scholarly journals Pengembangan Area Etika, Moral, Mediko-Legal dan Profesionalisme Serta Keselamatan Pasien dalam Kurikulum Berbasis Kompetensi

Author(s):  
Yani Istadi

Background: The existence of the application of competency-based curriculum (CBC) with the strategy of problem based learning (PBL) has influenced the learning process of ethics and professionalism. It poses a challenge for every medical school to develop the new curriculum. There has been a controversy on the model of the curriculum development. This article describes several educational studies on ethics and professionalism and proposes one curriculum model.Method: Relevant literatures are selected as basis of ethics and professionalism development in certain curriculum.Results: The method used in the study of ethics is directed in accordance with the level of education and the complexity of the expertise field. Determination of the material depends on the competence and the expected outcomes. Challenges in the assessment and ethics and professionalism must be faced.Conclusion: The development of a curriculum that will better ensure the achievement of competence 7th SKDI area. Therefore, the curriculum makers must continue to innovate.

Author(s):  
Olga P. Sazhina ◽  
Oxana V. Glazkova ◽  
Alexandr A. Shabarin ◽  
Yulia I. Matyushkina

An approach implemented in a higher school education system requires use of interactive forms in learning process. Using the example of organisation of laboratory and practical lessons "Methods of quality control with respect to raw materials and products of chemistry manufacture" the effectiveness of training discussions as an interactive form of learning while implementing a competency based approach was demonstrated. Analysis of natural magnetite, used as a raw material for production of iron by the pyrometallurgical method, was chosen as a subject of the discussion. Initially, students analyse State Standard (GOST) N 32517.1-2013 on their own. In class they analyse the Standard from the perspective of use of potentiometric titration instead of visual one under the supervision of instructors. They do modernization of technique for determining: correct a list of specimen used, solution strength, mass of magnetite sample, volume of a sample for titration; suggest a list of laboratory dishes and devices, make preliminary calculations and find out the calculation formula. In the course of discussion, the most preferable method of experiment is elaborated on and recorded. Upon completion a public discussion of the results is held. Each group analyses the obtained data, indicates the positive and negative sides of the suggested method for potentiometric determination of iron content in naturally occurring magnetite. Based on results of questionnaire survey having been held among students who took part in the pedagogic experiment, it was discovered that the proposed way of holding laboratory and practical lessons is more effective in comparison to the traditional one, while serving to unlock the students’ research potential. This way requires applying theoretical skills learned earlier to perform a particular research task. They also learn to work in a team, to sum up results of the common activity and hold responsibility for the results received. Moreover, public speaking is also an important point of learning process. The proposed methods of gaining skills for solution of training tasks facilitate development of intellectual, speaking and communicative students’ competences; they make future specialists more prepared for resolving real production issues.For citation:Sazhina O.P., Glazkova O.V., Shabarin A.A., Matyushkina Yu.I. Use of training discussion at laboratory and practical lessons while implementing competency based approach. Izv. Vyssh. Uchebn. Zaved. Khim. Khim. Tekhnol. 2017. V. 60. N 7. P. 97-101.


2021 ◽  
Vol 16 (1) ◽  
pp. 277-287
Author(s):  
Asier Arcos Alonso ◽  
Ander Arcos - Alonso

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.   Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation


2017 ◽  
Vol 11 (1) ◽  
pp. 19
Author(s):  
S.K. Upadhyay ◽  
S. Bhandari ◽  
S.R. Ghimire ◽  
B.R. Maharjan ◽  
I. Shrestha ◽  
...  

Author(s):  
Richa Noprianty

Background: New paradigm in health profession education caused exchange of medical education curriculum from conventional to Competency Based Curriculum (CBC). One teaching methode of competence-based curriculum implementation is Problem Based Learning (PBL). PBL was impemented in Bachelor of Nursing Programme STIKes Dharma Husada Bandung since 2010. This research aim was to analyse students opinion about the implementation of Problem Based Learning (PBL) for Bachelor phase of Nursing Programme in STIKes Dharma Husada Bandung.Method: This research was cross sectional study using questionnaires to students of level 2 and 3 Bachelor of Nursing. Total 114 students out of a population of 160 students (with stratified random sampling) involved in this study. Results: This study showed that most students (85.1%) gave positive opinion on PBL if socialized in the beginning of learning process. Scenario has stimulated the students as much as 71.1%, and the role of moderator and secretary duties as much as 77.2%, while skills lab instructors imprecise 50% weighting in accordance with the duties of assessment, there are 41.2% who disagree and knowledge becomes widely agreed as much as 77.2% of studentsConclusion: Most of the students gave positive opinion on PBL socialization in the beginning of the learning process. About 50% students felt skills lab instructor usually hard to be on-time and the literatures provided were not sufficient.


