UNIVERSITY

TY OF MUHAMMADIYAH PURWOKERTO
Jl. Raya Dukuhwaluh PO BOX 202 Purwokerto 53181
Telp. (0281) 636751, Fax (0281) 637239

MEDICAL STUDENTS GUIDE BOOK

Humanities and bioethics

FACULTY OF MEDICINE

UNIVERSITY OF MUHAMMADYAH PURWOKERTO

2015

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 PART I
PRELIMINARY

A. DESCRIPTION BLOCK

1. Block Name: Humanities and bioethics

2. Block Code: 13130111
3. Scope: This block studying humanities social sciences, bioethics, religion and family
physicians approach are summarized in the form of debriefing Humanities and bioethics
as initial capital in studying further medical material. The material is composed is
composed of Psychology, Sociology of Health and Health Anthropology, Philosophy of
Health, Ethics and Health Law, Pancasila, Islamic, Indonesian, Islamic Education and E-
learning.
4. Credits: 5 credits
5. Implementation Schedule: Semester.
6. Brief Description Block:

Humanities and bioethics block is the block I (first) in a competency-based curriculum of

the Faculty of Medicine, University of Muhammadiyah Purwokerto. This block contains
Fundamentals of Humanities and bioethics, which consists of Health Psychology,
Sociology and Anthropology, Philosophy of Health, Ethics and Health Law, Culture
Science, Pancasila, Islamic, Indonesian, and E-learning. This block will run for six weeks,
which last one week will be used for the test.

B. DEPARTMENT RELATED
Health Psychology
Philosophy of Health
Sociology of Health
Anthropology of Health
Psychology of Learning
Ethics and Health Law
Scientific culture
Islamic
E-Learning
Indonesian

C. ORGANIZATIONAL STRUCTURE BLOCKS

Chairman: Titik Kusumawinakhyu, MD
Sie Academic: TitikKusumawinakhyu, MD
Sie Evaluation: RatnaWulan, MD
Sie activities and Q & A: Rizka Adi Nugroho, MD
Administration: Ardana Ariswari Yuniastuti
Maid executor: Ida Rahayu

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 CHAPTER II

CHARACTERISTICS OF STUDENTS

Students who followed the block I (Humanities and bioethics) Faculty of Medicine UMP
who have passed the selection into the Faculty of Medicine, University of Muhammadiyah
Purwokerto.They are expected to have the following characteristics:

1.Have good moral and Islamic indicated with respect for fellow human beings, respect the
opinionsof others, be honest, be open, courteous in behavior and in dress, gave a positive
appreciation of the science / technology.

2.Having individual and collective behavior that shows exemplary good.

3. Having responsibility for kelimuan and family medical profession in the forms of support and
protection of the rights in the family and society.

4. Take the initiative disseminating democratic values in Islamic in the family and society.

5. Has the spirit of lifelong learning are high and mature in thinking.

6. Recognizes Academic regulations Faculty of Medicine, University of Muhammadiyah

Purwokerto.

7. Applying Islamic values in everyday life.

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 CHAPTER III

DRAFT BLOCK MAKING

A. COMPETENCE BLOCK

AREA OF COMPETENCE

1. Professionalism that Luhur

2. Self Awareness and Personal Development

3. Effective Communication

4. Information Management

5. The Scientific Basis of Medicine

6. Clinical Skills

7. Management of Health Problems

COMPONENTS COMPETENCE

A. Professionalism area that grand/ majesty

1. Belief in one God / Almighty

2. Moral, ethical and disciplinary

3. Be aware of and obey the law

4. Socio-cultural Perspective

5. Behave professionally

B. Area Self Awareness and Personal Development

1. Applying introspective

2. The practice of lifelong learning

3. Develop knowledge

C. Effective Communication Area

1. Communicate with patients and families

2. Communicating with partners

3. Communicating with the public

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D. Information Management Area

1. Access and assess information knowledge

2. To disseminate information and knowledge effectively to health professionals, patients, the

public and stakeholders to improve the quality of health services

SUBJECT OF DISCUSSION SKDI 2012

Area of Competence: 1. Professionalism Grand/ Profesionalism majesty

1.1. Religion as moral values that determine the attitude and behavior of humans

1.2. The religious aspect in medical practice

1.3. Pluralism diversity as social values and tolerance in society

1.4. The concept of the public (including patients) regarding healthy and sick

1.5. Aspects of social and cultural related to medical care (logic socio budaya0

1.6. Rights, keawjiban, and responsibilities related to human health

1.7.Definition of bioethics and medical ethics (eg the introduction of theories of bioethics,
philosophy of medicine, the principles of applied ethics and clinical ethics)

