1. OBJECTIVE AND GUIDELINE TO BLOCK LEARNING SKILLS AND INFORMATION TECHNOLOGY Andriana Daud Laratu

2. At the end of this block, students are expected to be able to:  Understand and follow the system and environment of medical education (PBL curriculum)  Apply learning principles and to be able to utilize learning resources  Apply and to analyze medical terminology and medical paper

3.  This block focuses on acquiring competency in study skills and consists of two modules.  Module 1 : the principles of learning and strategies to facilitate learning process  Module 2 : covers the structure of medical terminology and medical language.

4.  6 weeks  5 weeks: teaching-learning process  1 week: assessment  Each week at the teaching –learning process is called a learning unit

5.  Learning unit: 1 scenario (case) for two times tutorial, lectures, practices and self directed learning.  Strategy seven steps will be used during tutorial

6.  Lecture  Tutorial- the seven jump/step method  Practical session/observation/interview  Skill training  Exercise  Examination/summative assessment  Self directed learning or independent learning, SGD  Expert consultation

7. Component of student assessment:  Tutorial : 10 %  Practical work (Anatomy- osteology): 10%  Final examination: a) Written test (MCQ & Essay): 50% b) Triple Jump Examination: 30%

8. Similar with seven jump (step) principals  First step is all activities during the first tutorial (step1-5)  Second step is information collection or learn to elaborate knowledge (is same with step 6)  Third step is a report of the individual learning result (is same step 7) but without discussion

9.  Learning is the construction of meaning by the learner  Knowledge is created and re-created on the basis of previous learning  Students’ attempts at learning clearly are aimed at deeper understanding; they relate new information to what they already know, organize it, and regularly check their comprehension.

10.  Their knowledge is better organized and integrated  They have better strategies and methods for getting to their knowledge  They have different motivations  They tend to do things in a more self- regulated manner

11.  They are described as being more aware of themselves as learners  Their learning is reflected upon more  They are thought to be more sensitive to the task demands of specific problems, as well as more opportunistic and flexible in their planning and their actions

12.  Not as likely to monitor their learning  Often do not have a very good idea about whether they have comprehended and mastered the information presented  Unaware of how they attribute meaning to the things they encounter in lectures, laboratories, libraries, seminars, work- placement and elsewhere

14. Teach others Lecture Discussion group Demonstration Audiovisual Reading Practice by doing 5% 10% 20% 30% 50% 75% 80% Average Retention Rate National Training Laboratories, Bethel, Maine, USA

15.  learning how to learn  self-appraisal  leadership  team skills  metacognition  skills of expression (writing, presenting)  reflectiveness/reflexiveness…….

16. THANK YOU ANY QUESTIONS?