CONTENTS
Table of contents ……….………..………. 1
Curriculum ……… 2
Block Team ………... 3
Facilitators ……… 4
Time Table ……….……… 5
Learning Program ……….. 9
Student Project ………...……… 22
STUDIUM GENERALE
AIMS
1. To condition the students to the study and a carrier in medicine
2. To introduce the students to the general skills and attitudes required to meet the demands of the new medical curriculum
3. To recognize the relationships between professional competencies and the biomedical and allied sciences, clinical sciences, professional skills, and attitudes
LEARNING OUTCOMES
1. Cognizance of the new paradigm of medical practice: science, clinical judgment, professionalism, communication, and team working
2. Awareness of the practical implications of developing basic skills in critical and associated thinking and scientific reasoning, and a habit of lifelong learning
3. Define medical and allied sciences, professional skills and attitudes. Clarify the relationships between professional competencies and the biomedical and allied sciences, clinical sciences, professional skills, and attitudes
CONTENTS: items discussed
1. Overview of Studium Generale
2.
Problem Based Learning, Student-centered Learning, Adult Learning 3. Introduction to Skills Lab4. The Basic Structure and Analysis of Medical Terms 5. Grup Dynamic in Learning
6. Improving Memory
7. How to be A Self-directed Learner 8. Critical Thinking and Reasoning skill 9. Literature Searching
10. Academic Reading 11. Academic Writing
TEAM BLOCK
No Name Department Phone
1 dr. Ni Putu Wardani, M.Biomed, SpAn DME 08113992784
2 dr. Putu Gede Sudira Sp.S DME 081805633997
3 dr. I Gde Haryo Ganesha, S.Ked DME 081805391039
4 dr. IGA Harry Sundariyati DME 081805380277
LECTURERS
NO
NAME
DEPT
PHONE
1. dr. Ni Putu Wardani, SpAn, M.Biomed DME 08113992784 2. DR. dr. Dyah Kanya Wati, SpA (K) Pediatri 081285705152
3. dr. Putu Gede Sudira Sp.S DME 081805633997
4. dr. I Gde Haryo Ganesha, S.Ked DME 081805391039
5. dr. Jaqueline Sudiman, GrandDipRepSc,
PhD Obgyn 082283387245
6. Dr.dr. I Made Jawi, M.Kes Pharmacology 08179787972 7. Dr.dr Dewa Putu Gede Purwa Samatra,
SpS(K)
Neurology
08123918731 8. Prof. Dr. dr. I Putu Gede Adiatmika, M.Kes Physiology 08123811019 9. DR. dr. A.A Wiradewi Lestari, Sp.PK Clinical Pathology 08155237937
10. dr. IGA Harry Sundariyati DME 081805380277
FACILITATORS
(REGULAR CLASS / CLASS A)
No Name Group Departement Phone (3Venuerd floor)
1 dr. Putu Yuliandari, S.Ked A1 Microbiology 089685415625 3rd floor:R.3.01
2 dr. Gede Putu Supadmanaba, S.Ked A2 Biochemistry 082146558748 3rd floor:R.3.02
3 dr. Yuliana, M.Biomed A3 Anatomy 0895601099682 3rd floor:R.3.03
4 dr. I Dewa Ayu Inten Dwi Primayanti, M.Biomed A4 Physiology 081337761299 3rd floor:R.3.04
5 dr I Gde Haryo Ganesha S.Ked A5 DME 081805391039 3rd floor:R.3.05
6 dr. Ni Wayan Sucindra Dewi, M.Biomed A6 Pharmacology 08113935700 3rd floor:R.3.06
7 dr. Putu Aryani, MIH A7 Public Health 082237285856 3rd floor:R.3.07
8 dr. IGK Nyoman Arijana, M.Si. Med A8 Histology 085339644145 3rd floor:R.3.08
9 dr. Oka Negara, FIAS A9 Andrology 085935054964 3rd floor:R.3.21
10 dr. I Made Krisna Dinata, M.Erg A10 Physiology 08174742566 3rd floor:R.3.22
FACILITATORS
(ENGLISH CLASS / CLASS B)
No Name Group Departement Phone (3Venuerd floor)
1 dr. I Gusti Ayu Artini, M.Sc B1 Pharmacology 08123650481 3rd floor:R.3.01
2 dr. Wayan Citra Wulan Sucipta Putri, MPH B2 Public Health 087761838141 3rd floor:R.3.02
3 dr. I Wayan Gede Sutadarma, M.Gizi B3 Biochemistry 082144071268 3rd floor:R.3.03
4 dr. Made Agus Hendrayana, M.Ked B4 Microbiology 08123921590 3rd floor:R.3.04
5 dr. Ida Ayu Dewi Wiryanthini, M.Biomed B5 Biochemistry 081239990399 3rd floor:R.3.05
6 dr. IGA Dewi Ratnayanti, M.Biomed B6 Histology 085104550344 3rd floor:R.3.06
7 dr. Agung Nova Mahendra, MSc. B7 Pharmacology 087861030195 3rd floor:R.3.07
9 dr. I Putu Adiartha Griadhi, M.Fis B9 Physiology 081999636899 3rd floor:R.3.21
10 dr. Luh Ariwati, S.Ked B10 Parasitology 08123662311 3rd floor:R.3.22
TIME TABLE
REGULAR CLASS (A)
Day/
Date Time Activity Venue Person-in-charge
Mon, Sept
4th
08.00 – 09.00
09.00 – 10.00 10.00 – 11.00 11.00 – 12.00 12.30 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture 1 Overview of Studium Generale
Lecture 2 Improving Memory
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room dr. Wardani dr. Sudira
dr. Wardani / dr. Sudira
Tue, Sept
5th
08.00 – 09.00
09.00 – 10.00