1.8. Basic Rule of Moral in medical practice

1.9. An understanding of KODEKI and KODERSI, and other value systems that are involved in
health care

1:10. Theories of solving the cases of ethics in medical services

1:11. An explanation of the relationship between law and ethics (similarities and differences)

1:12. The principles and laws of logic in health care

1:13. Legislation and other regulations under it relating to medical practice

1:14. Alternative solving legal disputes in health care

1:15. Etikomedikolegal problems in health care and how to solve

1:16. Rights and Obligations doctor

1:17.The professionalism of doctors (as a form of social contract, recognition of professional

character, teamwork, relationship intraprofesional doctors with other health professionals)

1:18.Implementation of good medical practice in Indonesia (including aspects of professional

discipline)

1.19.Doctors as part of the general public and the professional community (IDI and other
professional organizations related to the medical profession)

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1.20. Physicians as part of a national health system

1:21. Pancasila and citizenship in the context of the health care system

Competence Area 2: Introspective self and Self Development

2.1. Principles of adult learning (adult learning)

a) Self-learning

b) Critical Thinking

c) Constructive feedback

d) Self-reflection

2.2. The basics of learning skills

a) Introduction of styles of learning (learning styles)

b) Search literature (literature searching)

c) Penelususran critical learning resources

d) Active listening (active listening)

e) Reading effective (effective reading)

f) concentration and memory (consentration and memory

g) Time management (time management)

h) Making lecture notes (note taking0

i) Preparation of the test (test preparation)

2.3. Problem Based Learning

Area of Competence 3: Effective Communication

3.1. The use of language is good, correct and easy to understand

3.2. The principle of communication in health care

a) Method of oral and written communication effective

b) The method for memberiakan situation is comfortable and conducive to effective

communication

c) Methods to encourage patients to provide information voluntarily

d) Methods of conducting a systematic anamnesis

e) The method for identifying the purpose of patient consultation

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f) Includes the spiritual biopsikososiokultur

3.3. Various elements of effective communication

a) Communication intrapersonal, interpersonal and mass communication

b) The style of communication

c) Body language, eye contact, speech, speaking tempo, tone of voice, the words used or
avoided

d) skills for active listening

e) Technical facilities in difficult situations, for example a patient angry, sad, afraid or special
conditions

f) Engineering negotiation, persuasion and motivation

3.4. Cross-cultural communication and diversity

a) behavior is not degrading or blame the patient, be patient and culturally sensitive trrhadap

3.5. Writing rules and scientific reports

3.6. Communication in public speaking

Area of Competence 4: Management of Information

4.1. Basic skills in information management techniques

4.2. Research methods and applications of statistics to assess the validity of scientific
information

4.3. Skilled use of evidence based medicine (EBM)

4.4. Techniques charging medical records to improve the quality of health services

4.5. Techniques dissemination of information in the health field both orally and in writing using
the appropriate media.

B. TARGET OF LEARNING

After completing student teaching in this block are expected to be able to:

1. Students are able to use the principles of the Islamic way of effective communication within
relationships between friends within the group or outside group

2. Students are able to communicate well and Islamic in the learning activities of discussion, as
well as ways of expression and presentation

3. Students are able to connect individual behavior and health problems in the viewpoint of the
Islamic

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4. Students are able to explain the relationship with the national vision health services

5. Students are able to use the information obtained (journal, book, etc.) to enrich the data held

6. Students recognize the level of ability to handle mastering basic medical sciences

7. Students recognize the ethics of interpersonal relations in the sphere of professional and
personal

8. Students are able to value the opinions, suggestions and criticism from colleagues and
supervisors

9. Students are able to apply effective communication materials held in the study of basic
medical sciences

10. Students are able to analyze ethical issues in a variety of health policy and its relationship
with a professional

11. The knowledge and skills of effective communication as a basis for studying the medical
sciences and clinical practical at this stage of learning in the next semester

12. Application of the basic ability to think critically, analyze, evaluate and creatively and
develop learning material independently and manage themselves.

13. Accessing and critically assess validity and can manage well informed medical problems of
family medicine in particular with regard to the behavior of individuals and society as a
normative and culture.

14. Introspective self and lifelong learning.

15. Able to develop independent learning materials and manage themselves.

16. Students have effective communication skills and counseling Islami.

17. Students have the moral sensibility to do the best for patients with a confident attitude,
proactive, cooperative and Islamic.

