman. dr.M  Pengenalan Blok 1 – dr.Ed Website Relevant articles .

plenary discussion. and affective (attitude). Problem-based. cognitive (knowledge). oriented on producing primary-care physician based on family medicine. introductory lectures. Learning strategies are SPICES (Student-centered. individual study. Early clinical exposure. psychomotor (skills). Self-directed learning) .Step 7: Synthesizing and Examining Information Understanding the curriculum implemented on Faculty of Medicine Andalas University Curriculum used in Faculty of Medicine is Competence-based Curriculum (CBC) with three taxonomy of learning domain. and practicum. Community oriented. Understanding and able to define the philosophy of PBL PBL is a system used on medical education to promote the activities of the students and produce competent physician Understanding the methods used on PBL and learning strategies PBL’s methods including skills lab. tutorial.

journals. tutor evaluation. PAQ. OSCEs).Defining the evaluation systematics on PBL system There is three evaluation systems used in PBL. dictionaries)  Browsing in internet  Using prior knowledge  Understanding the context of the sentence Analyzing adult learning concept  Autonomous and self-directed  Has gained experience and proper knowledge  Learning based on need to know basis  Relevancy oriented  Practical  Need to be shown respect . Able to analyze and explain medical terminology  Literature research (textbooks. which is students evaluation (Tutorial. MCAs. and program evaluation.

Able    to do self assessment on existing self-capabilities Teach others Self and peer assessment Know what we learn and the taxonomy of learning domain relevancies Acts based on EBM EBM (Evidence based Medicine) is a change on paradigm on how students learn medicine through proper evidences of clinical problems. formal or informal  Professional degrees: physician. specialist. Doctoral. Comparison. Intervention. Three main point on EBM: PICO (Patient. Magister. Double degree . Outcome) Knowing the continuing educational system. subspecialist (consultant)  Academic degrees: Bachelor.

Knowledge Shared .

Summary Our hypothesis is accepted .

Thank You .