PANDUAN MENYUSUN KURIKULUM PENDIDIKAN DOKTER SPESIALIS Nani Cahyani Sudarsono Manajer Pendidikan dan Kemahasiswaan FKUI
15 April 2014
REFERENSI • KBK – KKNI • ACGME GUIDELINES • PENDIDIKAN MAGISTER KEDOKTERAN KLINIS FKUI
9 8 7 6 5 4 3 2 1
kerangka penjenjangan kualifikasi kerja yang menyandingkan, menyetarakan, mengintegrasikan, sektor pendidikan dan pelatihan serta pengalaman kerja dalam rangka pemberian pengakuan kompetensi kerja sesuai dengan jabatan kerja di berbagai sektor.
perwujudan mutu dan jati diri bangsa Indonesia terkait dengan sistem pendidikan dan pelatihan serta program peningkatan SDM secara nasional
Jenjang kualifikasi adalah tingkat capaian pembelajaran yang disepakati secara nasional, disusun berdasarkan ukuran hasil pendidikan dan/ atau pelatihan yang diperoleh melalui pendidikan formal, nonformal, informal, atau pengalaman kerja.
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9 8 7
6 5 4 3 2 1
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Deskripsi Umum Sikap dan Tata nilai Sesuai dengan ideologi Negara dan budaya Bangsa Indonesia, maka implementasi sistem pendidikan nasional dan sistem pelatihan kerja yang dilakukan di Indonesia pada setiap level kualifikasi mencakup proses yang menumbuhkembangkan afeksi sebagai berikut : • Bertaqwa kepada Tuhan Yang Maha Esa • Memiliki moral, etika dan kepribadian yang baik di dalam menyelesaikan tugasnya • Berperan sebagai warga negara yang bangga dan cinta tanah air serta mendukung perdamaian dunia • Mampu bekerja sama dan memiliki kepekaan sosial dan kepedulian yang tinggi terhadap masyarakat dan lingkungannya • Menghargai keanekaragaman budaya, pandangan, kepercayaan, dan agama serta pendapat/temuan orisinal orang lain • Menjunjung tinggi penegakan hukum serta memiliki semangat untuk mendahulukan kepentingan bangsa serta masyarakat luas.
Tingkat keahlian AQF
EQF
SQF
kemampuan dalam ke-profesi-an
Jabatan pada perusahan, industri, kepegawaian Tingkat penghargaan masy/pengguna tenaga kerja
[email protected]
S3
S3 (Terapan)
S2
S2 (Terapan)
Spesialis
8 Profesi
S1
D IV
5
D II
DI Sekolah Menengah Kejuruan (3)
9 Tahun Pendidikan Dasar (6+3) Pendidikan Pra Sekolah (1-2)
AHLI
7 6
D III
SMA (3)
9
TEKNISI / ANALIS
4 3 2
OPERATOR
1 PENGEMBANGAN KARIER
LANGKAH-LANGKAH PENGEMBANGAN KURIKULUM Analisis Kebutuhan Perumusan Kompetensi
Asesmen dan Evaluasi
Pengembangan Kurikulum
Penyusunan Silabus, SAP Pengembangan GBPP
Sumber: Paulina Pannen dan Dina Mustafa, Presentasi KBK-UI, Mei 2009
DEFINISI KOMPETENSI
KOMPETENSI UTAMA: Kemampuan untuk menampilkan unjuk kerja yang memuaskan sesuai dengan penciri program studi. KOMPETENSI PENDUKUNG: Kemampuan yang gayut dan dapat mendukung kompetensi utama serta merupakan ciri khas Perguruan Tinggi yang bersangkutan. KOMPETENSI LAINNYA: Kemampuan yang ditambahkan yang dapat membantu meningkatkan kualitas hidup, dan ditetapkan berdasarkan keadaan serta kebutuhan lingkungan Perguruan Tinggi.
