teknik evaluasi4

Evaluasi Proses Pembelajaran,Bioetika, Hukum Kedokteran dan Kesehatan, dan HAM

Matriks Tatap Muka Program non gelar, bioetika, hukum

kedokteran, dan hak asasi manusia

Dr.Irmia Kusumadewi, SpKJ (K)

kompetensi area 7, KIPDI III:

Menjunjung tinggi moral dan etika serta profesionalisme dalam praktik kedokteran

Mengutamakan etika dan tata nilai pasien dalam menentukan tindak medis

Objektif,

Dokter yang berperilaku patuh etik, ‘berpengalaman’, bertanggung jawab, disiplin dan terjamin dalam mutu.

Objektif,

Dokter yang memiliki kompetensi etika : Attitude; sikap, perilaku, tindakan Skill; keterampilan manual,

keterampilan intelektual Knowledge; pengetahuan, pemikiran,

konsep Experience; pengalamam, jam terbang,

track record Responsibility; tanggung jawab, disiplin Accountibility; jaminan mutu

Etika kedokteran,

Sifat-sifat Etika Kedokteran Moral

Bahan ajar pengajar etika kedokteran FKUI Agus Poerwadianto

Kognitif, domain,

Knowledge Comprehension Application Analysis Synthesis Evaluation

From Bloom, 1956

Psikomotor,domain,

Imitation Manipulation Precision Articulation Naturalization

Basics in Medical education Zubair Amin & Khoo Hoon Eng

Afektif,domain,

Receiving Responding Valuing Organization Cahracterization by value

From Krathwohl, Bloom, and Masia, 1956

Perilaku,

Any action or reaction that can be measured or observed

KUBI: tanggapan atau reaksi individu yang terwujud

dalam gerakan atau sikap, tidak saja badan atau ucapan

Perilaku afektif,

Pengetahuan, kognitif, knowledge Emosi Motivasi Etika Nilai moral Kultur

Comprehensive textbook of psychiatry Kaplan & Sadock’s

Perubahan kognitif ke perilaku patuh etik

Yang sudah ada; pengetahuan, etika Proses pembelajaran;

Struktur dan fungsi otak kecerdasan, emosi, motivasi, pengalaman

Pengetahuan baru, norma Perilaku baru

Dipengaruhi oleh kepribadian Sepanjang hayat

Proses pembelajarandan pengajaran, 4 tahap proses pembelajaran:

Tahap1, Knows; tahap orientasi untuk mendapatkan pengetahuan, yang menjadi dasar setiap kompetensi

Tahap2, Knows How; tahap keterampilan menerapkan ilmu pengetahuan pada masalah klinik

Tahap3, Shows; tahap penerapan keterampilan pada simulasi atau di laboratorium keterampilan klinik

Tahap4, Does; tahap latihan penerapan pada pasien yang riil atau penerapan kompetensi secara utuh termasuk etik, moral, dll

Miller

metode pembelajaran

I hear and I forgetI see and I rememberI do and I understand

Confucius, 551-479 BC

metode pembelajaranexpository,

Penyampaian satu arahPasif

Jenis:KuliahBaca bukuBaca web


metode pembelajaranexploratory,

Aktif Penyampaian dua arah

Jenis: Grup diskusi Question and answers Brainstorming Case-based teaching Problem-based teaching


metode pembelajaransimulasi,

Latihan keterampilan didalam suasana yang aman

Dekat dengan kondisi dan situasi yang sebenarnya

Jenis: Role-play


Role-playmanfaat,

Emphasize Knowledge Development of:

correct attitudes,Behavior,Interpersonal skillCommunication skill


Role-playimplementasi,

Potentialy unstructured activity Potential disorganization

Careful planning and preparation Uncomfortable

Encouragement, repeated


Role-playproses ,

Pemeran Pengamat Pengajar


Role-playpersiapan,

Konten dan goalnya, jelas Definisi masalah Instruksi pemeran, jelas Instruksi pendengar, jelas


Problem-Based Learning,definition,

The principle idea behind PBL is that the starting point of learning should be a problem, a query, or a puzzle that the learner wishes to solve

B.J.Boud

Problem-Based Learning,benefits for student, Problem solving Self-directed learning Lifelong learning Resource identification and evaluation Critical reasoning Creative thinking

