CONTENTS
Table of contents ………..………. 2
Curriculum ……… 3
Block Team ………... 4
Facilitators ……… 5
Time Table ……….……… 6
Learning Program ……….. 10
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
12. Carrier Pathways as A Doctor
PLANNERS BLOK
No Name Department Phone
1 dr. I.G.A Sri Darmayani, SpOG Medical Education(DME) 081338644411
2 dr. Putu Gede Sudira Sp.S DME 081805633997
LECTURERS
NO
NAME
DEPT
PHONE
1. dr. I.G.A Sri Darmayani, SpOG DME 081338644411
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. Ni Putu Wardani, SpAn, M.Biomed DME 081337660988
11. dr. Ida Ayu Dewi Wiryanthini, M.Biomed Biochemistry 081239990399
FACILITATORS
(REGULAR CLASS / CLASS A)
No Name Group Departement Phone (3Venuerd floor)
1 dr. Muliani M.Biomed A1 Anatomy 085103043575 3rd floor:R.3.01
2 dr. I Wayan Losen Sp.PD-KHOM A2 MedicineInternal 08123995536 3rd floor:R.3.02
3 dr. I Putu Bayu Mayura S.Ked A3 Microbiology 082236165801 3rd floor:R.3.03
4 dr. I Made Krisna Dinata M.Erg A4 Physiology 08174742566 3rd floor:R.3.04
5 dr. IGA Dewi Ratnayanti M.Biomed A5 Histology 085104550344 3rd floor:R.3.05
6 dr. Dudut Rustyadi Sp.F SH A6 Forensic 08123994234 3rd floor:R.3.06
7 dr. Ni Made Dewi Dian Sukmawati Sp.PD A7 MedicineInternal 08123320380 3rd floor:R.3.07
8 dr. DA Mas Shintya Dewi Sp.An A8 Anesthesiology 085238514999 3rd floor:R.3.08
9 dr. Putu Cintya DY MPH A9 Public Health 081353380666 3rd floor:R.3.21
10 dr. Gede Putu Supadmanaba S.Ked A10 Biochemistry 082146558748 3rd floor:R.3.22
FACILITATORS
(ENGLISH CLASS / CLASS B)
No Name Group Departement Phone (3Venuerd floor)
1 Dr. dr. Cok Bagus Jaya Lesmana Sp.KJ(K) B1 Psychiatry 0816295779 3rd floor:R.3.01
2 dr. I Gde Haryo Ganesha, S.Ked B2 DME 081805391039 3rd floor:R.3.02
3 dr. Herman Saputra Sp.PA(K) B3 PatologyAnatomy 081338981853 3rd floor:R.3.03
4 dr. Nyoman Astika Sp.PD-KGer B4 Internal Medicine 08123974128 3rd floor:R.3.04
5 dr. IGAG Utara Hartawan Sp.An MARS B5 Anesthesiology 08123868126 3rd floor:R.3.05
6 Dr. dr. I Wayan Weta M.Si Sp.GK B6 Public Health 081337005360 3rd floor:R.3.06
7 dr. I Gede Budhi Setiawan Sp.B(K)Onk B7 Surgery 08123923956 3rd floor:R.3.07
9 Dr. dr. IBG Fajar Manuaba Sp.OG MARS B9 Obsgyn 081558101719 3rd floor:R.3.21
10 dr.AAA Ngurah Susraini Sp.PA(K) B10 PatologyAnatomy 0811398913 3rd floor:R.3.22
TIME TABLE
REGULAR CLASS
Day/
Date Time Activity Venue Person-in-charge
Sept
1st
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 Grup Dynamic in Learning
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room
dr Sri Darmayani
dr Sri Darmayani/ dr Ganesha
dr Sri Darmayani/ dr Ganesha
Sept
2nd
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
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 Academic Reading Lecture 4 Academic Writing
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room dr Wiradewi dr Dyah dr Wiradewi dr Dyah Sept 9th
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
Sept
13th
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 5 How to be A Self-directed Learner
Lecture 6 The Basic Structure and Analysis of Medical Terms
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room
dr Made Jawi
dr Jaqueline
dr Made Jawi dr Jaqueline
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 7 Improving Memory Lecture 8 Problem based Learning, Student-centered
