Baedah Madjid + Ibrahim

PSPD FKIK UNIBA

2012
The blind man and the elephant
At the end of the block the student is
expected must able to explain about
the philosophy of PBL and Tutorial

At the end of the block the student is

expected must able to explain about:
1.the definition of 6. the teacher & student
PBL role in tutorial
7. the process of tutorial
2. the objective of 8. the learning strategies
PBL 9. the learning resources
3.the core element 10. making tutorial report
of PBL
4.the characteristic
of PBL
5. the process of
 LEARNING GOAL OF
LEARNING
UNIBAS MEDICAL COMPETENCE DOMAIN
EDUCATION

MEDICAL
To produce the SCIENCE COGNITIVE
five stars doctors:

1. Care Provider
MEDICAL
TECHNOLOGY PSYCOMOTOR
2. Decision Maker
SKILL
3. Communicator
4. Community leader
PROFESSIONAL
5. Manager ETHICS AFFECTIVE
 Problem-Based Learning (PBL) is a
learning method based on the principle of
using PROBLEMS as a starting point of the
acquisition on integration of new knowledge

Barrows, 1982

In PBL the student use

appropriate problem to increase
their:
- knowledge and
 EDUCATIONAL SYSTEM

TEACHING LEARNING
BASED BASED

Lecturer > active Student > active

LECTURE PROBLEM-BASED

Lecture is conducted in Learning is conducted in small

lecture format discussion group of student

- Cognitive development - Cognitive development

Knowledge Synthesis
Comprehension Evaluation
- Affective/ skill - Affective/ skill, easy to measure
difficult to measure Critical & Problem Solving Thinking
 TRADITIONAL PROBLEM BASED
LEARNING LEARNING
The student dependent The student is centered
upon the teacher as on the need to find
expert solution to problem
This means
teacher directedthat
the This mean that
thinking, held relevant student is allowed to
knowledge investigate, discuss and
explore the problem
The teacher
evaluate the The teacher
students using a acting as
number of facilitator
methods
 The starting point of learning is
a problem
PBL is an educational
approach rather
than a teaching technique
PBL is fundamentally learner
(student) centered
 (Social)
Constructivism
Contextualized
learning
Cooperative
learning
Computer supported
learning
1. The learning
is:
Student centered
Self-directed
Active
Contextual
Collaborative and Integrated
2. The learning occurs in small
student group
(10-15 student )
3. Competence base
learning
 Blocks (~courses)
4-7 weeks /block

Lecture:
Introduction lecture
Lecture from the expert

Tutorial group meetings:

done in two session, 2 hours
per meeting
10-12 students, 1-3 tutor
Skills training
Practical work
 PRACT.
LECTURE WORKS

SCENARIO
TUTORIAL

SKILL LAB LIBRARY

The key emphasis of PBL is on the change of
the role of the STUDENT and TUTOR
STUDENT TUTOR
Instead of Instead of
passively receiving instructing the
instruction: students: tutor
distributing
they are actively
knowledge and
constructing their information.
knowledge and
The tutor not
understanding teaching only
In a group, rather facilitating the
than individually students.
 PROBLEM / CASE GROUP DISCUSSION
(TUTORIAL)
Case Introduction All known
information
(Brain Storming )
Important information
still needed
learning objectives

GATHERING INFORMATION SELF-LEARNING

Using all learning

sources
 The case construct by the block
The case must be able to stimulate
learning process
The case must be:
- an important health problem
- a prototype health situation
- an important medical science
The case must simulate situation in
medical
practice or real life
the case must not easy to
solve
Consist of:
1.Students : 10 13 per group
Grouping by MEU
2. Tutor: facilitator for one the group
Appointed by MEU
1 or 2 per group
Student select:
Chairman:
- Leading the discussion
Secretary:
- Writing results of brain storming
& discussion
NO. PROSCESS METHODE
1. Clarify all difficult world Brain Storming
(if any) key world
2. Point out the problem
(aspect or concept) by
making questions.
3.
Answer the questions or
explain the problems.
4. Classify the problems, Discussion, Asking
analyze & synthesize and answer the
question
5 Un-answer problems Brain storming
next learning objectives
6. Information searching Self learning
7. Summarize by Discussion
synthesize all information
 TUTORIAL GROUPS
Students Secretary Chairman Tutor s

1. Clarification

2. Making Questions

3. Answer the questions

4. Classification, analyze
& synthesize

5. Making learning objectives 6. 7.

Self- Report
learning

E V A L U A S I
Report
1. Written report: Form work
sheet
2. Presentation
Power Point

Reports
contents
1. Answer the module learning
target
2. Clear explanation of all
information
3. Critical evaluation of the
information
4. Evaluate the learning
target
NO. PROSES STRATEGI ALAT/BAHAN
1. Case Lecture Lecture room & AV
introduction
2. Discussion; 7 Tutorial Small discussion
jumps room
3. Information Lecture Lecture room,
search handouts
Reading Library: book,
journals
VCD, etc.
Internet Website
CSL CSL rooms
Models
Text book & Manual
Practical work Practical room
Lab. manuals
Instrument,
glassware, materials
4. Report Panel Lecture room & AV
 Increased retention of information
Development of Integrated knowledge
based (rather than discipline based)
An encouragement towards lifelong
learning
A greater exposure to clinical
experience at an earlier stage
An increased student-staff liaison
( working together )
An increase in overall motivation
1. PBL very different from conventional
teaching
Learning not teaching
Student centered, integrated, competent
based
Lecturer facilitator
2. Learning strategy : interactive learning
small group
3. Need big budget:
- many small rooms
- information resource: books, web site
- models and lab material
- module, manual etc