Basics in Medical Education, Zubair Amin & Khoo Hoon Eng

Problem-Based Learning,benefits for student, Incorporation of social and ethical aspects

of medicines Transfer of learning to real-life situation Cooperative and collaborative learning Group leadership and communication skill Identification of own strengths


Problem-Based Learning,benefits for tutor, Provides excellent opportunities for tutors to build

rapports with students, become partner in their learning

Become more adept in tutoring skills and develop greater appreciations for active and interactive form of learning

Broaden their own knowledge base and remain current with medical science


Teknik evaluasi

Factual knowledge (knows); e.g.MCQ

Application of knowledge (knows how); modified essay questions

Professional skills (shows how), Objective Structured Clinical Examination Standardized patient

Performance in real life (does), Portfolio


Portfolio,what is,

A professional portfolio is a collection of materials made by a professional that record and reflects key events, learning experiences, and processes in that professional career (Hall)

Collection of products prepared by resident that provides evidence of learning and achievement related to a learning plan

ACGME/ABMS Joint Initiative Toolbox of Assessment Methods

Portfolio,what is,

Written documents, audio-visual recording Reflection, Statements, application, remaining learning needs, how

they can be met Clinical procedures performed, logbook, Summary of the research literature reviewed, A quality improvement project plan, report of result, Ethical dilemmas, how they were handled, Computer program Artifacts,


Portfolio,process,

Enhancing the learning, can be used as a self and collaborative

assessment tool, Continuous process of goal setting, self discovery

and self reflection, Repetitious, identifies the priorities and decides

on goals, Discovery and reflection and monitors professional

and personal development,


Portfolio,products,

Representative collection and documentation of the individual’s attempts at self-fulfillment and development,

Professional goals, reflection, achievements, and further goal settings.


Portfolio,organization,

3 ring binder Personal digital assistant Hand-held electronic devices


Teknik evaluasi,kompetensi lainnya,

360-degree evaluation instrument, Global rating of life or recorded performance, Checklist evaluation, Procedure, operative, or case log, Patients survey


360-degree evaluation instrument,

Measurement tools completed by multiple people, Rating forms, scales (1 to 5, 5 meaning ‘all the

time, 1 meaning ‘never’) Superiors, peers, subordinates, patients and family, Teamwork, communication, management skills,

decision-making, Formative feedback


Global rating of life or recorded performance,

General categories; e.g. patients cars skills, medical knowledge, interpersonal and communication skills,

Scales (very good, good, fair, poor, or, superior, satisfactory, unsatisfactory)

Completed retrospectively based on general impressions collected over a period of time, e.g. end of rotation,

Multiple sources of information; direct observation or interactions; (faculty, resident or patients), review of work product or written materials

Knowledge, skills, behavior, Highly subjective when rater are not well trained


Checklist evaluation,

Essential or specific behaviors, activities, or steps, Complex competency or competency component, History and physical examination procedural skills, ‘checked’ to indicated completeness (complete,

partial or absent) or correctness (total, partial or incorrect)

Behaviors, self-assessment, practice-based learning For adequacy of over all performance, standard need

to be set ACGME/ABMS Joint Initiative

Toolbox of Assessment Methods

Procedure, operative, or case logs,

Recording some number of consecutive cases in designated time frame,

Comprehensive recording of operative data by CPT code or small number defined categories

Scope of patients care experience No known studies, Have not been validated,


Patients survey,

Satisfaction of general aspects of physician’s care, Amount of time spent, overall quality of care,

physician competency (skill & knowledge), courtesy, interest, empathy,

Physician’s explanations, listening skills, provision of information about examination findings, treatment steps, drug side effects,

Rating scale, Specific behavior; Formative evaluation &

performance improvement, Summative; standards of reliabilty & validity


Conclusion,

Many evaluation techniques, Based upon each institutional needs, Goals of educational programs, Facilities, Competence staff, Ethic issue, professional and qualified behaviors,

long life study, Portfolio might be the most comprehensive tool, Evaluating teaching programs

Posttests,

Apa saja metoda pembelajaran yang dapat diterapkan untuk mencapai perilaku etik,

Apakah metoda PBL bisa dipakai sebagai tool untuk evaluasi perilaku etik.

