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Pengembangan KurikulumBerbasis Kompetensi:

The Gadjah MadaApproach

Titi Savitri PrihatiningsihBagian Pendidikan Kedokteran

copyright@Titi SavitriPrihatiningsih

Sembilan Langkah

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Priority

of Health

Problems

Need of

Health Care

System

Competence

DescriptorLearning

Outcome

Input

Select

Appropriate

educational

Strategy/

Instructional

method

Operate

curriculum

Assess

and

evaluate

Designing

Curriculum

(macro and

meso)

1

2

3

4

5

6

7

8

9copyright@Titi Savitri Prihatiningsih

Langkah 1Perumusan Kompetensi


Definition of Competence

Professional competence is the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice to improve the health of the individual patient and community:

–What you know–How you use what you know–How you add to what you know

Epstein and Hundert, 2002, JAMA


Definition of Competence

KnowledgeCommunication

Technical

skill

Clinical

reasoning

Emotions

ValuesReflection

DAILY PRACTICE


How to formulatecompetences?

– Personal Diary

– Observation

– Job analysis

– Critical Incident Technique

– Expert Judgement


Competencies required for performance of roles/functions

Roles and Functions of Health Professional

Knowledge, skills, attitudes, emotions, values, reasoning for

acquisition of competencies

Assessment

Assessment

Assessment


Langkah 2Analisis Kompetensi


LEVELS OF CLINICAL COMPETENCE

ATTITUDESKNOWLEDGE SKILLS

COMPONENTCLINICALABILITIES

COMPOSITE

CLINICAL

PERFOMANCE

COMPETENT

CLINICAL

PRACTICE

PREREQUISITES

Ken Cox & R Bandaranyake, 1991copyright@Titi Savitri Prihatiningsih


1. Pre-requisites - PRIOR CONDITIONS

• Anatomical, Physiological, Pathological knowledge.

• Skills of Communication, Observation, Measurement.• Respect, Honesty Persistence.

2. Partial Tasks - COMPONENT ABILITIES

• Skills of history taking, physical examination.

• Generating diagnostic explanations.

• Planning investigations.

• Establishing rapport and trust.



3. Patient/Problem - COMPOSITE ABILITY

• Selective search, studying whole patient

and problem, leading to diagnosis and

management plan.

4. Performance in Practice - COMPETENCE

• Habitual behaviour in managing a succession

of patients.

• Relations with colleagues.

• Records, efficiency, communication.


CRITERIA OF CLINICAL COMPETENCE

1. Technical effectiveness in using

knowledge and skills.

2. Positive effects on the disease process,

seen in outcomes of care.

3. Positive effects of the doctor’s

behaviour on the patient.

4. Efficiency in using finite resources.


Langkah 3Penyusunan

Materi Kurikulum


Langkah 4

Penyusunan MakroKurikulum


Langkah 5

Penetapan StrategiPembelajaran


Langkah 6

Penilaian Hasil Belajar


Langkah 7

Peta Kurikulum


Langkah 8

Kurikulum Meso


Langkah 9

Pengembangan Modul


Discussion 1

• SStep 1: ClarifyingUnfamiliar terms

Step 2: Problem definition

Step 3: Brainstorm

Step 4: AnalysingThe problem

Step 5: FormulatingLearning objectives


Step 1: Clarifying Unfamiliar Terms

• Unclear terms and concepts in a problem description are clarified, so that every group member understands the information that is given


Step 2: Problem definition

• The problem is defined in the form of one or more questions. The group has to agree upon the phenomena that need to be explained


Step 3: Brainstorm

• The preexisting knowledge of group members is activated and determined. This process entails the generation of as many explanations and hypotheses as possible. The ideas of all the group members are collected, without critical analysis


Step 4: Analyzing the problem

• Explanations and hypotheses of the group members are discussed in depth and are systematically analysed. Ideas from the brainstorm are ordered and related to each other.


Step 5: Formulating learning issues

• Based on obscurities and contradictions from the problem analysis, questions are formulated that form the foundation for the study activities of the group members. In short, it is determined what knowledge and the group lacks and learning issues are formulated on these topics


Step 6 Self-Study

• In the self-study phase, group members search for relevant literature that can answer the questions in their learning issues. After studying this literature, group members prepare themselves for reporting what they have found to the tutorial group


Step 7 Reporting

• After reporting what sources group members have used in their self-study activities, a discussion of the learning issues take place based on the studied literature. Group members try to synthesize what they have found in different sources


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