SK MENDIKNAS NO: 045/U/2002
SK. MENDIKNAS RI NO. 045/U/2002 TENTANG KURIKULUM INTI PENDIDIKAN TINGGI ELEMEN KOMPETENSI
KURIKULUM INTI
KURIKULUM INSTITUSIONAL
Kompetensi Utama
Kompetensi Pendukung
Kompetensi Lainnya
40% - 80 %
20% - 40%
0% - 30%
1. Landasan kepribadian. 2. Penguasaan ilmu dan ketrampilan. 3. Kemampuan berkarya. 4. Sikap dan perilaku dalam berkarya. 5. Pemahaman kaidah berkehidupan bermasyarakat.
Kompetensi Utama ditetapkan oleh kalangan Perguruan Tinggi, masyarakat profesi dan pengguna lulusan. Kompetensi Pendukung dan Kompetensi lainnya ditetapkan oleh Institusi penyelenggara program studi
LANGKAH-LANGKAH OPERASIONAL Analyze
Rumuskan: • Kebutuhan masyarakat (pekerjaan) • Kebutuhan profesional (akreditasi) • Kebutuhan siswa (calon siswa) (untuk bekerja) • Kebutuhan masa depan Kebutuhan bidang ilmu
Design and Develop Profil Lulusan Kompetensi Umum Analisis Kompetensi: Umumkhusus
Evaluate
Ujicoba Kurikulum dan Pembelajaran Mata Kuliah (min satu periode)
Rumuskan kompetensi Khusus Buat Matriks Kurikulum: KUtama, KPendukung, Klain-lain, Jabarkan rinciannya Rancang Pengalaman Belajar, tentukan Topik/PB/Lingkup Materi, tentukan Media dan Sumber Belajar Tentukan Mata Kuliah Kembangkan Tes dan Penilaian
Profil Lulusan
Implement
Rancang Pembelajaran (mata kuliah) (BRP)
Emerging Evaluation: revisi kecil Evaluasi Kurikulum (termasuk tracer study) revisi besar Sumber: Paulina Pannen dan Dina Mustafa, Presentasi KBK-UI, Mei 2009
Matriks Kompetensi Profil Lulusan
Penciri Program Studi Capaian Pembelajaran /Kompetensi Utama
Capaian Pembelajaran/ Kompetensi Pendukung
Penciri Universitas Capaian Pembelajaran / Kompetensi Lain-lain
peneliti manajer Ahli bidang ilmu dll.
Capaian Pembelajaran (learning outcomes) adalah internasilisasi dan akumulasi ilmu pengetahuan, pengetahuan praktis, ketrampilan, afeksi, dan kompetensi yang dicapai melalui proses pendidikan yang terstruktur dan mencakup suatu bidang ilmu/keahlian tertentu dan melalui pengalaman kerja. Kompetensi: merupakan keahlian yang dapat diukur sebagai persyaratan untuk melaksanakan tugas tertentu dalam bekerja.
LEVEL 8 KKNI • Mampu mengembangkan pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya atau praktek profesionalnya melalui riset, hingga menghasilkan karya inovatif dan teruji. • Mampu memecahkan permasalahan ilmu pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya melalui pendekatan inter atau multidisipliner. • Mampu mengelola riset dan pengembangan yang bermanfaat bagi masyarakat dan keilmuan, serta mampu mendapat pengakuan nasional dan internasional
PERATURAN PRESIDEN REPUBLIK INDONESIA NOMOR 8 TAHUN 2012 tentang KERANGKA KUALIFIKASI NASIONAL INDONESIA
LEVEL 9 KKNI • Mampu mengembangkan pengetahuan, teknologi, dan/atau seni baru di dalam bidang keilmuannya atau praktek profesionalnya melalui riset, hingga menghasilkan karya kreatif, original, dan teruji.
