General Medical Competencies

Introduction Competence is a standardized requirement for an individual to properly perform a specific job. Competence is the state or quality of being adequately or well qualified, having the ability to perform a specific role. Competency is a combination of knowledge, skills and behavior utilized to improve performance. Level of General Competence reyfus and reyfus has introduced the levels of competence in competence development. !he levels are" #ovice" $ule based behavior, strongly limited and infle%ible &%perienced 'eginner" (ncorporates aspects of the situation )ractitioner" *cting consciously from long term goals and plans +nowledgeable practitioner" ,ees the situation as a whole and acts from personal conviction &%pert" -as an intuitive understanding of the situation and zooms in on the central aspects .irtuoso" -as a higher degree of competence, advances the standards and has an easy and creative way of doing things /aestro" Changes the history in a field by inventing and introducing radical innovations Level of General Competence 01cont2d3 !he process of competence development is a lifelong series of doing and reflecting. (t requires a special environment, where the rules are necessary in order to introduce novices, but people at a more advanced level of competence will systematically break the rules if the situations requires it. !his environment is synonymously described using terms such as learning organization, knowledge creation, self organizing and empowerment. General Competence (n a specific organization or community you need to have the Professional Competence of the profession. !he professional competencies are equal to the 4ccupational competencies. 5or all organizations and communities there is a set of primary tasks that competent people have to contribute to all the time. General Competence !he four general competences are" Meaning Competence" (dentifying with the purpose of the organization or community and acting from the preferred future in accordance with the values of the organization or community. Relation Competence" Creating and nurturing connections to the stakeholders of the primary tasks. Learning Competence" Creating and looking for situations that make it possible to e%periment with the set of solutions that make it possible to solve the primary tasks and reflect on the e%perience. Change Competence" *cting in new ways when it will promote the purpose of the organization or community and make the preferred future come to life. 5our stages of competence $elate to the psychological states involved in the process of progressing from incompetence to competence in a skill" 6 7nconscious incompetence !he individual neither understands or knows how to do something, nor recognizes the deficit or has a desire to address it. 6 Conscious incompetence

!hough the individual does not understand or know how to do something, he or she does recognize the deficit, without yet addressing it. 6 Conscious competence !he individual understands or knows how to do something. -owever, demonstrating the skill or knowledge requires a great deal of consciousness or concentration. 6 7nconscious competence !he individual has had so much practice with a skill that it becomes 8second nature8 and can be performed easily 0often without concentrating too deeply3. -e or she can also teach it to others.

/edical )rofession Competencies 6 /edical +nowledge 6 )atient Care 6 )rofessionalism 6 (nterpersonal and Communication ,kills 6 /edical (nformatics 6 )opulation -ealth and )reventive /edicine 6 )ractice9'ased and ,ystems9'ased /edical Care 1. Medical Knowledge /edical doctor must demonstrate as measured by internal and national9based e%aminations and skills assessments that they have a firm grasp of the clinical sciences and the basic sciences that underpin medicine: and as well the ability to apply that knowledge appropriately in the clinical setting. 1. Medical Knowledge (contd /edical doctor are e%pected to" 6 emonstrate a working knowledge of the basic and clinical sciences 6 emonstrate proficient clinical skills in the taking of a patient history and in carrying out a physical e%amination 6 emonstrate an analytic thinking approach to clinical situations 6 emonstrate cultural competence in dealing with patients and their families !. Patient Care /edical doctor must be able to provide supervised patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. !. Patient Care (contd /edical doctor are e%pected to" 6 Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families 6 Gather essential and accurate information about their patients 6 evelop patient treatment and management plans 6 Counsel and educate patients and their families 6 )erform competently those medical procedures considered essential for their education 6 )rovide health care services aimed at preventing health problems or maintaining health 6 ;ork with health care professionals, including those from other disciplines, to provide patient9focused care ". Professionalism /edical doctor must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population. ". Professionalism (contd /edical doctor are e%pected to"

