Andriana Daud Laratu OBJECTIVE AND GUIDELINE TO BLOCK

Andriana Daud Laratu OBJECTIVE AND GUIDELINE TO BLOCK LEARNING SKILLS AND INFORMATION TECHNOLOGY

At the end of this block, students are expected to be able to: � Understand follow the system and environment of medical education (PBL curriculum) � Apply learning principles and to be able to utilize learning resources � Apply and to analyze medical terminology and medical paper

� This block focuses on acquiring competency in study skills and consists of two modules. � Module 1 : the principles of learning and strategies to facilitate learning process � Module 2 : covers the structure of medical terminology and medical language.

6 weeks � 5 weeks: teaching-learning process � 1 week: assessment � Each week at the teaching –learning process is called a learning unit �

� Learning unit: 1 scenario (case) for two times tutorial, lectures, practices and self directed learning. � Strategy seven steps will be used during tutorial

� Lecture � Tutorial- the seven jump/step method � Practical session/observation/interview � Skill training � Exercise � Examination/summative assessment � Self directed learning or independent learning, SGD � Expert consultation

Component of student assessment: � Tutorial : 10 % � Practical work (Anatomy- osteology): 10% � Final examination: a) Written test (MCQ & Essay): 50% b) Triple Jump Examination: 30%

Similar with seven jump (step) principals � First step is all activities during the first tutorial (step 1 -5) � Second step is information collection or learn to elaborate knowledge (is same with step 6) � Third step is a report of the individual learning result (is same step 7) but without discussion

� Learning is the construction of meaning by the learner � Knowledge is created and re-created on the basis of previous learning � Students’ attempts at learning clearly are aimed at deeper understanding; they relate new information to what they already know, organize it, and regularly check their comprehension.

� Their knowledge is better organized and integrated � They have better strategies and methods for getting to their knowledge � They have different motivations � They tend to do things in a more selfregulated manner

� They are described as being more aware of themselves as learners � Their learning is reflected upon more � They are thought to be more sensitive to the task demands of specific problems, as well as more opportunistic and flexible in their planning and their actions

� Not as likely to monitor their learning � Often do not have a very good idea about whether they have comprehended and mastered the information presented � Unaware of how they attribute meaning to the things they encounter in lectures, laboratories, libraries, seminars, workplacement and elsewhere

� learning how to learn � self-appraisal � leadership � team skills � metacognition � skills of expression (writing, presenting) � reflectiveness/reflexiveness…….

THANK YOU ANY QUESTIONS?