18. Students are able to have knowledge of local content and excellence integrated with the
block Herbal medicine.

C. TOPIC TREE

Islamic medicine Health Phylosophy

Scientific Cultural Studies
Indonesian Humanities and
Health Psychology Bioetich

Ethics and Medical Law

Health Antropology Health Sosiology

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 CHAPTER III

TASK TUTOR / resource

A. The task of speaker

1. Helping students to gain knowledge of material information or a referral from the text-book

2. If necessary, sources briefed, straighten out the answer and show a way out.

3. At plenary, one of the sources in turn become moderator

B. Duties tutor

1. Lead and motivate and foster discussion group dynamics so that each student actively
participate.

2. Assist the process of increasing the appreciation of the students in the group.

3. Provide guidance, intake and referral sources when needed.

4. Establish and improve academic relationship with a student.

5. Fill the assessment form of participation in group discussions.

6. Guiding laboratory practice.

7. Give the current assessment based tutorial format specified assessment.

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 CHAPTER IV

STUDENT TASK

A. Tasks Students

1. Obey all rules and regulations

2. Sign and abide by the deal of learning blocks.

3. Following all the learning activities> 90%

4. Permit absence counted as caused ole permit if the following things:

a. Pain as evidenced by a medical certificate

b. Family sibling died as evidenced by a letter from the guardian / parents

c. Sibling family interests as evidenced by a letter from the parent / guardian.

d. Carry out the tasks of the Faculty of Medicine, University of Muhammadiyah Purwokerto, for
example, representing the Faculty of Medicine, University of Muhammadiyah Purwokerto to
contest the scientific work, accompanied by a statement from the Vice Dean III

5. Maintain the good name of himself, Lecturer and Faculty of Medicine, University of
Muhammadiyah Purwokerto

6. neat like the appearance of a doctor

a. Do not wear T-shirts

b. Do not wear trousers of jean material

c. Coed wearing a skirt with a length below the knee

d. Students wear a hem that is inserted into the pants and use a belt

e. Students do not longish hair and unpainted

f. Not allowed to excessive wear Accessories

1) Students may not wear earrings or studs

2) The student is not allowed to wear accessories on the nose or other body parts undue and
sexy impression.

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 CHAPTER IV

STUDENT TASK

A. Tasks Students

1. Obey all rules and regulations

2. Sign and abide by the deal of learning blocks.

3. Following all the learning activities> 90%

4. Permit absence counted as caused ole permit if the following things:

a. Pain as evidenced by a medical certificate

b. Family sibling died as evidenced by a letter from the guardian / parents

c. Sibling family interests as evidenced by a letter from the parent / guardian.

d. Carry out the tasks of the Faculty of Medicine, University of Muhammadiyah Purwokerto,
for example, representing the Faculty of Medicine, University of Muhammadiyah Purwokerto
to contest the scientific work, accompanied by a statement from the Vice Dean III

5. Maintain the good name of himself, Lecturer and Faculty of Medicine, University of
Muhammadiyah Purwokerto

6. Neat like the appearance of a doctor

a. Do not wear T-shirts

b. Do not wear trousers of jean material

c. Coed wearing a skirt with a length below the knee

d. Students wear a hem that is inserted into the pants and use a belt

e. Students do not longish hair and unpainted

f. Not allowed to excessive wear Accessories

1) Students may not wear earrings or studs

2) The student is not allowed to wear accessories on the nose or other body parts undue and
sexy impression.

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 CHAPTER V

STUDY DESIGN

A.Materi Learning

Health philosophy

Scientific insights

Effective communication

Model health psikokultur

Foresee changes in health behavior

Human characteristics communicant

Interpersonal communication systems

Principles of adult learning

The basics of learning skills

Active listening, active reading, concentration and memory, manage time well

Lecture notes, exam preparation

Information management

Maturity learn

EBM

Conducting a practice kedokterandan kedisip [linen high

Character professional doctors

Human rights related to health

And interpersonal relationships dg physician other medical personnel

Theories of bioethics

Bioethics relationship with the law

KODEKI, KODERSI

Physicians Oath

The theory of the medical ethical problem solving

Rights and obligations of doctors; doctor dgPasien

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Rights and obligations of doctors dg community related professions professionalism doctor:

Dg physician relationship IDI peers and other professions

Euthanasia

Herbs

State administration of the Republic of Indonesia

Science in the Islamic view

Communication skills

Morality and culture mingle

The attitude of doctors Islam

Troubleshooting: emotion and restraint

Doctors oath Islam

Euthanasia, plastic surgery and sex change operations

Definition, functions, properties, types of language

Position Fungsidan language

Indonesia, the local language, foreign languages

The use of Indonesian Baku

Preparation of an effective sentence

Understanding paragraph

B.Metode Learning

1. Briefing

Debriefing activities on Effective Communication blocks based curriculum implemented in

accordance with the competencies expected of students of the first semester that lasts
debriefing conducted in an interactive and conducive for students in achieving the
learning objectives. Students are taught to be active in the classroom so
perpembekalanan take place in both directions.