emonstrate respect, compassion, and integrity: a responsiveness to the needs of patients and society that supersedes self9interest: accountability to patients, society, and the profession: and a commitment to e%cellence and on9going professional development 6 emonstrate a commitment to ethical principles pertaining to the provision of clinical care, confidentiality of patient information, and informed consent 6 emonstrate sensitivity and responsiveness to patients2 culture, age, se%ual orientation, gender, and disabilities 6 ress in a manner consistent with that of a medical professional
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#. Interpersonal and Communication $%ills /edical doctor must demonstrate interpersonal and communication skills that result in effective information e%change and teaming with patients, their patients2 families, and professional associates. #. Interpersonal and Communication $%ills (contd /edical doctor are e%pected to" 6 Create a therapeutically and ethically sound interaction with patients 6 7se effective verbal and non9verbal listening skills to elicit appropriate information and communicate effectively in writing 6 ;ork effectively with others as a member of a health care team 6 &ffectively communicate with a patient2s family and other health care professionals &. Medical Informatics /edical doctor must be able to efficiently consult the scientific literature as a means of optimizing patient care. /edical doctor are e%pected to" 6 Carry out computerized medical literature searches as a means of leaning about patients2 diseases, and the most sound and proven effective therapeutic interventions grounded in evidence based medicine 6 etermine what information is usable based on various patient findings &. Medical Informatics (contd /edical doctor are e%pected to" 6 Convey their findings in a coherent manner to their attending physicians and residents 6 7se information technology to manage information and support their own education 6 ,tay current with the latest information technology as it relates to medicine 6 evelop life9long learning skills '. Population (ealth and Pre)enti)e Medicine /edical doctor must be cognizant of the association between the health of their patients and that of the population at large and this understanding must be grounded in a solid knowledge base and appreciation of the principles of disease prevention. '. Population (ealth and Pre)enti)e Medicine (contd /edical doctor are e%pected to 6 7nderstand the importance of preventive medicine in disease avoidance and convey to their patients the central importance of prevention as a preference to treatment of disease 6 &%trapolate the disease findings of their patients with disease prevalence locally and nationally 6 7nderstand the impact of complementary and alternative medical practices on their patients 6 7nderstand and importance of diet and e%ercise on disease prevention and health maintenance and be able to take a <nutrition history= of their patients Practice*+ased and $,stems*+ased Medical Care /edical doctor must demonstrate an awareness of the larger conte%t and system of health care. /edical doctor are e%pected to" 6 4btain and use information about their own population of patients and the larger population from which their patients are drawn

7nderstand how patient care practices impact on the larger society and how elements of the larger system may impact on their future practice 6 )articipate in the education of their patients regarding their health care 6 +now how types of medical practice and delivery systems differ from one another 6 7nderstand the importance of providing cost effective health care that does not compromise quality
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Lecturer !heresia L. !oruan 'lock2 name +&!&$*/)(L*# '&L*>*$, !&+#4L4G( (#54$/*,(, dan +4/7#(+*,( *+* &/(+ 4'>&C!(.& $ealise the importance of clarity in scientific writing 'e able to distinguish effective from ineffective writing $ealise the importance of writing concisely +now the reasons for wordiness 'e able to recognise the common problems causing wordiness +now remedies for these problems 'e able to write concisely and clearly. '&#&5(!

Communicate key messages quickly and persuasively emonstrate your professionalism through ?effective writing? Combine rigorous scientific accuracy with readability and impact *void embarrassing mistakes )lan content @ structure of presentation for ma%imum effect /aster the secrets of effective slide design 7se your voice and body language to command interest and attention 4vercome nerves and ?stage fright?