10.00 – 11.00 11.00 – 12.00 12.30 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture 3 Problem based Learning, Student-centered Lecture 4 Grup Dynamic in Learning
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room
dr. Wardani /dr. Ayu
dr. Sudira / dr. Ganesha
dr. Ayu / dr. Ganesha
Wed, Sept
6th
08.00 – 09.00 09.00 - 10.30 10.30 – 12.00 12.00 – 12.30 12.30 – 14.00 14.00 – 15.00
Lecture 5 Literature Searching
Independent Learning SGD Break Student Project Plenary Class room Discussion room Class room Prof. Adiatmika Prof. Adiatmika Thur, Sept 7th
08.00 – 09.00 09.00 – 10.00
10.00 – 11.00 11.00 – 12.00 12.30 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture 6 Academic Writing Lecture 7 The Basic Structure and Analysis of Medical Terms
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room dr Dyah dr Jaqueline
Fri, Sept
8th
08.00 – 11.00 11.00 – 12.00 12.00 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture PPKN
Independent Learning Break
Student Project Student Project
Class room UPT. PPKB
Mon, Sept
11th
08.00 – 09.00
09.00 – 10.00 10.00 – 11.00 11.00 – 12.00 12.30 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture 8 How to be A Self-directed Learner
Lecture 9 Academic Reading
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room
dr Made Jawi
dr Wiradewi
dr Made Jawi / dr Wiradewi
Tue, Sept
12 th
08.00 – 09.00
09.00 - 10.30 10.30 – 12.00 12.00 – 12.30 12.30 – 14.00 14.00 – 15.00
Lecture 10 Critical Thinking and Reasoning skill
Independent Learning SGD Break Student Project Plenary Class room Discussion room Class room dr Purwa dr Purwa Wed, Sept
13 th
08.00 – 16.00 Student Project Presentation Theater Evaluator
Thur, Sept
14th
08.00 – 09.00
09.00 – 10.00
10.00 – 11.00 11.00 – 12.00 12.30 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture 11
Carrier Pathways as A Doctor
Lecture 12 Introduction to Skills Lab
Independent Learning SGD Break Independent Learning Plenary Class room Class room Discussion room Class room dr Agus dr Dewi
dr Agus / dr Dewi
Fri, Sept
15 th
08.00 – 11.00 11.00 – 12.00 12.00 – 13.00 13.00 – 14.00 14.00 – 15.00
Lecture PPKN
Independent Learning Break
Student Project Student Project
Class room UPT. PPKB
Mon, Sept
18th
ASSESSMENT
TIME TABLE
ENGLISH CLASS (B)
Day/
Date Time Activity Venue Person-in-charge
Mon, Sept
4th
10.00 – 11.00
11.00 – 12.00 12.00 – 13.00 13.00 – 13.30 13.30 – 15.00 15.00 – 16.00
Lecture 1 Overview of Studium Generale
Lecture 2 Improving Memory
Independent Learning Break
SGD Plenary
Class room
Class room
Discussion room Class room
dr. Wardani
dr. Sudira
dr. Wardani / dr. Sudira
Tue, Sept
5th
09.00 – 10.00 10.00 – 11.00
11.00 – 12.00
12.00 – 13.00 13.00 – 13.30 13.30 – 15.00 15.00 - 16.00
Student Project
Lecture 3 Problem based Learning, Student-centered Lecture 4 Grup Dynamic in Learning
Independent Learning Break
SGD Plenary
Class room
Class room
Discussion room Class room
dr. Wardani / dr. Ayu
dr. Sudira / dr. Ganesha
Wed, Sept
6th
09.00 – 10.00 10.00 – 11.30 11.30 – 12.00 12.00 – 13.30 13.30 – 15.00 15.00 – 16.00
Lecture 5 Literature Searching
Independent Learning Break Student Project SGD Plenary Class room Discussion room Class room Prof. Adiatmika Prof. Adiatmika Thur, Sept 7th
09.00 – 10.00 10.00 – 11.00 11.00 – 12.00
12.00 – 13.00 13.00 – 13.30 13.30 – 15.00 15.00 - 16.00
Student Project
Lecture 6 Academic Writing Lecture 7 The Basic Structure and Analysis of Medical Terms
Independent Learning Break SGD Plenary Class room Class room Discussion room Class room dr Dyah dr Jaqueline
dr Dyah / dr. Jaqueline
Fri, Sept
8th
09.00 – 11.00 11.00 – 12.00 12.00 – 15.00
Student Project Independent Learning
Lecture PPKN Class room UPT. PPKB
Mon, Sept
11th
09.00 – 10.00 10.00 – 11.00
11.00 – 12.00 12.00 – 13.00 13.00 – 13.30 13.30 – 15.00 15.00 - 16.00
Student Project
Lecture 8 How to be A Self-directed Learner
Lecture 9 Academic Reading
Independent Learning Break SGD Plenary Class room Class room Discussion room Class room
dr Made Jawi
dr Wiradewi
dr Made Jawi / dr Wiradewi
Tue, Sept
12 th
09.00 – 10.00
10.00 – 11.30 11.30 – 12.00 12.00 – 13.30 13.30 – 15.00 15.00 – 16.00
Lecture 10 Critical Thinking and Reasoning skill
Independent Learning Break Student Project SGD Plenary Class room Discussion room Class room dr Purwa dr Purwa Wed, Sept
13 th
08.00 – 16.00 Student Project Presentation Theater Evaluator
Thur, Sept
14th
09.00 – 10.00 10.00 – 11.00
11.00 – 12.00