Independent Learning SGD Break Student Project Plenary Class room Discussion room Class room dr Sudira dr Wardani dr Sudira dr Wardani Sept 15th
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 9 Literature Searching
Independent Learning SGD Break Student Project Plenary Class room Discussion room Class room Prof. Adiatmika Prof. Adiatmika Sept 19th
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 10 Carrier Pathways as A Doctor
Lecture 11 Introduction to Skills Lab
Independent Learning SGD Break Student Project Plenary Class room Class room Discussion room Class room dr Agus dr Dewi dr Agus dr Dewi Sept
20 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 12 Critical Thinking and Reasoning skill
Independent Learning SGD Break Student Project Plenary Class room Discussion room Class room dr Purwa dr Agus Sept
21 th
Sept
23th
ASSESSMENT
TIME TABLE
ENGLISH CLASS
Day/
Date Time Activity Venue Person-in-charge
Sept
1st
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 Grup Dynamic in Learning
Independent Learning Break
SGD Plenary
Class room
Class room
Discussion room Class room
dr Sri Darmayani
dr Sri Darmayani/ dr Ganesha
dr Sri Darmayani/ dr Ganesha
Sept
2nd 09.00 – 11.0011.00 – 12.00 12.00 – 15.00
Student Project Independent Learning
Lecture PPKN Class room UPT. PPKB
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 Academic Reading Lecture 4 Academic Writing
Independent Learning Break
SGD Plenary
Class room Class room
Discussion room Class room
dr Wiradewi dr Dyah
Sept
9th
09.00 – 11.00 11.00 – 12.00 12.00 – 15.00
Student Project Independent Learning
Lecture PPKN Class room UPT. PPKB
Sept
13th
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 5 How to be A Self-directed Learner
Lecture 6 The Basic Structure and Analysis of Medical Terms
Independent Learning Break SGD Plenary Class room Class room Discussion room Class room
dr Made Jawi
dr Jaqueline
dr Made Jawi, dr Jaqueline
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
Student Project
Lecture 7 Improving Memory Lecture 8 Problem based Learning, Student-centered Learning, Adult Learning
Independent Learning Break SGD Plenary Class room Class room Discussion room Class room dr Sudira dr Wardani dr Sudira dr Wardani Sept 15th
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 9 Literature Searching
Independent Learning Break Student Project SGD Plenary Class room Discussion room Class room Prof. Adiatmika Prof. Adiatmika Sept 19th
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 10 Carrier Pathways as A Doctor
Lecture 11 Introduction to Skills Lab
Independent Learning Break SGD Plenary Class room Class room Discussion room Class room dr Agus dr Dewi dr Agus dr Dewi Sept 20th
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 12 Critical Thinking and Reasoning skill
Sept
21 th
08.00 – 16.00 Student Project Presentation evaluator
Sept
23th
ASSESSMENT
LEARNING PROGRAM
LECTURE 2
GROUP DYNAMIC
dr. I.G.A Sri Darmayani, SpOG / dr. I Gde Haryo Ganesha, S.Ked
Abstract
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)
3. What is the difference between groups with different names like: small group, growth group, share group, spiritual group, home groups, a learning community, etc. ? 4. What’s function a leader in a group?
