Block Development. Titi Savitri Prihatiningsih Department of Medical Education Gadjah Mada University School of Medicine

Block Development

Titi Savitri Prihatiningsih Department of Medical Education Gadjah Mada University School of Medicine

Copyright@Titi TitiSavitri Savitri Prihatiningsih

Macro Level • Formulate competencies and the breakdown • Selecting problems • Defining the phase • Allocating the competencies into each phase

Copyright@Titi Savitri Prihatiningsih

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) Copyright@Titi Savitri Prihatiningsih

Micro Level • Developing blue print blocks (outcome, problems, participating disciplines) • Each block team identify contents of each block: – Knowledge – Skills – Behaviour – Values – Insights etc Copyright@Titi Savitri Prihatiningsih

Three levels of curriculum design

Curriculum Year/phase Block/module/unit


Macro Meso Micro

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)


Three levels of coordination Curriculum coordinator Year/Phase coordinator Block coordinator


Correspondence

Macro curriculum Accumulation

Connection

Meso Curriculum

Integration

Comprehensiveness Copyright@Titi Savitri Prihatiningsih

Micro Curriculum

Correspondence

Curriculum Coordinator Accumulation

Connection

Year/Phase Coordinator

Integration

Comprehensiveness Copyright@Titi Savitri Prihatiningsih

Block Coordinator

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 Blueprint block is designed by Curriculum Committee Blueprint block is the main instrument to Copyright@Titi Savitri control the curriculum content Prihatiningsih


Design Block

Implement Block

Evaluate Block


Stages of Block Development 1. Analyse and discuss Blue Print Block

2. List the relevant topics

3. Order related topics

4. Identify the key topics Copyright@Titi Savitri Prihatiningsih

4. Identify the key topics Competences

Phases of Education


Preceeding Blocks (year 1)

Priorities

5. Designing Conceptual Framework



Matrix To visualise The relationship Among different concepts


Hierarchical Central Axis

Matrix Childhood Analyse/Ass essment of health problems

Adolescent

Adulthood

Diarrhoea Drug abuse HIV/AIDS Diphtery Traffic Reproducti ve Health Gastroenter injury itis

Prevention Strategy Developing and implementin g health programmes Communicati on skills Copyright@Titi Savitri Prihatiningsih

Elderly Menopause Post menopause

Hierarchical


Central Axis

Nutrition and Food Safety



6. Formulate detailed objectives

7. Develop Block Books


7. Develop Block Books • Divide the block into different parts • Determine the order in which the different block parts should be presented: – From simple to complex – From concrete to abstract – From familiar to unfamliar Copyright@Titi Savitri Prihatiningsih

7. Develop Block Books • Spread the study load evenly • Identify integrated subjects – teaching formats • Outline the sequence of the different block parts and the amount of time available • Calculate hours • Recommended learning resources • Assessment • Write the text • Block evaluation Copyright@Titi Savitri Prihatiningsih

BLOCK Book for Tutor 1. Introduction 2. Table of Contents 3. Blok Objectives 4. Topic Tree

5. Week 1: 1. Objectives 2. Scenario 3. Review of Content (depth and breadth) 4. Teaching and Learning Activities 5. Learning Resources 6. References 6. Assesment 7. List of Block Constructors 8. List of Block Contributors 9. Resources of Persons 10.Block References 11.Block Schedule




Objectives

Problem Type


Format

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 1. As the trigger to achieve block objectives 2. To activate prior knowledge 3. To stimulate self-directed learning


Developing Scenario Format: 1. Narative

2. Graphics 3. Pictures 4. Audiovisual

Make variations of different formats


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


THE ROLE OF PROBLEMS • New information is better processed and retained • Problem solving skills are enhanced • Integration of knowledge is stimulated • Students learn how to learn • Independent study • Student motivation is enhanced Copyright@Titi Savitri Prihatiningsih


Conditions to be met by problems • Build on students’ prior knowledge • Stimulate elaboration • Relevant context • Stimulate self-directed learning • Offer motivation (open-ended, controversial

issues) • Evidence-based


Different types of problems 1. The explanation problem

2. The discussion problem 3. The strategy problem 4. The study problem

5. The application problem 6. The multilevel problem Copyright@Titi Savitri Prihatiningsih

The explanation problem • Purpose: to understand structure and mechanism. • Consisting of description of phenomena

• Good for early year


The application problem • Purpose: to apply knowledge, understanding and skills • Stimulate belajar bila

• A number of questions and assignments • Integration


The multi-level problem • Purpose: to study mechanism in more in depth

• To follow up the problem • Weakness: Needs more time to develop

• Description of disease from complain to treatment


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


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 Copyright@Titi Savitri Prihatiningsih

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 Copyright@Titi Savitri Prihatiningsih

The Study Problem • To do independent study of a particular subject • To master specific content • Stimulate specific learning activities


Three main considerations in

Developing a problem 1. Learning outvcome (competencies) 2. Types

3. Format Copyright@Titi Savitri Prihatiningsih

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 Copyright@Titi Savitri Prihatiningsih

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 Copyright@Titi Savitri Prihatiningsih

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


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 b. Sumber skenario bisa dari pengalaman pribadi,

percakapan dokter-pasien, media masa, artikel jurnal, laporan penelitian dan lain sebagainya


Format yang dipilih

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. Copyright@Titi Savitri Prihatiningsih

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 Copyright@Titi Savitri Prihatiningsih

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


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


Sumber Belajar


Learning Resources 1. Relevants 2. Accessible


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 Copyright@Titi Savitri Prihatiningsih

5. Reflective activities

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


Function of Laboratory Practice 1. To enhance students’ understanding 2. To stimulate through “learning by discovery”,


Function of Skills Lab 1. Training skills systematically in an integrated fashion

2. Skills should be relevant to block themes


• Exposure to workplace - Motivate students - Professional development - Contextual learning - Relevant knowledge


Kesimpulan

 Blok merupakan kerangka kurikulum PBL  Bagian dari hirarki PBL yang terletak

antara thema sentral dengan modul  Dalam blok akan terjadi interaksi dan integrasi berbagai bidang ilmu

 Penyusunan blok perlu tim perancang  Untuk menyusun modul perlu mengidentifikasi topic tree lebih dahulu

 Skenario disusun berdasar objective yang perlu dicapai pada modul atau blok Copyright@Titi Savitri Prihatiningsih

Thanks


Block Development. Titi Savitri Prihatiningsih Department of Medical Education Gadjah Mada University School of Medicine

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