PANDUAN MENYUSUN KURIKULUM PENDIDIKAN DOKTER SPESIALIS

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1 PANDUAN MENYUSUN KURIKULUM PENDIDIKAN DOKTER SPESIALIS Nani Cahyani Sudarsono Manajer Pendidikan dan Kemahasiswaan FKUI 15 April 2014

2 REFERENSI KBK KKNI ACGME GUIDELINES PENDIDIKAN MAGISTER KEDOKTERAN KLINIS FKUI

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5 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. endrotomoits@yahoo.com

6 endrotomoits@yahoo.com

7 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.

8 AQF Tingkat keahlian kemampuan dalam ke-profesi-an EQF SQF Jabatan pada perusahan, industri, kepegawaian Tingkat penghargaan masy/pengguna tenaga kerja

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10 S3 S2 S1 SMA (3) S3 (Terapan) S2 (Terapan) D IV D III Spesialis D II Profesi D I Sekolah Menengah Kejuruan (3) 9 Tahun Pendidikan Dasar (6+3) Pendidikan Pra Sekolah (1-2) AHLI TEKNISI / ANALIS OPERATOR PENGEMBANGAN KARIER

11 LANGKAH-LANGKAH PENGEMBANGAN KURIKULUM Analisis Kebutuhan Perumusan Kompetensi Asesmen dan Evaluasi Pengembangan Kurikulum Pengembangan GBPP Penyusunan Silabus, SAP Sumber: Paulina Pannen dan Dina Mustafa, Presentasi KBK-UI, Mei 2009

12 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

13 SK. MENDIKNAS RI NO. 045/U/2002 TENTANG KURIKULUM INTI PENDIDIKAN TINGGI ELEMEN KOMPETENSI 1. Landasan kepribadian. 2. Penguasaan ilmu dan ketrampilan. KURIKULUM INTI Kompetensi Utama KURIKULUM INSTITUSIONAL Kompetensi Pendukung Kompetensi Lainnya 3. Kemampuan berkarya. 40% - 80 % 20% - 40% 0% - 30% 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

14 LANGKAH-LANGKAH OPERASIONAL Analyze Design and Develop Implement Evaluate Rumuskan: Kebutuhan masyarakat (pekerjaan) Kebutuhan profesional (akreditasi) Kebutuhan siswa (calon siswa) (untuk bekerja) Kebutuhan masa depan Kebutuhan bidang ilmu Profil Lulusan Profil Lulusan Kompetensi Umum Analisis Kompetensi: Umum khusus 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 Rancang Pembelajaran (mata kuliah) (BRP) Ujicoba Kurikulum dan Pembelajaran Mata Kuliah (min satu periode) Emerging Evaluation: revisi kecil Evaluasi Kurikulum (termasuk tracer study) revisi besar Sumber: Paulina Pannen dan Dina Mustafa, Presentasi KBK-UI, Mei 2009

15 Matriks Kompetensi Profil Lulusan Penciri Program Studi Penciri Universitas peneliti manajer Ahli bidang ilmu dll. Capaian Pembelajaran /Kompetensi Utama Capaian Pembelajaran/ Kompetensi Pendukung Capaian Pembelajaran / Kompetensi Lain-lain 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.

16 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

17 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

18 The Six Competencies Medical Knowledge Patient Care Practice Based Learning and Improvement Systems Based Practice Professionalism Interpersonal and Communication Skills

19 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

20 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

21 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 Integration into the curriculum of the six ACGME competencies 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 Documented semiannual evaluation

22 Description of Rotation or Educational Experience Insert brief description of rotation or educational experience Include rotational goals ACGME Curriculum Template 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?

23 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

24 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

25 Teaching Medical Knowledge Content Specialty specific curriculum that addresses key skill sets RRC Specialty specific requirements Setting Clinical Teaching Lectures/Seminars/Conferences Journal Club Procedural workshops Board review courses or formalized group study experiences Simulations Self directed learning through case based modules

26 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

27 Teaching Patient Care Content Specialty specific skills that address key skill sets Specialty specific procedural knowledge Knowledge about information technology Setting Clinical Teaching Lectures/Seminars/Conferences Role Modeling Workshops Simulations Self directed learning through case based modules

28 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

29 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

30 Teaching Practice Based Learning and Improvement (cont.) Content Evidence Based Medicine Setting Lectures/Seminars/Conferences Journal Club Research Project Clinical Teaching Teaching Skills Clinical Teaching Role Modeling Interactive Workshop

31 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

32 Teaching Systems Based Practice Content 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 Setting Clinical teaching Patient Safety projects Systems based approach to M&M Lectures/Seminars/Conferences Interdisciplinary Teams

33 Teaching Systems Based Practice (cont.) Content Cost Effective Practice 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 Setting Clinical Teaching Practice management curricula or projects

34 Teaching Systems Based Practice (cont.) Content Patient Safety and Advocacy Setting 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

35 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

36 Teaching Professionalism Content Setting Respect, altruism, integrity, honesty, compassion, empathy Clinical teaching Case based teaching Mentoring Role modeling Role plays and clinical vignettes

37 Teaching Professionalism (cont.) Content Ethics Setting Clinical teaching Case based teaching Ethics Committee Mentoring Role modeling

38 Teaching Professionalism (cont.) Content Cultural Competence Setting Clinical teaching Case based teaching Interactive Workshops Lecture/Conference/Seminar Institutional Initiatives Role modeling Mentoring

39 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

40 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

41 Teaching Interpersonal and Communication Skills (cont.) Content Communication with colleagues Setting Standardized communication around handoff Clinical teaching Role modeling Interactive workshops or seminars

42 Teaching Interpersonal and Communication Skills (cont.) Content Scholarly communication Setting Grand Rounds Presenting lectures, seminars, conferences Writing abstracts Presenting a poster Scholarly articles

43 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

44 KURIKULUM PENDIDIKAN DOKTER SPESIALIS FKUI MAGISTER KEDOKTERAN KLINIS sks peminatan PROGRAM PENDIDIKAN DOKTER SPESIALIS = 30 sks wajib

45 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

46 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

47 PENDIDIKAN MAGISTER KEDOKTERAN KLINIS MATAKULIAH SEMESTER 3 dan 4 8 sks wajib program studi 12. T E S I S + PROGRAM PENDIDIKAN DOKTER SPESIALIS