Up Grade SDM

Internal Factors

External Factors

InceptionPlan

Evaluation

AnalysisInterpret

a-tion

Compe-

tency Base Curr

StrategicIssue

ProblemIdentification

Alternative Solution

Kuantitas SDMSarana prasarana

DanaManajemen Komitmen

Kualitas SDMKualitas Mhs

Metode pembelajarAssesment

Jaminan Mutu

Animo MasyDukungan DiktiDukungan Univ

Dukungan PemdaDukungan Lembaga

S W

Globalisasi Ten KesInst Pend. Keprwt

Beaya tinggiTuntutan HukumHub RS dg Prodi

O T

Program Pembelajaran

SCL

TCL msh dominanPakar Nurs Edu min

Learn ResourcesCalon Mhs

Up grade SDMCompleting LRImprove Studn

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 interactiveLess memorizing of facts and more construction of meaning

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 KOMPETENSI1 2 3 4 5 6 7 8 9 10

1 Komunikasi efektif2 Ketrampilan Klinik Dasar3 Ilmu Dasar dalam Praktek Kedokteran4 Pengelolaan Masalah Kesehatan Individu dan Keluarga5 Kemampuan mengakses, menilai secara kritis kesahihan d an mengelola informasi6 Kemampuan mawas diri dan belajar sepanjang hayat7 Kemampuan pertimbangan moral dan etika8 Kemampuan memberikan pelayanan komprehensif dalam Kedokteran Lingkungan

No Nama BlokI Basic Knowledge and effective communication (PDSKE)II Civics, Pancasila and Jatidiri UNSOEDIII Community Health and Environment Medicine IIV Basic of Human BodyV Life CyclesVI Community Health and Environmental Medicine IIVII Bioethics and Health Law IVIII Dermato-MusculoSceletal SystemIX Hemato-Imunology SystemX Endocrine-and MetabolismXI Community Health and Environmental Medicine IIIXII Bioethics and Health Law IIXIII Respiratory SystemXIV Cardiovasculer SystemXV Digestive SystemXVI Community Health and Environmental Medicine IVXVII Bioethics and Health Law IIIXVIII Genito-Urinary SystemXIX Reproductive Health XX Early Clinical and Community Exposure IXXI Medical Research Program IXXII Bioethics and Health Law IVXXIII Neurobehaviours and Specific Sense XXIV Early Clinical and Community Exposure IIXXV Medical Research Program IIXXVI Bioethics and Health Law VXXVII Tropical MedicineXXVIII Early Clinical and Community Exposure III]XXIX Medical Research Program IIIXXX Bioethics and Health Law VI

SEMESTER

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