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

Scenario 1 : Learning on Faculty of

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

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.
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, rather than those of
others involved in the educational process, such as
teachers and administrators

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, stimulated by
scenario/problems
Medical terminology: a vocabulary for
accurately describing the human body and
associated components, conditions, processes
and process in a science-based manner, used
in the medical fields

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?

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.
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, orientation, methods,
learning process

How do we analyze medical terminologies?

Find in medical dictionaries and literatures,

use prior knowledge, 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.

Hypothesis
The conventional curriculum is not relevant to
implemented on Faculty of Medicine, because it
dont 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

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, formal or
informal

Step 6: Gathering
information

Appropriate Learning
Resources
Lecture notes & presentation
Filosofi PBL dan Strategi Pembelajaran Prof. dr.

Rahmatina B. Herman, Ph.D, AIF

Filosofi PBL Wiwik Kusumawati
Pembelajaran Orang Dewasa Prof. dr. Khalilul Rahman,
Sp.M
Pengenalan Blok 1 dr. Yulistini, M.Med.Ed

Website
Relevant articles

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; cognitive
(knowledge), psychomotor (skills), and affective (attitude), oriented
on producing primary-care physician based on family medicine.
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
PBLs methods including skills lab, tutorial, individual study,
introductory lectures, plenary discussion, and practicum. Learning
strategies are SPICES (Student-centered, Problem-based,
Community oriented, Early clinical exposure, Self-directed learning)

Defining the evaluation systematics on PBL system

There is three evaluation systems used in PBL; which is

students evaluation (Tutorial, MCAs, PAQ, OSCEs), tutor
evaluation, and program evaluation.
Able to analyze and explain medical terminology
Literature research (textbooks, journals, 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 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. Three main point on EBM: PICO (Patient, Intervention,
Comparison, Outcome)

Knowing the continuing educational system, formal or

informal
Professional degrees: physician, specialist, subspecialist (consultant)
Academic degrees: Bachelor, Magister, Doctoral,
Double degree

Knowledge Shared

Summary
Our hypothesis is accepted

Thank You