2. Role play (role playing)

Role playing is a learning tool to simulate or portray become a doctor, the patient, the
family as a group and chaired by the grantor material that has been determined. Each
small group is composed of 10-11 students. Expected by this method the students are
taught to be active thought and expression and respect the opinions of others, so as to
seek the settlement of a problem / case. In playing the role also conducted group

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 discussions, giving the material will be more intense in guiding students so that the
learning process will be optimized. Results of group discussions will be further discussed
in the reports and expert discussion so .permasalahan unanswered in group discussions
can be discussed directly with the relevant experts.

3. E-Learning

The learning method using computers and the internet, is to search for learning resources
in accordance with the material related to the lectures on the week. By using media such
as the internet to search for journals and hone critical thinking level to familiarize
students with the EBM on a quest journal.

4. Conultation Expert

In the expert consultation sessions, all students, faculty and resource persons present and
occupy the same space. The purpose of the expert consultation is to give students the
opportunity to get an explanation from the lecturer / resource to question the group and
is also used as an attempt to provide stabilization on understanding the material. In the
expert consultation sessions, students are given the opportunity to respond presentation
of other groups. At the end of the discussion, the moderator read out a summary of the
discussions that took place in the session.

5.Praktek Field

The practice field is a visit to a health center or a health care center for example Clinic to
observe directly the real form of the material that has been taught during the debriefing

6.Belajar Mandiri

Students are taught to be able to do independent study so as to increase the knowledge

capital in the learning system following the block that is being followed.

4. FACILITIES AND INFRASTRUCTURE

- The teaching staff as a resource

- Internet access

- Library

- Space discussion

- Space big Kulian

- LCD and laptop

- White board

- Marker

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 - Wireless microphone

- Space secretariat block

- CD movie

- PHC (practice field)

5. EVALUATION PROCESS AND RESULTS OF LEARNING

1. Assessment Component Blocks

Block values obtained after the student completed all learning activities within a block
of Humanities and bioethics. Components of the value of the block is:

a. Value Writing Exam

Written test weight value is 50% of the value of the block. Terms follow the written
test is:

- Meet the presence of 80% expert lecture.

- Meet the presence of 100% tutorial discussions

Trials conducted in the final block of the block. Value ranges between 0-100. Problem
in written form. The material comes from the matter of expert lectures. Undertaking
the test block is a block team.

b. Value tutorial 20%

c. Practicum or E-learning 15%

d. Value Field

1) The presence of current field practice a requirement to follow the written test.

2) Weight pratek Field is 15% of the value of the block.

3) assessment was conducted during field practice guided by the material providers.

4) Value field practices consisting of components.

i. Activeness values, with a percentage of 40% of the value Field. Value ranges
between 0-100.

ii. Performance value while the practice of covering 60% so that students who do not
follow the full practice activities must apply for permission to the academic part.
Allowable reasons, namely:

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- Illness / childbirth (with proof of illness)

- Married

- The nuclear family dies (father, mother, siblings)

- Undergo activities of faculty / university indicated the recommendation dean / rector

Arrangements permitting a maximum of 2 days after which time the student's absence
with notification to the academic part by mail or phone which followed notification by
mail. The party responsible for the value of the field is the practice of giving the
material.

Provisions presence of field practice is as follows:

- 1 = absent or late <30 minutes

- 0 = absent or late more than 30 minutes

Value Assignment

- Weight value of the assignment is 0-20% of the value of the block.

- Type of assignment is determined by the team block.

- Assignment may be writing scientific papers, assessment and reporting activities of

the introduction of a community clinic or in a hospital or clinic, or other form of
assignment in accordance with the relevant block.

- Responsible for the value assignment is tutor or Lecturer Faculty and / Field
Supervisor and team blocks (depending on the type of assignment given).

- Repairs carried out assignments for students who do not meet the graduation
threshold value assignment (determined by the team block) or do not follow the
assignment for reasons permitted (terms as above). Time repair / follow-up to one
week after the block ending.

2. Criteria Block Graduation

a. Presence throughout the learning method is not less than 75%

b. Performance in practice a minimum B field

c. The final value of at least B

d. Has collected all tasks

3. Remedial

a. Given to students who are eligible for the remedial exam (Presence throughout the
learning method is not less than 75%)

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 b. Remedial written test at the end of the block

c. The final value is the best value and the maximum is B

4. Component Value

Value achieved learners block is determined by reference to a benchmark.