• Mampu memecahkan permasalahan ilmu pengetahuan, teknologi, dan/atau seni di dalam bidang keilmuannya melalui pendekatan inter, multi, dan transdisipliner. • Mampu mengelola, memimpin, dan mengembangkan riset dan pengembangan yang bermanfaat bagi kemaslahatan umat manusia, serta mampu mendapat pengakuan nasional dan internasional PERATURAN PRESIDEN REPUBLIK INDONESIA NOMOR 8 TAHUN 2012 tentang KERANGKA KUALIFIKASI NASIONAL INDONESIA
The Six Competencies Medical Knowledge Patient Care
Practice Based Learning and Improvement Systems Based Practice Professionalism Interpersonal and Communication Skills
ELEMEN KOMPETENSI KKNI 1. Landasan kepribadian. 2. Penguasaan ilmu dan ketrampilan. 3. Kemampuan berkarya. 4. Sikap dan perilaku dalam berkarya. 5. Pemahaman kaidah berkehidupan bermasyarakat.
ACGME 1. Medical Knowledge 2. Patient Care 3. Practice Based Learning and Improvement 4. Systems Based Practice 5. Professionalism 6. Interpersonal and Communication Skills
What does the ACGME expect? Your program should document and demonstrate: •
Learning opportunities in each competency domain
•
Evidence of multiple assessment methods
•
Use of aggregate data to improve the educational program
Common Program Requirements Curriculum •
Overall educational goals for the program distributed annually
•
Competency-based goals and objectives for each assignment and each educational level, distributed annually and reviewed with residents prior to rotations
•
Resident Evaluation - Formative • An evaluation must occur at completion of each rotation •
Objective assessments of competency in the 6 areas
•
Multiple evaluators (faculty, peers, patients, self, other professional staff)
•
Progressive improvement by PGY
Integration into the curriculum of • Documented semiannual evaluation the six ACGME competencies
ACGME Curriculum Template Description of Rotation or Educational Experience Insert brief description of rotation or educational experience Include rotational goals
PATIENT CARE Goal Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. Residents are expected to: Competencies [Insert specialty specific requirements] Objectives Insert specialty specific requirements or insert measurable objectives that align with specialty specific curriculum
MEDICAL KNOWLEDGE Goal Residents must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care. Residents are expected to: Competencies [Insert specialty specific requirements] Objectives Insert specialty specific requirements or insert measurable objectives that align with specialty specific curriculum
Teaching Methods What teaching methods are you using on this rotation or educational experience?
Assessment Method (residents) How do you measure the resident’s performance on this rotation or educational experience?
What does the ACGME expect? Your program should document and demonstrate: •
Learning opportunities in each competency domain
•
Evidence of multiple assessment methods
•
Use of aggregate data to improve the educational program
Medical Knowledge Residents must demonstrate knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and how to apply this knowledge to patient care. •
Acquisition
•
Analysis
•
Application
Teaching Medical Knowledge Content
Setting
Specialty specific curriculum that addresses key skill sets
Clinical Teaching Lectures/Seminars/Conferences
Journal Club Procedural workshops
RRC Specialty specific requirements
Board review courses or formalized group study experiences
Simulations Self directed learning through case based modules
Patient Care Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. • Gathering information • Synthesis • Partnering with patients/families
Teaching Patient Care Content
Setting
Specialty specific skills that address key skill sets
Clinical Teaching
Specialty specific procedural knowledge Knowledge about information technology
Lectures/Seminars/Conferences Role Modeling Workshops Simulations
Self directed learning through case based modules
Practice Based Learning and Improvement Residents must be able to investigate and evaluate their patient care practices, appraise and assimilate scientific evidence, and improve their patient care practices. • Life-long learning • Evidence based medicine • Quality improvement • Teaching skills
Teaching Practice Based Learning and Improvement Content
Setting
Self Reflection