Further readings,

Kurikulum Inti Pendidikan Dokter Indonesia III Agus Poerwadianto, Bahan ajar Pengajar Etika

Kedokteran FKUI: Kaidah Dasar Moral dan Teori Etika dalam Membingkai Tanggung Jawab Profesi Kedokteran, 2003

Amin Z. email to DR-ED list Litserv. 27th June 2002. DR-ED accession number 006839, DR-ED email address: [email protected]

Kaplan & Saddock’s, Comprehensive Textbook of Psychiatry 8th ed,: Contribution of the Psychological Sciences, Lippincott Williams & Wilkins, Philadelphia, USA,2000, 512-579

Bloom BS, (Ed) Taxonomy of Educational Objectives:The Classification of Educational Goals: Handbook 1, Cognitive Domain, 1956, Toronto: Longmans, Green, New York, USA

mailto:[email protected]

Further readings, Guilbert J-J. Educational Handbook for Health Personnel,

1981, World Health Organization, USA Krathwohl D, Bloom B, and Masia B. Taxonomy of

Educational Objectives. Handbook II : Affective Domain. Dale E. Cone of Experience. In : Education Media :

Theory into Practice. Wiman RV (Editor). 1969. Charles Merrill. Colombus, Ohio. USA

Joyce B, and Showers B. The Transfer of Training : The Contribution of Coaching. Journal of Education. 1981. 163(2) : 163 – 72.

McIntosh N. Why do We Lecture? JHPIEGO Strategy Paper. 1996. The Reproductive Online. The john Hopkins University. Web address : www.reproline.jhu.edu; accessed May 02

http://www.reproline.jhu.edu/

Further readings, Bonwell CC, and Eison JA. Active Learning : Creating

Excitement in the Classroom. ERIC Digest. 1991 ASHE-ERIC Higher Education Reports. The George Washington University. Washington, DC 20036-1183. USA. ERIC_NO : ED340272.

Albanese M. Problem-Based Learning. Why Curricula are Likely to Show Little Effects on Knowledge and Clinical Skills. Medical Education. 2000. 34 : 729-38.

Albanese MA, and Mitchell S. Problem-Based Learning : A Review of Literature on Its Outcomes and Implementation Issues. Academic Medicine. 1993. 68 (1) : 52-81.

Boud DJ. Problem-Based Learning. In : Education for the Profession. Higher Education Research and Development Society of Australasia. Sydney. Australia.

Further readings, Engel CE. Not just a Method but a Way of Learning. In :

the Challenge of Problem-Based Learning. Boud D. and Felleti G. Kogan Press. 1991.

Nendez MR, and Tekian A. Assessment in Problem-Based Learning in Medical Schools : A literature Review. Teaching and Learning in Medicine. 1999. 11 : 323-43.

Miiler GE. The Assessment of Clinical Skills, Competence, Performance.

Barrows HS. An Overview of the Uses of Standardized Patients for Teaching and Evaluating Clinical Skills. Academic Medicine. 1993. 68 (9) : 443-53.

Barrows HS. Training Standardized Patients to Have Physical Findings. 1999. Southern Illinois University. Springfield, IL. USA.

Further readings, Atkins S. and Murphy K Reflective Practice. Nursing

Standard. 1995. 9; 45:31-35. Collins A. Portfolios for Biology Teacher Assessment.

Journal of Personnel Evaluation in Education. 1991. 5 :147-67.

Winsor PJT, A Guide to the Development of Professional Portfolios in the Faculty of Education. 1998. Faculty of Education, University of Lethbridge, Lethbridge, Alberta. Web address : http://www.edu.uleth.ca/fe/ppd/contents.html.

Kirkpartick DL. Evaluating Training Programs : The Four Level. 1998, Second Edition. Berret Koehler Publisher.

Hutchinson L. Evaluating and Researching the Effectiveness of Educational Interventions. BMJ. 1999. 318 (5): 1267-8

http://www.edu.uleth.ca/fe/ppd/contents.html

Further readings, Wilkes M, and Bligh J. Evaluating Educational

Interventions. BMJ. 1999. 318 (5) : 1269-72 Anderson SB, and Ball S. the Profession and Practice of

Program Evaluation. 1978. Jossey-Bass. San Francisco. USA.

©2000 ACGME and ABMS. A product of the joint initiative of the ACGME Outcome Project of the Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS). Version 1.1, September 2000.

teknik evaluasi4

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