-irarki 'uku ;$(!(#G one of the distinctive features of human civilisation" like speaking, it is an advanced means of communication among humans. medical research need to write in order to leave behind a documented legacy of their accomplishments. ;hile scientists and doctors do not need to be fantastic wordsmiths, it is a great advantage to be able to write clearly and effectively. ;$(!(#G ;riting as you speak /any people are under the mistaken impression that they have to write differently than they talk. ;hile this is true in a few technical or academic situations, 8perfectly correct8 writing often comes across as stilted write conversationally

find someone you trust to read what you?ve written and give you kind, constructive feedback. ,udahkah *nda menggunakan kalimat efektif dalam tulisan *ndaA G7( &L(#& B. +now what you want to say C. *llow for the characteristics of your audience

D. /ake the message clear 0say what you want to3 E. &%press ideas in a logical order F. 'e e%plicit G. ;rite concisely H. Check for mechanical errors in spelling, punctuation and grammar. I. 5ormat the document in a way that best coveys the message.

$7L&11..0B C D E F G H I3 "7se concrete rather than vague language. &%amples" .ague The weather was of an extreme nature on the West coast. Concrete California had very cold weather last week. $7L&11..0B C D E F G H I3 "7se active voice whenever possible. *ctive voice means the subject is performing the verb. &%amples *ctive Barry hit the ball. )assive The ball was hit. #otice that the responsible party may not even appear when using passive voice. $7L&11..0B C D E F G H I3 "*void overusing there is, there are, it is, it was, etc. &%ample There is a case of meningitis that was reported in the newspaper. Correction A case of meningitis was reported in the newspaper. 'etter The newspaper reported a case of meningitis. Active voice! &%ample "t is important to signal before making a left turn. Correction #ignaling before making a left turn is important. 4$ #ignaling before a left turn is important. 'etter $ou should signal before making a left turn. Active voice! &%ample There are some revisions which must be made. Correction #ome revisions must be made. 'etter %lease make some revisions. Active voice! $7L&11..0B C D E F G H I3 "!o avoid confusion, don?t use two negatives to make a positive. Correct &e is willing to help. (ncorrect &e is not unwilling to help. $7L&11..0B C D E F G H I3 "7se similar grammatical form when offering several ideas. 0!his is called parallel construction.3 Correct $ou should check your spelling, grammar, and punctuation. "ncorrect $ou should check your spelling, grammar, and punctuating. $7L&11..0B C D E F G H I3 "(f you start a sentence with an action, place the actor immediately after or you will have created the infamous dangling modifier. Correct While walking across the street, she was hit by a bus. 4$ #he was hit by a bus while walking across the street. (ncorrect While walking across the street, the bus hit her. $7L&11..0B C D E F G H I3 ")lace modifiers near the words they modify. Correct "n my lunch bag, " have some pound cake that 'ollie baked. (ncorrect " have some pound cake 'ollie baked in my lunch bag. $7L&11..0B C D E F G H I3 "* sentence fragment occurs when you have only a phrase or weak clause but are missing a strong clause.

&%ample of ,entence 5ragment After the show ended. &%ample of ,entence After the show ended, we got a cup of coffee. *da apa dengan <kalimat=A *pa yang menyebabkan suatu kalimat menjadi tidak efektifA *da apa dengan <kata=A &55&C!(.& or (#&55&C!(.&A Look for clarity. (s the intended message getting through clearly and conciselyA (f not, what are the reasonsA Check for wordiness. (n particular look for" B. (mpersonal e%pression C. )assive verb forms D. $edundancies E. ouble negatives F. )ompous diction G. Circumlocution H. Composite naming I. /eta discourse

3ari teacher center %e student center

!7>7*# )&/'&L*>*$*# 0L&*$#(#G 4'>&C!(.&,3"

(ntuk memahami) %eralihan dari strategi pembela*aran oleh dosen, +e proses pembela*aran oleh mahasiswa %embela*aran dari sederhana ke mendalam,

%roses %embela*aran bersifat aktif )erubahan strategis pengajaran dan pembelajaran !eacher9centered" #tandards,driven Traditional -actory model .orm bell curve! based Breadth #ingle sub*ects %roduct,oriented #hort time periods "solated teaching and learning /ote knowledge !eacher9centered" /uang kuliah Teacher,centered dipengaruhi oleh pola acuan yang standard. #emua mahasiswa bela*ar pengetahuan yang sama. +urang variasi dalam berbagai tahap pengembangan, #emua mahasiswa mendapatkan materi yang sama dalam waktu yang sama. !eacher9centered"

-okus perkuliahan utamanya hanya pada penga*aran kurikulum.

