Developing metacognitive interaction between tutor and student in PBL-tutorial. Tri Hanggono Achmad

Transcription

1 Developing metacognitive interaction between tutor and student in PBL-tutorial Tri Hanggono Achmad Medical Education Research and Development Unit (MERDU) School of Medicine, Universitas Padjadjaran, Bandung-Indonesia Tutoring is a teaching skill central to problem-based learning. To facilitate student independence and foster student s critical thinking and self-directed continued learning, the tutor should guide the students at metacognitive level. Interaction with the student at the metacognitive level is the basic function of the tutor. Metacognitive thinking skill provides the key to the positive and active role of the tutor. Structure of tutorial process is a road map for sequence of metacognitive thinking, to shape student to become a self directed learner. The desired end point of the tutorial process is when each student employs his own metacognitive skills automatically and easily with every task, situation or problem, which could mean that the tutorial group will eventually run on its own. For this purpose, tutors as well as students should understand properly the structure of tutorial process and metacognitive thinking. This could be achieved by continually monitoring and evaluating the tutorial process, and giving feedback to the tutors as well as to the students. Data from our monitoring tools shows that the longer the students taking part in tutorial process, the better their understanding in metacognitive thinking, which is showed by their increase ability in running a proper tutorial process, such as developing the learning issues, synthesizing biomedical science and correlating information necessary for clarification of concepts relevant to the case. On the tutor s side, even after a continue tutor development program, data from last year student s evaluation form on tutor activity showed that only 55.3 % of tutor can facilitate effective tutorial group process, and only 58.2 % of them are excellent in facilitating group s ability to think critically. This phenomena show that it is easier to develop interaction in metacognitive level in student s mind than in tutor, which is in part could be due to the influence of traditional teaching method that has been embedded in traditional teacher s mind.

2 Developing Metacognitive Interaction between Tutor and Student in PBL-Tutorial Tri Hanggono Achmad MEDICAL EDUCATION RESEACH & DEVELOPMENT UNIT (MERDU) Faculty of Medicine - Universitas Padjadjaran

3 Tri H. Achmad TUTORIAL IS CENTRAL IN PBL IT IS THE HEART OF PBL THROUGH TUTORIAL STUDENTS ARE DRIVE TO DEVELOP REASONING SKILLS AND BECOME AN INDEPENDENT, SELF DIRECTED LEARNER Faculty of Medicine - Universitas Padjadjaran

4 TUTORIAL ROOM

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6 METACOGNITIVE THINKING METACOGNITIVE THINKING VS IMPULSIVE THINKING THINKING ABOUT THINKING CONVERSATION WITH A PROBLEM

7 METACOGNITIVE THINKING POSITIVE-ACTIVE ROLE OF THE TUTOR Qs, CHALLENGES STUDENT AWARENESS WHAT SHOULD BE THOUGHT-SOUGHT FACILITATE STUDENT S INDEPENDENT, SELF DIRECTED LEARNING AND CRITICAL THINKING

8 METACOGNITIVE THINKING PROBLEM INVESTIGATE (OBS, Qs, TESTING, PROBING) REVIEW, REFLECTION, THOUGHT, DELIBERATION INTERNAL SOURCES EXTERNAL SOURCES

9 THE PBL CYCLE THE PROBLEM WHAT WE DO NOT KNOW APPLY THE KNOWLEDGE LEARN WHAT WE DO NOT KNOW

10 STRUCTURE OF PROBLEM SOLVING STEPS IN THE TUTORIAL PROCESS Problem Hypotheses? Mechanism? More Info? I don t know Learning Issues 1. a. b. c. i. ii. i. ii. 2. a. b. c

11 FBS I (3) FBS VI (3) RPS NBS GUS (6) DMS HIS (8) CVS (8) GIS (6) EMS (6) RSS(6) TMS (6) FBS II (3) FBS VII (4) Incl. Lec/Lab Incl. Lec/Lab Incl. Lec/Lab Incl. Lec/Lab Incl. Lec/Lab Incl. Lec/Lab FBS III FBS VIII CSP CSP CSP CSP CSP CSP FBS IV FBS IX (3) CHOP I - (3) CHOP II - CHOP III - (3) CHOP IV - FBS V FBS X CRP I - (3) CRP II - CRP III - CRP IV - (4) BH I BH II BH III BH IV BH V BH VI BH VII BH VIII Agama Civics P.Sila /8/4

12 Case evaluation 1. Learning issues that discuss in 1 st day are:. 2. Learning issues that discuss in 2 nd day are:. 3. Learning issues that discuss in 3 rd day are:. 4. Learning issues that discuss in 4 th day are:. 5. According to tutor how does the learning issues appear? a. by themselves b. by guiding c. difficult 6. According to tutor how did the time provide for the case? a. need more time b. enough c. more than enough 7. Did the tutor in this case change? a. Yes, why? B. No 8. On the last day did all the learning issues discuss by students? a. Yes B. No, why? 9. According to tutor s opinion what is lack from or what learning issues should be added?

13 Case evaluation Case evaluation RSS EMS GIS HIS DMS NBSS RPS 8b 8a 6c 6b 6a 5c 5b 5a Case No. System

14 RPS NBSS DMS HIS GIS EMS RSS 1 5a 5b 5c 6a 6b 6c 8a 8b System No. of Case System No. of Case RPS 11 GIS 11 NBS 8 EMS 8 DMS 12 RSS 7 HIS 1

15 Firman F. Wirakusumah & Tri H. Achmad Student evaluation on tutor performance No. Tut. T. preparedness Effective process Critical think Ex. Sa. Mi. In. Ex. Sa. Mi. In. Ex. Sa. Mi. In > Faculty of Medicine - Universitas Padjadjaran

16 Pitfalls in tutorial process Systematic vs jumping process Metacognitive vs impulsive More structured, integrated & better contents Challenge to a deeper knowledge Reflection Role model vs information resource Student s discipline

17 METACOGNITIVE THINKING USING PRIOR KNOWLEDGE, EXPERIENCES TO UNDERSTAND A PROBLEM AND FORMULATE A SOLUTION CONVERSATION WITH A PROBLEM

18 Reference : Barrows HS, The Tutorial Process, revised edition, Springfield, Illinois, Southern Illinois University, School of Medicine, 1988 Kiley M, Mullins G, Peterson R, Rogers T, in Leap, Problem Based Learning,

19 Medical Education Research &Development Unit (MERDU) Faculty of Medicine - Universitas Padjadjaran