12.00 – 13.00 13.00 – 13.30 13.30 – 15.00 15.00 - 16.00
Independent Learning
Lecture 11
Carrier Pathways as A Doctor
Lecture 12 Introduction to Skills Lab Independent Learning Break SGD Plenary Class room Class room Discussion room Class room dr Agus dr Dewi
Fri, Sept
15 th
09.00 – 11.00 11.00 – 12.00 12.00 – 15.00
Independent Learning Independent Learning
Lecture PPKN Class room UPT. PPKB
Mon, Sept
18th
ASSESSMENT
Lecture will be hold on Room 4.01
LEARNING PROGRAM
LECTURE 2
IMPROVING MEMORY AS PART OF LEARNING PROCESS
dr. Putu Gede Sudira Sp.S
Abstract
apply new techniques. Various specific techniques aid us in learning and hasten the outcome. Mastering the memory will help us to be a better learner.
Keywords: learning, memory, short term memory, long term memory, medical students
Building A Memory
Memory is a complex process happens within our brain. There are three stages of the brain’s memory storage system; sensory memory, short-term memory (STM), and long-term memory (LTM). As a medical student, it is your goal to select learning strategies that maximize retention and minimize loss of important information.
Storing long-term memories
Brain is fascinating regarding how we learn something. It has a complicated system for creating and storing long-term memories. All perceived stimuli enter your memory storage system as “sensory memories.” Stimuli you attend to enter short-term memory (STM). Your attentiveness essentially signals the brain to alert it wheter it is important ones or not. Depending on what you do next, some STMs will be lost and some will enter long-term storage.
In the absence of continuous rehearsal (e.g., repeating a phone number over and over again), anything you can recall after about a minute is a long-term memory (LTM). Even so, many common study methods create “weak” memories that render retrieval all but impossible after a short period of time, such as almost immediately after an exam. The LTMs are distributed in a neural network (i.e., group of neurons primed to fire together) with different aspects of the same memory stored in different brain areas, e.g., visual aspects of an episodic memory stored in the visual cortex and associated sounds stored in the auditory cortex.
Retrieving long-term memories
Retrieving LTMs is what the brain does when we “Remembering”. It involves replicating a pattern of neural activity that occurred when the memory was originally formed. The relative ease or difficulty of memory retrieval is related to the “strength” of the neural connections. Because memories are stored throughout the brain, retrieval involves reconstructing the memory, like putting together a jigsaw puzzle.
To be readily accessible, a memory needs to have multiple, relevant retrieval cues. Study methods that improve long-term retention and subsequent recall of a stored memory involve intentionally creating meaningful associations. In the example above, retrieval cues included: female category, name begins with letter B, instance of discussing mutual fondness of the Flintstones, and Betty Rubble was a Flintstones’ character.
Two main processes are used to access memories: recognition and recall. Recognition involves comparing a current stimulus (e.g., a sight, sound, or smell) to something sensed in the past; it is a single step process and is generally easier and faster. Recall involves directly accessing information in LTM, and is generally more difficult because there are no direct retrieval cues (stimuli), thus the entire neural path must often be reconstructed. When retrieved, information is pulled from LTM back into “working” STM and must undergo a process of reconsolidation, which can strengthen and even alter the memory.
Forget
Remembering and forgeting is actively process. In the absence of pathology, the human brain is capable of storing LTMs permanently, but “memory decay” is a normal physiological process. Just as new neural connections can be made, old ones that haven’t been used in a while can be “pruned”—“use it or lose it.” Forgetting is either the result of poor initial encoding and/or faulty retrieval—without adequate retrieval cues, a memory might as well not exist. Forgetting happens rapidly at first, but slows as time progresses. Re-studying information at spaced intervals staves off forgetting and improves longterm retention and retrieval. This important concept should guide your overall study strategy.