Self reflect on practice and determine improvement
Quality or Practice Improvement
Lectures/Seminars/Conferences Quality Improvement Project
Teaching Practice Based Learning and Improvement (cont.) Content Evidence Based Medicine
Setting Lectures/Seminars/Conferences Journal Club
Research Project Clinical Teaching Clinical Teaching
Teaching Skills
Role Modeling Interactive Workshop
Systems-based Practice Residents must demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide optimal health care • Health care delivery system • Cost effective practice • Patient safety and advocacy/Systems causes of error
Teaching Systems Based Practice Content
Setting
Health care system • Different types of medical practice and delivery systems • System resources • System issues and the reduction of errors • Conducting a root case analysis
Clinical teaching Patient Safety projects Systems based approach to M&M Lectures/Seminars/Conferences Interdisciplinary Teams
Teaching Systems Based Practice (cont.) Content
Setting
Cost Effective Practice
Clinical Teaching
Tools and techniques for controlling costs and allocating resources • Understanding of financing/insurance structures • Mock practice experiences/mock financials • Evaluating risk and benefit of costly prescribing
Practice management curricula or projects
•
Teaching Systems Based Practice (cont.) Content
Setting
Patient Safety and Advocacy
Lecture/Seminar/Conference Clinical teaching
Individual or Group Projects Conducting a root cause analysis on near miss or sentinel event Systems based approach to M & M
Professionalism Residents must demonstrate professionalism, as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population •
Professional behavior
•
Ethical principles
•
Cultural competence
Teaching Professionalism Content
Setting
Respect, altruism, integrity, honesty, compassion, empathy
Clinical teaching Case based teaching Mentoring Role modeling Role plays and clinical vignettes
Teaching Professionalism (cont.) Content
Setting
Ethics
Clinical teaching Case based teaching Ethics Committee Mentoring Role modeling
Teaching Professionalism (cont.) Content
Setting
Cultural Competence
Clinical teaching Case based teaching Interactive Workshops Lecture/Conference/Seminar Institutional Initiatives Role modeling Mentoring
Interpersonal and Communication Skills Residents must be able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, their patients families, and professional associates. • • •
Communicating with patients and families Communicating with team members Scholarly Communication
Teaching Interpersonal and Communication Skills Content
Setting
Communication with Patients and Families
Clinical teaching Role modeling Case based teaching Interactive workshops or seminars using role-plays
Teaching Interpersonal and Communication Skills (cont.) Content
Setting
Communication with colleagues
Standardized communication around handoff
Clinical teaching Role modeling Interactive workshops or seminars
Teaching Interpersonal and Communication Skills (cont.) Content
Setting
Scholarly communication
Grand Rounds Presenting lectures, seminars, conferences Writing abstracts Presenting a poster
Scholarly articles
Summary Competency based residency education focuses on a resident’s performance (learning outcomes)
The major goals of the Outcome Project are: •
Develop competence as a physician
•
Improve patient care
Review Common Program Requirements Review the ACGME Phase 3 Expectations
KURIKULUM PENDIDIKAN DOKTER SPESIALIS FKUI
MAGISTER KEDOKTERAN KLINIS 14 + 8 + 8 = 30 sks wajib
10-12 sks peminatan
PROGRAM PENDIDIKAN DOKTER SPESIALIS
PENDIDIKAN MAGISTER KEDOKTERAN KLINIS MATAKULIAH SEMESTER 1 14 sks wajib program studi 1. Filsafat Kedokteran, Bioetik & Etika klinis 2. Metodologi Penelitian 3. Biostatistik 4. Epidemiologi Klinik & Evidence-based medicine 5. Quality & Safety 6. Analisis Keputusan Klinis & Health Technology Assessment 7. Clinical governance in Health care + Matakuliah peminatan
PENDIDIKAN MAGISTER KEDOKTERAN KLINIS MATAKULIAH SEMESTER 2 8 sks wajib program studi 8. Human Research Management 9. Teaching & Training in clinical settings 10. Komunikasi Klinik 11. Proposal + Matakuliah peminatan
PENDIDIKAN MAGISTER KEDOKTERAN KLINIS MATAKULIAH SEMESTER 3 dan 4 8 sks wajib program studi 12. T E S I S + PROGRAM PENDIDIKAN DOKTER SPESIALIS