Author(s):  
Sabine Dettmer ◽  
Jörg Barkhausen ◽  
Erik Volmer ◽  
Hans-Joachim Mentzel ◽  
Sebastian Reinartz ◽  
...  

Objective The aim was to develop a new curriculum for radiology in medical studies, to reach a national consensus and to integrate it into the new national competence-based learning objectives catalog (NKLM 2.0). In this statement of the German Radiological Society (DRG), the process of curriculum development is described and the new curriculum is presented together with suggestions for practical implementation. Materials and Methods The DRG has developed a new curriculum for radiology. This was coordinated nationally among faculty via an online survey and the result was incorporated into the NKLM 2.0. Furthermore, possibilities for the practical implementation of the competency-based content are shown and different teaching concepts are presented. Results The developed curriculum is competency-based and aims to provide students with important skills and abilities for their future medical practice. The general part of the curriculum is divided into the topics “Radiation Protection”, “Radiological Methods” and radiologically-relevant “Digital Skills”. Furthermore, there is a special part on the individual organ systems and the specific diseases. In order to implement this in a resource-saving way, new innovative teaching concepts are needed that combine the advantages of face-to-face teaching in small groups for practical and case-based learning with digital teaching offers for resource-saving teaching of theoretical content. Conclusion We have created a uniform radiology curriculum for medical studies in Germany, coordinated it nationally and integrated it into the NKLM 2.0. The curriculum forms the basis of a uniform mandatory radiology teaching and should be the basis for the individual curriculum development of each faculty and strengthen the position of radiology in the interdisciplinary context. Key Points:  Citation Format


1989 ◽  
Vol 28 (04) ◽  
pp. 243-245 ◽  
Author(s):  
C. Tumstra

Abstract:The introduction of a new structure in the Medical Curriculum at the Leiden University Medical School has facilitated the integration of medical informatics subjects with other subjects. The paper describes the holistic nature of the new curriculum, the way Medical Informatics is interwoven with other subjects and the problems which have been encountered.


2020 ◽  
Vol 8 (2) ◽  
pp. 81-88
Author(s):  
Bambang Nurcahyono ◽  
Rita Retnowati ◽  
Entis Sutisna

INDUSTRIAL BASED CURRICULUM IMPLEMETATION AT SMK MITRA INDUSTRI MM2100 CIKARANG-BEKASIThis study aims to obtain a fact-based picture in the form of data and information regarding the implementation of an industry-based curriculum at SMK Mitra Industri MM2100. This study uses a qualitative method, which is to make a complex and comprehensive picture with detailed descriptions from the eyes of the informants to produce a comprehensive exposure based on clear and real findings, events, processes and results related to the implementation of an industry-based curriculum. Data obtained through interviews, field observations and documentation studies. Based on data analysis, the following results are obtained: 1). The curriculum development model used at SMK Mitra Industri MM2100, is a model of curriculum development that is problem-centered by integrating several disciplines to form a concept of attitudes, skills and knowledge in accordance with the demands and needs of the industry which are oriented to the vision, mission and goals of the school. 2). The learning process at SMK Mitra Industri MM2100 uses a block system, which is designed to be oriented towards the merging of instruction and construction, so that the learning process approach refers to the dual base program to fully and fully cultivate industrial work patterns. 3). Challenges and obstacles in the implementation of industrial-based curriculum in SMK Mitra Industri MM2100 in the form of not wanting to change the principles of school/mental blockage, focusing on knowledge, school target is focus on graduation of students, not on the distribution of work at industries and bad networking with industry which can be overcome through socialization to all elements of the school and stakeholders involved.


Author(s):  
Lea Christy Restu Kinasih ◽  
Dewi Fatimah ◽  
Veranica Julianti

The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.


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