Surface learning occurs with “cognitively passive” study methods, many of which are based on repetition and rehearsal, i.e., rote memorization. These techniques can make it easier (and faster) to recall information within a narrow window of time, but when it comes to application, analysis, and other higher-order types of knowledge, they may be worse than useless because they consume valuable time that could/ should be spent on deep learning approaches. “Cognitively passive” study methods include: attending class but not being engaged, reading/highlighting text, copying/re-writing notes, making/using flashcards, and asking questions before trying to discover the answer.
“Memorizing” and understanding are not equivalent. Of course, memory is critical, but rote memorization creates LTMs that are particularly devoid of context, associations, and meaning. Rote practices do not lead to genuine understanding and fail to produce retrieval cues required to recall and apply information in a novel context such as answering an unfamiliar or higher order exam question (i.e., knowledge “transfer”).
“Cognitively active” study behaviors produce “deep learning”
1.
Retrieval practice. Self-quiz frequently by recalling information from your memory. Every time you access a memory, you strengthen it. So, not only does self-quizzing help you identify your areas of weakness, it also helps you retain the information for later recall by strengthening the neural connections.a. Instead of taking notes, in the same amount of time, write your own study questions and use them to test yourself.
b. Take a break from reading or pause a lecture to actively recall what’s just been covered.
c. Explain what you’ve been learning to someone else.
d. Draw and label diagrams from memory, make copies of blank tables and fill in from memory.
2.
Elaborative rehearsal. Link new information to things you already know. Access to memories is greatly improved when the information being learned is meaningful. To aid in recall, study methods should involve deliberate creation of logical, intuitive, and even fanciful associations with existing knowledge. Make sense of new information and develop an organizational scheme/framework; information you understand rarely needs to be “memorized.”a. Use your own words to rephrase definitions/ descriptions; try to imagine how you would explain/ describe a physiological/ pathological/ biochemical process to someone with no science background.
b. Think of familiar examples (somethings that you can relate to).
c. Relate new information to knowledge from other courses (past or present) or to life experiences.
d. Relate theory to everyday practice
e. Think about how the information fits into the medical “big picture”: What is the clinical/ practical significance? Why are you learning this? What is the impact on/ relationship to patient diagnosis and treatment?
3. Generation effect. Retention and recall are improved when you actively participate in the creation of your own knowledge. Though, as a medical student you will not likely have time to do this for all your course material—sharing student-created study aids is both necessary and beneficial—the learning benefits of the creation process are undeniable. In the interest of efficiency, reserve self-generated memory-enhancing study materials primarily for concepts that you find most difficult or detailed information you are struggling with.
a. Create your own summaries, study guides, tables, flow charts, diagrams, etc. Write your own study questions (and use them to quiz yourself).
c. Use your whole brain, not just your left hemisphere. Play around with information until some outstanding feature suggests a memory “hook”, such as a mnemonic, picture, pattern, rhyme, or story; the more emotive (funny, dirty, disgusting), the better.
4. Dual coding. Create both a visual and a verbal memory for the same information. Associate words with pictures.
a. Use your own words to describe a picture/ figure/ diagram. b. Translate a written passage into a drawing or diagram.
5. Distributed effort. Spread studying out over several days, rather than cramming. Say you’re going to spend 10 hours studying a particular topic, rather than spending one marathon 10-hour session, it is far more effective to spend that time as 10 one-hour sessions, or 5 2-hour sessions, or even 2 5-hour sessions, spread out over two or more days. This is why it is so very important to review everyday. Obviously, you cannot review everything everyday, but make sure you frequently review the things that are most challenging to you.
6. State- & context-dependent memory. When possible, study in an environment that is similar to the testing environment. Recall is enhanced when the environmental context is similar during both the encoding (learning) and recall phases, and is one reason why studying in a quiet place is generally preferable to a noisy one. This is also why it can be helpful to attend lecture when the exams are given in the same classroom.
7. Task focus. Avoid multitasking when learning difficult or dense material. Research has found that although multitasking does not impact recall, it is extremely detrimental to the encoding process. Multitasking divides attention, takes up valuable short-term memory space, and negatively impacts on LTM formation.
8. Sleep effect. Review information you’re trying to memorize right before you go to sleep. Deep sleep plays an important role in memory consolidation. This is a good time to spend a few minutes reviewing a chart or going through some flashcards. To further enhance your memory, try to recall the information (test yourself) shortly after you wake up.
Take home messages and quick tips
1. Pay attention to the learning task at hand and avoid distractions 2. Get 7-8 hours of quality sleep on a regular basis
3. Incorporate “retrieval practice” into your study plan 4. Deliberately link new information to existing knowledge 5. Adopt a deep approach to learning
Scenario small group discussion
Scenario 1. Jasmine is a first year medical student. She was upset and moody because of her semester examination was failed. She complained that she lost things she remembered while she was learning a new topic at collage. She frequently forgot new information like the cloud disappear fastly.
