Problem-Based Learning

Detty Iryani Bagian Pendidikan Kedokteran Fakultas Kedokteran UNAND

Reasons for Changes

General Reasons

Educational Background

Cognitive Psychology

Reasons for Changes

General Reasons

Science & technology

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

Globalization

Information & Communication

High competitiveness

Changes in community perception & knowledge to health issues

High quality graduates: scientistprofessional, lifelong learner, sensitive, creative, independent, innovative, critical thinking, ethics

Reasons for Changes

Educational Background

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

Reasons for Changes

Educational Background

Constructivism theory

Reasons for Changes

Educational Background

Constructivism of learning:

Knowledge is constructed from experience Learning is a personal interpretation of the world Learning is an active process in which meaning is developed on the basis of experience Conceptual growths comes from the negotiation of meaning, the sharing of multiple perspectives and the changing of our internal representations through collaborative learning Learning should be situated in realistic settings; testing should be integrated with the task and not a separate activity

Reasons for Changes

Educational Background

Adult Learning

Definition Adult

? ? ?

Age

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

Psikologis

Biologis

Tanda kelamin sekunder

Characteristics (Malcolm Knowles)

1. Adults are autonomous and

Adult learning

self-directed

2. Adults have accumulated a foundation of

3. Adults are

practical

life experiences and knowledge

4. Adults are relevancy-oriented

Characteristics (Malcolm Knowles)

5. Adults are goal-oriented

Andragogy

6. Adults need to be shown respect

Adult learning theory

Tasks should be relevant for the learner, motivation Learner is involved in setting educational goals Practice of all the skills

Laidley & Braddock, 2000

Adult learning theory

Learning is within capacity of the learner Regular feedback is provided The learner can reflect on experiences

Asumsi Konsep pembelajar Peran guru/dosen Peran prior knowledge pembelajar Kesiapan untuk belajar Orientasi pembelajaran Motivasi

Pedagogi Bergantung pada guru (pasif) Figur otoritas Lebih banyak ditambah daripada digunakan sebagai sumber belajar Uniform dalam tingkat dan kurikulum Berpusat pada subyek Eksternal, reward & punishment

Andragogi Independen/selfdirected (aktif) Pembimbing & fasilitator Sebagai sumber yang kaya untuk pembelajaran Berkembang dari tugas dan masalah Berpusat pada masalah/ tugas kontekstual Insentif internal dan sikap ingin tahu

Reasons for Changes

Educational Background

Shifting paradigm from teaching to learning

THE LEARNING AND TEACHING SYSTEM

Teaching vs learning
h Teacher centered h Knowledge transfer h Reinforces passiveness h Teachers provide answers h Teachers direct students h Student centered hKnowledge acquisition h Reinforces activeness hTeachers ask questions hTeachers guide students

Reasons for Changes

Educational Background

Research on learning formats

The Learning Pyramid

Average Retention Rate

Lecture Reading Audiovisual Demonstration Discussion group Practice by doing Teach others
National Training Laboratories, Bethel, Maine, USA

5% 10% 20% 30% 50% 75% 80%

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

Students work on the problem which is explicitly used to get students themselves to identify and search for the knowledge, that they need to obtain in order to approach the problem (Ross, 1991)

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

Apa itu PBL?

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

Characteristics of PBL

small group discussions on interdisciplinary problems with enough time for self study and parallel training in skills

Karakteristik PBL

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

Tutorial as intervention media for learning facilitation

Skills lab

Lecture

Tutorial

SDL

Prakctice Session

tudent-centered

eacher-centered nformation gathering iscipline-based

roblem-based

ntegrated

ommunity-based

ospital-based

lective

ore

ystematic

ppreticenship

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

METODE DAN STRATEGI PEMBELAJARAN SISTEM PBL di Fakultas Kedokteran Universitas Andalas

Faculty Curriculum

Core curriculum Local studies

: 80 % : 20 %

- Vision and Mission / Renstra of University - Prominent Health Problem in West Sumatra - Electives

Conducted in 10 semesters

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

Strategy of learning: PBL

FACULTY CURRICULUM
BLOCK BLOCK BLOCK

BLOCK

MODULE

MODULE

MODULE

SCENARIO
weekly

SCENARIO weekly

SCHEME OF BLOCKS
5th 1st 2nd 3rd 4th 6th Year Year Year Year Year Year

INTERNSHIP CLERKSHIP 19 13 7 1 20 14 8 2 21 15 9 3 CLERKSHIP 16 10 4 17 11 5 18 12 6

Learning Strategy of PBL

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