LECTURE 3
ACADEMIC READING
DR. dr. A.A Wiradewi Lestari, Sp.PK
Abstract
Critical Appraisal of Systematic Review
The purpose of the critical appraisal of a systematic review is to determine its validity, to interpret their results and to evaluate its applicability in clinical practice, in public health
and/or in conducting future studies. In the review, the main question being addressed
exposures and outcomes of interest. In many cases the type of study design will also be a key component of the eligibility criteria. The article should describe how the quality of each study was assessed using predetermined quality criteria appropriate to the type of clinical question (e.g., randomization, blinding and completeness of follow-up). Ideally, the results of the different studies should be similar or homogeneous. If heterogeneity exists the authors may estimate whether the differences are significant. Possible reasons for the heterogeneity should be explored. A systematic review provides a summary of the data from the results of a number of individual studies. If the results of the individual studies are similar, a statistical method (called meta-analysis) is used to combine the results from the individual studies and an overall summary estimate is calculated. The meta-analysis gives weighted values to each of the individual studies according to their size. The individual results of the studies need to be expressed in a standard way, such as relative risk, odds ratio or mean difference between the groups.
LECTURE 4
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 5
HOW TO BE A SELF-DIRECTED LEARNER
Dr.dr. I Made Jawi, M.Kes
Abstract
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
Smoking is one of the established risk factors of lung cancer. The government, especially Health Department, always campaign about the danger of smoking. Unfortunatly, until today , the government’s target to decrease smoking in community still not achieve its target. Based on that problem, the lecturer gives tasks to medical faculty student to find out the mechanism to stop smoking in the community.
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 6
THE BASIC STRUCTURE AND ANALYSIS OF MEDICAL TERMS
dr Jaqueline Sudiman, PhD
Abstract
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).
Table 1: The example of medical terms which are formed of suffix (es), prefix (es), word root (s) and vowel (s)
Roots Combining
vowel
prefix suffix meaning
Electrocardiogram Electr (electricity) Cardi (heart)
o gram
(record)
Tool to record the 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 To understand
dr.
basic structure and analyse the medical terms
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)
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
Learning task
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 7
IMPROVING MEMORY AS PART OF LEARNING PROCESS
dr Putu Gede Sudira Sp.S
Summary of lecture
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.
Scenario small group discussion 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?
Scenario small group discussion 2
Adi, Budi and Cindy are the member of same small group discussion in medical faculty. Although they are in the same group, but they prefer study differently. Adi enjoys study and memorize things better by reading textbook individually. Budi has different 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): 207–212.
2. Tigner, R.B., 1999. Putting Memory Research to Good Use. College Teaching; 47(4) 149 3. Quirk, M.E., 1994. How to Learn and Teach in Medical School: A Learner-Centered Approach. Charles C Thomas Publisher. Springfield Illinois, USA.
LECTURE 8
PROBLEM BASED LEARNING, STUDENT-CENTERED LEARNING,
ADULT LEARNING
dr. Ni Putu Wardani, SpAn, M.Biomed
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.
Evidence suggests that active participation in learning is more satisfying than passive transfer of information from lecturers to students. Learn actively improve retention and recall. PBL emphasis on student centered learning in which students are challenged to examine, explore, investigate, reflect, understand the meaning and understanding science in the context that is relevant to their future professions.
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.
Learning Task
1. Explain the difference between conventional and PBL curriculum 2. Explain the advantages and disadvantages of PBL
3. Explain strategies to understand new material 4. Explain how to recall the material you have learned
LECTURE 9
LITERATURE SEARCHING
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 10
MEDICAL DOCTOR CAREER PATHWAY
dr. Made Agus Hendrayana, M.Ked
Abstract
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 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 11
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.
Clinical Skills Laboratory is located in Skill Lab Building, Jl P Serangan Sanglah, floors 2 and 3. The ultimate goal is to meet the Clinical skills as sheen in SKDI (Standar 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.
LECTURE 12
CRITICAL THINKING AND REASONING SKILL
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
Whereas inductive reasoning draws general principles from specific instances, deductive reasoning draws specific conclusions from general principles or premises. A premise is a previous statement or proposition from which another is inferred or follows as a conclusion. Unlike inductive reasoning, which always involves uncertainty, the conclusions from deductive inference are certain provided the premises are true. Scientists use inductive reasoning to formulate hypothesis and theories, and deductive reasoning when applying them to specific situations. The following are examples of 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
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.
