Animo Masy Globalisasi Ten Kes

Dukungan Dikti Inst Pend. Keprwt

Dukungan Univ Beaya tinggi
Dukungan Pemda Tuntutan Hukum Up grade SDM
Dukungan Lembaga Hub RS dg Prodi Completing LR
O T TCL msh dominan
Improve Studn
External Pakar Nurs Edu min
Learn Resources
Factors Calon Mhs

Comp Evaluatio Problem Alternat Incepti

Strate
e- n Identifica ive on
gic
tency Analysis tion Solution Plan
Issue
Interpret
Base
a-tion
Curr Program
Internal Factors Pembelajaran
SCL
S W Up Grade
Kuantitas SDM Kualitas SDM SDM
Sarana prasarana Kualitas Mhs
Dana Metode pembelajar
Manajemen Assesment
Komitmen Jaminan Mutu
Overview
 Learning is both an individual and a social
process
 Students decide what they need to learn by
setting personal learning goals
 Students construct for themselves meaningful
knowledge as a result of their own activities
and interaction with others
 Learning strategies include library research,
problem and case-based learning, doing
assignments and project, group work,
discussions, and fieldwork.
 Classroom teaching is a stimulus to student’s real
learning that mostly takes place outside formal classes
 Unstructured classes with individualized activities, much
discussion and optional attendance
 Students engage actively with the subject matter and
transform new information into a form that makes
personal sense to them and connects with prior
knowledge
 Students are placed immediately into a realistic context
with specific coaching provided as needed.
Overview
  Focus on memorization and formulas
 Focus on parts rather than the whole task
 Extrinsic motivation
 The ability to relate new and previous
knowledge and theory to experience
 Learning as an active process of comparing,

testing, and integrating knowledge

 The ability to distinguish evidence and

argument and to generalize

 Intrinsic motivation
Overview
  Emphasize higher-level intellectual skills
 Signposting for clear direction
 Make lectures more interactive
 Less memorizing of facts and more constructio
 Match assessment to objectives
 Less lecturing and more active learning
 Resources-based learning
 Peer teaching and collaborative group work
 Learning contracts
 Ensure that course objectives by HLIS such
as : problem solving, critical thinking and
exploration and development of appropriate
attitudes.
 As well as organizing and ordering the
content, tell learners what you are doing by
providing good signpost about the structure
and direction of the lecture
 Helps learners to internalize the material
and work with it to relate it their own
context.
 Also helps in redirecting attention and

changing the pace of the presentation.

 Decrease the amount of factual material
that has to be memorized.
 When learners are pressed for time and

overloaded with content, they will usually

take a surface approach.
 Ask student to explain answers to question

rather than just accepting the correct

answer
 Build into assessment a requirement for
learners to demonstrateunderstanding of
principles.
 For example : essay, project work, critical

analysis of problem
 Reduce the time allocated to lecturing to
allow more time group-based teaching and
self-directed learning.
 Keep in mind that factual information can
be conveyed just as effectively to learners
via discussion, reading, etc.
 Material can explain it, apply it or use it to
analyze problems.
 Provides flexibility and convenience in
studying
 It is particularly well suited to mature
students who have a well developed sense
of direction in their learning.
 Younger students may require more
structured classes combined together with
resource-base learning.
 Helps to encourage independent learning by
having students work in tutor less groups or
with more senior students.
 The lecturer’s role is to provide clear
guidelines to the student leader about what
the seminars should achieve and what sort
of learning strategies to use.
 Creates a deeper level of understanding
 Encourage independence by enabling
students to negotiate their own study with
the lecturer and together reaching an
agreement about how and what is to be
assessed.
 Also encourages students to develop as
reflective practitioners of their subject
 Can be written on a pro forma and include a
objectives, resources, experiences, evidence
and criteria for successful completion.
 No KOMPETENSI SEMESTER
1 2 3 4 5 6 7 8 9 10
1 Komunikasi efektif
2 Ketrampilan Klinik Dasar
3 Ilmu Dasar dalam Praktek Kedokteran
4 Pengelolaan Masalah Kesehatan Individu dan Keluarga
5 Kemampuan mengakses, menilai secara kritis kesahihan d an mengelola informasi
6 Kemampuan mawas diri dan belajar sepanjang hayat
7 Kemampuan pertimbangan moral dan etika
8 Kemampuan memberikan pelayanan komprehensif dalam Kedokteran Lingkungan

No Nama Blok
I Basic Knowledge and effective communication (PDSKE)
II Civics, Pancasila and Jatidiri UNSOED
III Community Health and Environment Medicine I
IV Basic of Human Body
V Life Cycles
VI Community Health and Environmental Medicine II
VII Bioethics and Health Law I
VIII Dermato-MusculoSceletal System
IX Hemato-Imunology System
X Endocrine-and Metabolism
XI Community Health and Environmental Medicine III
XII Bioethics and Health Law II
XIII Respiratory System
XIV Cardiovasculer System
XV Digestive System
XVI Community Health and Environmental Medicine IV
XVII Bioethics and Health Law III
XVIII Genito-Urinary System
XIX Reproductive Health
XX Early Clinical and Community Exposure I
XXI Medical Research Program I
XXII Bioethics and Health Law IV
XXIII Neurobehaviours and Specific Sense
XXIV Early Clinical and Community Exposure II
XXV Medical Research Program II
XXVI Bioethics and Health Law V
XXVII Tropical Medicine
XXVIII Early Clinical and Community Exposure III]
XXIX Medical Research Program III
XXX Bioethics and Health Law VI
 Hand Out, Diktat, Bahan Ajar
 Kuliah Umum dan Pakar
 Diskusi Small Groups/Problem Based
 Diskusi Pleno
 Role Play
 Kuliah Lapangan
 Tugas Lapangan
 Skills Lab/Praktikum
 Diskusi Film
 Refferat Journals
 Log Book
 Evaluasi Mingguan/akhir blok/akhir

semester/make up test
 Karya Tulis Ilmiah
 Written assessment :
◦ True or false question
◦ Single, best option MCQ
◦ Multiple true or false question
◦ Short answer open ended question
◦ Essay
◦ Key feature question
◦ Extended matching question
 Skill based assessment :
◦ OSCEs
◦ Traditional approaches
 oral examination
◦ Alternative formats
short case asessment
structured oral examination
 Work based assessment :
◦ Basis for judgment
Outcomes of care
Process of care
Volume of practice
◦ Data Collection
Clinical practice records
Administrative database
Diaries
Observations
◦ Portfolios