Learning task
1. What is memory?
2. Why it is happened to jasmine?
3. Can you explain the Diagram of Three-Stage Memory Model and what is the differences among its component!
4. Explain type of long term memory!
5. How can we improve our short term memory into long term memory?
strategy, he learns and remember things faster whenever he listens the lectures. Cindy more comfortable to watch youtube video in order to understand topics related to her lecture.
Learning Tasks
1. How many learning style that exist?
2. Please explain which kind of learning style Adi, Budi, and Cindy have!
3. What method will help Adi, Budi, and Cindy learn and memorize better depending on their learning styles?
Self Assessment
1. Understand the basic of learning process.
2. Able to assess own selves in order to memorize things. 3. Knowing and apply various techniques to improving memory. 4. Choosing technique that match own learning style.
References
1. Augustin, M., 2014. How to Learn Effectively in Medical School: Test Yourself, Learn Actively, and Repeat in Intervals.Yale J Biol Med; 87(2): pp. 207–212.
2. Karpicke, J.D., and Blunt, J.R. 2011. “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping”. Science, 331(6018) pp. 772 3. Tigner, R.B., 1999. Putting Memory Research to Good Use. College Teaching; 47(4)
pp. 149
4. Quirk, M.E., 1994. How to Learn and Teach in Medical School: A Learner-Centered Approach. Charles C Thomas Publisher. Springfield Illinois, USA.
LECTURE 3
PROBLEM BASED LEARNING, STUDENT-CENTERED LEARNING,
ADULT LEARNING
dr. Ni Putu Wardani, SpAn, M.Biomed / dr. IGA Harry Sundariyati, S.Ked
Abstract
Problem based learning (PBL) was introduced at the Faculty of Medicine, McMaster University of Canada in 1969. PBL is a method of learning in which students from the very beginning faced with problems, which is then followed by information research process that is student centered. Judging from the overall perspective, PBL is an effective way to organize medical education in an integrated and coherent, and to provide more value and benefits for students when compared to conventional teaching methods. PBL is based upon the principles of adult learning theory, which motivates and encourages students to develop and define learning objectives, as well as provide an opportunity for students to play an active role in decisions that affect on their learning process.
Problem based learning is student centered, while lecturers delivering their knowledge to the students using the issue as an illustration of the knowledge. PBL aims so that students are able to acquire and establish their knowledge in an efficient and integrated manner. PBL method encompasses learning in small groups, with a tutorial system. In PBL students are no longer as protege but rather as learners. Students together with tutor as a subject in the learning process, which becomes an object is the scenario (problem) that is created and developed in such a way so as to serves as trigger for the students to achieve the learning objectives. Students learn in a small groups, guided by a tutor. In the tutorial students will need to have a general change in attitude and skills to fit the requirements of group dynamics.
LECTURE 4
GROUP DYNAMIC
dr. Putu Gede Sudira, SpS / dr. I Gde Haryo Ganesha, S.Ked
Abstract
People may underestimate the importance of society and group memberships on their lives. Whilst people sometimes undertake solo journeys yet by and large much of our experiences of life involves being engaged with others and groups. Within an organization we do find number of groups. Individuals joining group (s) is a reality – may be formal or informal groups. People work in groups quite frequently and in many different areas of their life e.g. at work, school/college, sport, hobbies. The managers need to understand Group Dynamics that can enable managers to adopt the right approach of interacting with them. Group dynamics deals with the attitudes and behavioral patterns of a group. Group dynamics concern how groups are formed, what is their structure and which processes are followed in their functioning. Thus, it is concerned with the interactions and forces operating between groups.
Characteristics of a Group: Regardless of the size or the purpose, every group has similar characteristics: (a) 2 or more persons (if it is one person, it is not a group); (b) Formal social structure (the rules of the game are defined); (c) Common fate (they will swim together); (d) Common goals (the destiny is the same and emotionally connected); (e) Face-to-face interaction (they will talk with each other); (f) Interdependence (each one is complimentary to the other); (g) Self-definition as group members (what one is who belongs to the group); (h) Recognition by others (yes, you belong to the group).
Learning Task
1. What’s a group? Make two or more definition from different literature. 2. Please Explain Characteristics of a group (Point A to H on abstract)
LECTURE 5
LITERATURE SEARCHING
Prof.Dr.dr. IPG Adiatmika, MKes
Abstract
Information is needed to give comment, opinion or even scientific writing. Good information can be got from good resources. Everyone should know the source of information and how to get appropriate information related to topics needed. Source of information are vary such as textbook, journal, opinion, news, etc. All of them can be got from library, e-library or internet and can be searched directly to every source. Library is one of the important locations to search literature and must follow some procedure to be a member for an easy access, but still need to come to the library.