Standard assessments based PAP (Criterion reference):

Weight letters Benchmark Assessment

A 4-level mastery 80-100

B 3 level of mastery from 66 to 79.9

C 2 level of mastery from 55 to 65.9

D 1 level of mastery from 40 to 54.9

E 0 level of mastery from 00 to 39.9

Decision block the final value of each learner set out in the meeting yudisium block.

Note: The weight of the component value of the block is determined by a team of the
block, which was approved in the workshop block, depending on the type of activities
carried out in the block, based on the percentage distribution of the learning objectives
of blocks into existing activities.

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Scenario I :

Help me ...Doctor

Mr. X came to Doctor Y in his clinic, with complaints of dizziness. Mr. X worked as the head of a
leading cement company in the region. Already so many doctors visit. Inpection such as CT scans
and laboratory checks have been done. There were no abnormalities. The drug has been taken,
but dizzy always come, especially each time will lead a new project. So that the dizziness is very
detrimental to health.

To the doctor, Mr. X asked quickly cured by providing good medicine, no matter how the price
he is willing to pay. provided that the dizziness cured

Disscus with seven jump!

Scenario II :

Laeder in Medical Center

Male patient aged 30 years, come to the health center with a chief complaint urticaria. Urticaria
occurs after taking medicine from health centers. Patient where then submitted a complaint to
the head of the health center.

A doctor as head of the health center give an explanation to the patient that it happened
because of an allergic reaction in the patients body. As head of the health center Dr. A is trying
to protect the patient, and this also concerns the professional ethics and profesional doctor. He
is a doctor graduate from the Muhammadiyah university, he also used the principle standard of
character doctor Muhammadiyah.

After seeing the patients medical record, it can be found that the doctors was doing the
appropriate procedure to treatment.

Disscus with seven jump!

Scenario III

Mrs. D , female, 23 years, come to clinic abaut she haved fibroadenoma mammae. She want to
herbal theraphy. But introduction doctor must be operation. Because Fibroadenoma mammae
can be giant tissue. She decline to sign the inform consent.Laeder in Medical Center

Discuss with seven jump!

Scenario IV

Mr. H , male, age 45 years, comes to Doctor J in the hospital. He is a bussinesman , but he have
one dissease with risk factor for family. He have AIDS, and he want to terminally life with
Euthanasia. He is not an obedient moeslem, now he realise. But his intension is rejected wit
doctor. He give up.

Disscus with seven jump!

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 CHAPTER VI

CLOSING

The student guide book compiled based SKDI 2012 which is expected to help students achieve
the learning competencies in Block I humanities and bioethics

We hope, comments and suggestions for improvement of this guide

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2. Faizah and Efffendi, L.Muchsin.2006.Psikologi Dakwah.Jakarta: Kencana

3. Foster, George; Anderson, B.G.1986.Antropologi Health. Jakarta: UI Press

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5. Latipun.2005. Psychology Konseling.Malang: UMM press

6. Mc. Leod, John. 2006. Introduction to Counseling: Theory and Case Studies. Jakarta:
Kencana

7. Mudzakir, Yusuf.2001. Nuances of Islamic Psychology. Jakarta: King Grafindo Persada

8. Purwakania, Aliah B. Introduction to Health Psychology Islami Jakarta King Grafindo

Persada

9. Grace, Jalaludin. 2005. Psychology of Communication. Bandung: Teens Rosdakarya

10. Smet, Bart.1999. Psychology Kesehatan.Jakarta: Scholastic

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Medicine (KBB), Hananto Wiryo, Sagung Seto, 2002

12. Medical Ethics. Prof. Dr. Ratna Suprapti Samil. Sagyng Seto, 2001

13. Doctor, Patient and Law, Gunadi J. FK UI

14. Ethics and Low for Health Professionals. Michael Lowe, Cameron, Stewart Ian Kerridge,
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15. Association of Health Regulations. Soeidy, Salih, Arcan.

16. Association Council Regulations on the Indonesian Medical Disciplinary honor. Almatsier,
Merdias, et al. Indonesian Medical Council

17. Determination of Law Lecture KedokteranEdisi II. Dr. Danny Wiradharma. Sagung Seto.
2010

18. Law and Doctor. Guwandi. Sagung Seto. 2007

19. Medical Law Terms. Guwandi. Sagung Seto. 2010

20. Medical Ethics and Health Law (4th Edition). M. Jusuf Hanafi, Amri Amir. EGC. 2009

21. A Rulebook for Arguments. Anthony Weston. Hackett Pub Co. 2008

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