Documente Academic
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Macro Level
• Formulate competencies and the
breakdown
• Selecting problems
• Defining the phase
• Allocating the competencies into each
phase
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Meso Level
• Dividing each phase into several learning
units/Block
• Decide the name or themes of the block
(preferably integrated themes – not
necessarily discipline)
• Allocating competences into each block
• Allocating problems for each block
• Deciding which core disciplines involved (if
the name of block is integrated theme)
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Micro Level
• Developing blue print blocks (outcome,
problems, participating disciplines)
• Each block team identify contents of
each block:
– Knowledge
– Skills
– Behaviour
– Values
– Insights etc
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Three levels of curriculum design
Curriculum Macro
Year/phase Meso
Block/module/unit Micro
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Comparison
• Curriculum is the blueprint for the
building(at macro and meso level)
• Instructional planning (block or module
development) is the process of
constructing the building
(at micro level)
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Three levels of
coordination
Curriculum
coordinator
Year/Phase coordinator
Block coordinator
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Correspondence
Macro
curriculum
Accumulation
Meso
Connection Curriculum
Integration
Micro
Comprehensiveness Curriculum
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Correspondence
Curriculum
Coordinator
Accumulation
Year/Phase
Connection Coordinator
Integration
Block
Comprehensiveness Coordinator
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derived from block theme and comprises
a broad outline of block content,
broad final objectives of the block and
list of disciplines to participate in the
block
Implement
Block
Evaluate
Block
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Stages of Block Development
Preceeding
Competences Blocks
(year 1)
Phases of
Priorities
Education
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5. Designing Conceptual Framework
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5. Designing Conceptual Framework
Matrix
To visualise
The relationship
Among different concepts
Hierarchical
Central
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Axis
Matrix
Childhood Adolescent Adulthood Elderly
Developing
and
implementin
g health
programmes
Communicati
on skills
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Hierarchical
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Central Axis
Nutrition and
Food Safety
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5. Designing Conceptual Framework
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7. Develop Block Books
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7. Develop Block Books
Problem
Type Format
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Scenario
Definition
“A problem consists of a neutral description of an
event or a set of phenomena that are in need of
explanation in terms of underlying processes,
principles or mechanisms”
Function
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Good scenario is:
1. Relevant with the outcome of the blocks
2. Realistics
3. Logics
4. Appropriate
5. Interesting and motivating
6. Precise
d. Number of scenario
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THE ROLE OF PROBLEMS
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Conditions to be met by problems
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The explanation problem
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The application problem
• Purpose: to apply knowledge,
understanding and skills
• Stimulate belajar bila
• A number of questions and assignments
• Integration
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The multi-level problem
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The Strategy Problem
• Purpose: students learn rational clinical
reasoning and decision making based on
knowledge and understanding of the
underlying process
• Management strategy
• Invite simulation of real medical practice
• A descriptin of complaints with data from
history, physical examination
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Seven Clinical Step Approach
• Identify central aspects
• What information should be obtained from
history, px, lab investigation?
• Relate this with 1
• Try to discover causal relationship that
would explain findings
• Generate list of hypothesis
• Consider dx
• Drap up management plan
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The Discussion Problem
• To foster understanding of different
points of view regarding on issue
• To reflect critically on the standards
• To understand different points of view
• Stimulate thinking about personal
points of view
• Useful for end block
• Clear problem, opinions
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The Study Problem
• To do independent study of a particular
subject
• To master specific content
• Stimulate specific learning activities
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Three main considerations in
Developing a problem
2. Types
3. Format
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Contoh:
Tujuan:
a. Mampu melakukan pemeriksaan ANC
b. Mampu melakukan konseling dan memberikan
informasi tentang proses dan tanda-tanda
kehamilan dan persalinan
Pertanyaan yang ingin dimunculkan
a. Bagaimana ANC
b. Bagaimana tanda-tanda & proses kehamilan
c. Bagaimana tanda-tanda & proses persalinan
d. Bagaimana melakukan konseling dan memberi
informasi pada ibu hamil
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PERBEDAAN TIPE MASALAH
1. Masalah yang membutuhkan penjelasan
2. Masalah yang diperlukan untuk
mengembangkan pandangan
3. Masalah yang diperlukan untuk melatih
penalaran
4. Masalah untuk melatih menerapkan
pengetahuan
5. Masalah untuk melatih memacu mahasiswa
belajar
6. Masalah untuk berbagai tingkat pendidikan
dan profesi
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Different Format of Scenarios
1. Narrative
2. Phenomenons- singkat menggambarkan
pasien
3. SOEP (Subjective, objective, evaluate, plan) –
roblem pack - Terbungkus banyak masalah
yang tersembunyi
4. Sign pack – problems presented in phase
5. Verbatim – doctor-patient encounter
6. Correspondence – referral letter
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Menyusun Skenario
a. Format yang bisa dipilih:
1. Narasi
2. Grafik
3. Gambar
4. Audiovisual
Usahakan format skenario dalam suatu blok bervariasi
sehingga akan meningkatkan daya tarik blok
Narrative
Imud (19 tahun) premi gravida hamil 7 bulan,
memeriksakan ANC sejak kehamilan 2 bulan.
Sekarang merasakan gerakan bayi makin keras.
Payudaranya bertambah besar dan semua
pakaiannya menjadi sesak. Kadang-kadang
rahimnya kontraksi keras lalu hilang. Ia takut
kalau melahirkan bayi sebelum cukup umur.
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PETUNJUK PENYUSUNAN SKENARIO
1. Hubungkan dengan prior knowledge
2. Hubungkan dengan objektif secara jelas
3. Pertimbangkan tingkat kerumitan masalah
4. Pertimbangkan struktur yang memadai untuk
diskusi
5. Pilih kata nyata yang erat dengan profesi
6. Pilih masalah-masalah yang multi disiplin
7. Pertimbangkan panjang/ pendeknnya masalah
yang ingin dimunculkan
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PETUNJUK PENYUSUNAN
SKENARIO
• Waktu untuk belajar mandiri
• Waktu untuk fase pelaporan
• Variasi pengalaman belajar
• Jumlah skenario dalam satu blok
• Sekuen skenario
• Waktu yang tersedia untuk penulisan
skenario
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8. Pertimbangkan waktu yang diperlukan
Pemahaman :
• Diskusi
• Belajar
• Membuat laporan
9. Variasi aktivitas belajar
10. Urutan masalah yang akan dimunculkan
11. Memilih kejadian yang dapat membangun
citra profesi
12. Relevan dan dapat memicu belajar
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Sumber Belajar
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Learning Resources
1. Relevants
2. Accessible
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Supporting Learning Activities
Core Activities
1. SGD (Small Group Discussion)
2. SDL (Self Directed Learning)
Supporting
1. Lectures
2. Laboratory Practice
3. Skills Practice
4. Exposure to workplace
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5. Reflective activities
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Function of Lecture in PBL
1. Overview
2. Clarification of difficult
topics
3. Correct misconceptions
4. Provide framework
5. Refreshing
6. Stimulate students
7. Lack of learning resources
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Function of Laboratory Practice
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Function of Skills Lab
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• Exposure to workplace
- Motivate students
- Professional development
- Contextual learning
- Relevant knowledge
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Kesimpulan
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