Literature searching can be done from your hand using internet. There some methods to search literature through internet. Everyone should have skill to operate computer or other digital devices and have an access to internet. Searching literature can use search engine or to web address directly. Some tips should be known and apply during searching for effective and efficient searching.
Learning task :
1. Discuss some procedures to be a member of a library. 2. Discuss some search engine and how to use it.
3. Discuss web address that provides literature for free or for pay.
4. Discuss some method or tips to find literature effectively and efficiently. 5. Find 2 articles related to diabetes and infection diseases.
LECTURE 6
ACADEMIC WRITING
DR. dr. Dyah Kanya Wati, SpA (K)
Abstract
Written a scientific paper according with only 4 basic component. Those component are: 1) Motivation/problem statement:Why do we care about the problem? What practical, scientific, theoretical or artistic gap is your research filling? 2) Methods/procedure/approach: What did you actually do to get your results? ( 3) Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create? 4)
Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified in step 1?
comprehensive proposal. This may not only be important to the members of the board who have to decide on your application, but also to your self, by giving you clear structure for your own work, a rough map of where you are going and time table in which to accomplish your research successfully.
Learning task
Find the problem in your environment and make those problem to a short proposal for small research, based on Lecture. Written a simply scientific paper with 1-3 pages according abstract formula above.
LECTURE 7
THE BASIC STRUCTURE AND ANALYSIS OF MEDICAL TERMS
dr Jaqueline Sudiman, PhD
Abstract
Most of medical (especially anatomical) terms are from Latin/Greek origin. They can have a meaning as a noun or an adjective. You don’t need to memories all the words, however, you must understand the term components/basic structures which could defined as prefix (es), word root (s), combining vowel (s) and suffix (es). The key success in enhancing your medical vocabulary is to analyse these term components. You can define a medical term by interpreting the word root (s) first, then the prefix (es, if present) then the suffix (es) and combining vowel (s). The medical terms can be sourced from the combinations of suffix, prefix, word root and vowel but they also can consist of only one word root. Root (s) word (s) are base words to which other components of suffix, prefix and combining vowel are added. This word (s) have a specific meaning and you must understand and remember the meaning of these words. Once you know the meaning of the root word, the suffix and prefix only enhance the meaning of this root word. For example the word of GASTER is from gastros which means a stomach. It only consists of one word of root. Prefix (es) is a word part that is attached at the beginning of a root word. For example the word gaster, if it is added by the prefix, it becomes epi (prefix) - gastr (root word) - ic (suffix). Epi is a prefix which has a meaning as above. So epigastric is pertaining to above the stomach. Suffix (es) is a word part that is added at the end of a root word. For example the word gaster, if it is added with the suffix becomes gastr (root word) - itis (suffix). Now the root word changes the meaning from stomach into a condition where there is an inflammation of the stomach. The medical term could also be a combination of two compound words of the roots such as Gastr (root word) - o (combining vowel) - enter (root word) - itis (suffix). Gastro and enter are two compound words of the roots and they are added with o and itis as a vowel and suffix. Gastro means stomach and enter means intestines. So gastroenteritis means the inflammation of stomach and intestines. Combining vowel is required to combine the suffix and the root word and make the term easier to pronounce. For example leukocyte can be define as leuk (root word) - o (combining word) - cyte (suffix) or neur (root word) - o (combining word) - genic (suffix).
Roots Combining vowel
prefix suffix meaning Electrocardiogram Electr
(electricity) Cardi (heart)
o gram
(record) Tool to recordthe electrical activity of the heart
Leukocyte Leuk (white) o cyt
(cell)
White blood cells
Leukocytosis Leuk (white) o cytosis
(elevated)
Elevated level of white blood cells
Leukocytopenia Leuk (white) o cytopenia
(decrease)
Decreasing level of white blood cells Leukemia Leuk (white)
Em (blood)
ia
(condition)
White blood cancer
Osteosarcoma Osteo (bone) Sarc (flesh)
oma (tumor)
a malignant tumor of the bone
Pancytopenia Cyt (cell) pan
(all)
penia (doesn’t have)
Lack of red and white blood cells LEARNING OUTCOME LEARNING OBJECTIVE PIC STUDENT REFERENCES Capable to understand the basic structure and analyse the medical terms
To understand how to analyse medical word structure To understand
the function of suffix (es), prefix (es) and
combining vowel (s)
To understand and memorise the root words To understand combining forms and build medical terms using root word (s), prefix (es), suffix (es), combining vowel (s) dr. Jaqueline Sudiman, PhD Sobotta Atlas of Human Anatomy, Package, 15th ed., Elsevier Dorland's Illustrated Medical Dictionary, 32nd ed., Elsevier Chabner DE. The Language of Medicine, 10th ed.,
Elsevier
1. Explain the term components/basic structure of medical terms, their functions and where to use them in the medical terms
2. Find 5 medical terms with consist of root word only
3. Find 5 medical terms which combine root word (s) with prefix (es) 4. Find 5 medical terms which combine root word (s) with suffix (es)
5. Find 10 medical terms which combine root word (s) with prefix (es), suffix (es) and combining vowel (s)
LECTURE 8
HOW TO BE A SELF-DIRECTED LEARNER
Dr.dr. I Made Jawi, M.Kes
Abstract
Acquisition of knowledge can be done by two methods: formal and non-formal. The formal method commonly comprises attending lectures or seminars given by experts or “resource persons”; which is commonly “one-way” in terms of its intellectual interaction. Thus, the result of learning that can be gained through this method is usually relatively limited or little and also superficial in nature. The second and apparently better method is the non-formal one, called independent learning or self-directed learning, which can encourage greater and deeper learning. The term independent learning may imply several main features of learning process such as: learning by presetting individual objective(s), managing one’s own self, designing an individual learning direction and time-line, deciding individually the learning resources, etc.
There are several basic features or concepts of independent learning or self-directed learning: (1) learning according to individual need, (2) learning by deciding individually the learning process in terms of where, what, how and when to learn, including deciding learning objective and resources (3) developing individual preference for the learning program, (4) the learner/student individually knows his/her learning needs and how to accomplish them, (5) provision of adequate learning resources (6) a lecturer functions as a facilitator for learning.
To be self directed learner there are 12 step to be follow; 1. Identify your learning needs. 2. Translate learning needs into learning objectives. 3. Identify educational resources. 4. Organize learning activities. 5. Set a doable and practical plan. 6. Set a learning contract. 7. Make use of electronic resources. 8. Maintain high motivation. 9. Be skillful time manager. 10. Be skillful critical reader. 11. Self-assessment. 12. Evaluate educational process.
Learning Task
As medical student and to be self- directed learner discus with your group how to find out the mechanism to stop smoking (12 step) and explain your activity at every step, as a self directed learner.
LECTURE 9
ACADEMIC READING
DR. dr. A.A Wiradewi Lestari, Sp.PK
Abstract
Critical Appraisal of Systematic Review
LECTURE 10
CRITICAL THINKING AND REASONING SKILL
Dr.dr Dewa Putu Gede Purwa Samatra, SpS(K)
CRITICAL THINKING
Critical thinking is variously defined as:
1. "the process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion"
2. "disciplined thinking that is clear, rational, open-minded, and informed by evidence" 3. "reasonable, reflective thinking focused on deciding what to believe or do"
4. "purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based"
5. "includes a commitment to using reason in the formulation of our beliefs"
6. in critical social theory, it is the commitment to the social and political practice of participatory democracy; willingness to imagine or to remain open to considering alternative perspectives; willingness to integrate new or revised perspectives into our ways of thinking and acting; and willingness to foster criticality in others.
7. the skill and propensity to engage in an activity with reflective scepticism (McPeck, 1981)
8. disciplined, self-directed thinking which exemplifies the perfection of thinking appropriate to a particular mode or domain of thinking (Paul, 1989, p. 214)
9. thinking about one's thinking in a manner designed to organize and clarify, raise the efficiency of, and recognize errors and biases in one's own thinking. Critical thinking is not 'hard' thinking nor is it directed at solving problems (other than 'improving' one's own thinking). Critical thinking is inward-directed with the intent of maximizing the rationality of the thinker. One does not use critical thinking to solve problems— one uses critical thinking to improve one's process of thinking
REASONING SKILL
1. Deductive Reasoning
Examples :
Physics - electric circuits
first premise: The current in an electrical circuit is directly proportional to the voltage and inversely proportional to the resistance (I=V/R).
second premise: The resistance in a circuit is doubled. inference: Therefore, the current is cut in half.
Chemistry - element classification
first premise: Noble gases are stable. second premise: Neon is a noble gas. inference: Therefore, neon is stable. Biology – plant classification
first premise: Monocot flower parts are in multiples of three. second premise: Apple flowers have five petals.
inference: Therefore, apple trees are not monocots. Astronomy – planetary motion
first premise: The ratio of the squares of the periods of any two planets is equal to the ratio of the cubes of their average distances from the Sun.
second premise: Earth is closer to the Sun than Mars
inference: Therefore, the Earth orbits the Sun faster than Mars. 2. Inductive Reasoning
"Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. It is usually contrasted with deduction, the reasoning process in which the conclusion logically follows from the premises, and in which the conclusion has to be true if the premises are true. In inductive reasoning, on the contrary, there is no logical movement from premises to conclusion. The premises constitute good reasons for accepting the conclusion. The premises in inductive reasoning are usually based on facts or observations. There is always a possibility, though, that the premises may be true while the conclusion is false, since there is not necessarily a logical relationship between premises and conclusion." From: Grolier's 1994 Multimedia Encyclopedia
Inductive reasoning is used when generating hypotheses, formulating theories and discovering relationships, and is essential for scientific discovery.
LECTURE 11
MEDICAL DOCTOR CAREER PATHWAY
dr. Made Agus Hendrayana, M.Ked
Becoming a doctor isn’t an easy option, it takes years of study and hard work. Medicine offers the opportunity to improve people’s health and ultimately save lives. Physicians or medical doctor are authorities in the practice of medicine. They use their medical knowledge to diagnose and treat illnesses and injuries, perform diagnostic tests, perform treatment, prescribe medication, and counsel patients on healthy living behaviors. They may delegate some tasks permitted by law to other professionals such as nurses or nurse practitioners.Medical doctors are required to earn the Doctor of Medicine (M.D.) from accredited schools of medicine. They must complete six or more years of rigorous training and earn a medical license to practice medicine.
Doctors work in a variety of settings, from hospitals, private offices to health, clinics, laboratory and medical schools.Medicine offers many different practice options. There are many occupations that someone as a medical doctor might also be interested in. They can specialize in a number of medical areas, such as pediatrics, anesthesiology or cardiology, or they can work as general practice physicians. General practitioners have a wide range of medical knowledge, and they are often the first types of doctors who patients visit. It's also common for medical school graduates to enroll in a residency program to study a specialty. Doctors specialize and treat patients in a variety of areas. There are many specialties and subspecialties, such as radiology, oncology, internal medicine, anesthesia, pediatrics, psychiatry, surgery and gynecology, allergy and immunology, critical care medicine, gastroenterology, orthopedic surgery, cardiology and many more.
There is a wide range of career opportunities open to medical doctor. now depends on each person's interest in choosing a career as a medical doctor
Learning Task
1. Please explain career opportunities as a medical doctor that you know ! 2. Which one that you interested in?
3. Why?
4. please explain the things that need to be prepared early on to achieve !
LECTURE 12
INTRODUCTION TO SKILL LAB
dr. Ida Ayu Dewi Wiryanthini, M. Biomed
Objective : Introducing about Clinical Skills implementation in Skill Lab dan OSCE examination as a method learning of Clinical Skills in Medical Faculty of Udayana University
Medical education is done by several methods of learning, theory of Medicine, Practice and Skills. Clinical Skills is given from the first semester until the seventh semester. Implementation Clinical Skills Education conducted in each block throughout the semester, which will be guided by an instructor.
Kompetensi Dokter Indonesia) criteria. Method of Clinical Skills through lectures, exercises accompanied by the instructor, and independent practice. Learning Involving instructor, friends group, simulated patients, manikin or other aids. Clinical Skills is not enough to just look at, it should exercise routine, have feedback from the instructor or friend group, maximize training opportunities independently.
Examination of Clinical skills called OSCE (Objective Structured Clinical Examination), held in Building Skill Lab at the end of the semester consist of several station exam. With the limit values passed all stations is 70. If it does not pass, remedial will be held before entering the next semester.
STUDENT PROJECT
Students have to write an Article Review with topics that has not been given by lecturer. Each small group discussion is going to write one Student Project with different tittle. One topic shall be wroten by 10-12 students. Students make one review as student project and will be presented in front of the class and scored by respective evaluators.
Format of Article Review
1. Cover: Title
Article Review writed at top left corner Udayana Symbol
Name
Student Registration Number
Udayana University, School of Medicine, 2015 2. Introduction
3. Content: From Definition to Treatment 4. Summary
5. Reference (minimal 10 references) Vancouver Example:
Journal.
John L, Kaplan El. Nonparametric estimation from incomplete observations. J Am Stat Assoc 2008;45:456-481.
Tex book
Rootman J, Lapointe JS: Masenchymal Tumor. In Rootman J (ed): Diseases of the orbit. Philadelphia: JB Lippincott CO, 2000,pp 455-469.
Note:
8-10 pages, 1.5 space, Time New Roman 12, page at right bottom.
Group Theme Supervisor Evaluator
1 Critical Appraisal dr. Sudira dr. Ganesha
2 Learning style dr. Dani dr. Ayu Harry
3 Peer Assisted Learning dr. Ganesha dr. Sudira
4 Speed Reading dr. Ayu Harry dr. Dani
Development
6 Integrated Learning dr. Dani dr. Ayu Harry 7 Objective Structured Clinical
Examination
dr. Ganesha dr. Sudira
8 E-learning dr. Ayu Harry dr. Dani
9 Evidence Based Medicine dr. Sudira dr. Ganesha 10 Cognitive Processes in
Learning
dr. Dani dr. Ayu Harry
Article Review Assessments Form Block of Studium Generale and Humaniora
Name :………..
Student Reg. Number :………..
Supervisor :………..
Title :………..
Time Table of Consultation
No Point of Discussion Date Supervisor Sign
1 Outline of Paper 2 Final Discussion
No Item Assessment Range Score (%) Score
1 Ability to find the literature 0-20 2 Communication/attitude/presentation 0-30
3 Quality of material (SOAP) 0-40
4 Student interest and motivation 0-10
TOTAL 100
Supervisor,
(………) NIP
No Item Assessment Range Score (%) Score
1 Quality of material 0-60
2 Capability of Information Searching 0-10
3 Critical Thinking 0-30
TOTAL 100
(………) NIP