0osen mempengaruhi apa yang seharusnya dipela*ari, bila, bagaimana dan dalam kerangka waktu yang disusun ,tudent J centered" Constructivist,driven %rogressive

"nformation,age model Criterion,based 0epth Thematic integration %rocess, and product,oriented Block scheduling Collaboration 1xperiential knowledge

,!7 &#! 9 C&#!&$& L&*$#(#G

"de utama cara pembela*aran ini adalah bahwa pembela*aran haruslah memberikan makna *ika topik relevan dengan kehidupan, kebutuhan dan minat dari mahasiswa dan Bila mahasiswa aktif berinteraksi dengan pela*aran untuk menimbulken minat memahami dan menyatukan pengetahuan yanag didapat. ,!7 &#! 9 C&#!&$& !&*C-(#G %enga*aran terpusat pada mahasiswa membantu dosen dalam perencanaan intruksi yang efektif untuk setiap mahasiswa, tidak ada masalah apa ada perbedaan kebutuhan pembela*aran diantara mahasiswa. ,!7 &#! 9 C&#!&$& !&*C-(#G

#ecara alamiah, penga*aa terpusat pada mahasiswa dapat diterima sesuai kebutuhan setiap mahasiswa. ,!7 &#! 9 C&#!&$& !&*C-(#G 0alam penyusunan setiap pela*aran, dosen pertama kali memikirkan kebutuhan mahasiswa, baru kemudian materi dgn demikian kebutuhan mahasiswa dapat dipenuhi '*G*(/*#* C*$* /&#K(*)+*# )&#G*>*$*# '&$)7,*! )* * /*-*,(,;*A 0alam upaya mahasiswa berperan dalam kelas, dosen *angan hanya memberikan kuliah dan membiarkan mahasiswa pasif. 0osen harus merencanakan aktivitas yang memungkinkan mahasiswa berinisiatif dan memberikan kesempatan menemukan informasi yang berguna bagi mereka '*G*(/*#* C*$* /&#K(*)+*# )&#G*>*$*# '&$)7,*! )* * /*-*,(,;*A

0osen harus mengenal semua mahasiswa secara individu, dengan demikian mereka dapat meberikan respon yang lebih baik sesuai kebutuhan dan minat individu mhs. Contoh pendekatan student9centered " 0osen memulai tiap unit pela*aran dengan menanyakan apa keinginan mahasiswa pada unit pela*aran itu. 2ika mereka mau bela*ar tentang golf,misalnya, 0osen menyusun cerita berdasarkan berbagai aspek dari permainan golf. Contoh pendekatan student9centered "

0osen harus meminta saran dari mahasiswa tentang istilah dan tatabahasa yang ingin mereka ketahui 0osen *uga harus memperbolehkan mereka melakukan berbagai hal yang direncanakan sesuai dengan keinginan mereka untuk bela*ar Contoh student9centered approach" 0osen meberikan keleluasaan kepada mhs untuk merencakan apa yg akan mereka pela*ari. 'hs akan mempela*ari materi an g sesuai dgn kebutuhan mereka. Contoh )endekatan student9centered"

3ebih lan*ut, mereka termotivasi untuk bela*ar karena mereka ikut mendesain dan merencanakan pela*aran mereka sendiri )&# &+*!*# ,!7 &#!9C&#!&$& " +uliah #tudent centered fokus pada yang bela*ar daripada kepada dosen. %enga*aran #tudent,centered berdasarkan model konstruktif dimana mahasiswa mengkontruksi ketimbang menerima atau menyerap pengetahuan. ,tudent9centered constructivist model of teaching" /odel pembelajaran Constructivist membutuhkan masukan aktif dari mahasiswa dan membutuhkan upaya intellectual. %eran dosen pada pembela*aran student,centered learning adalah memfasilitasi pembela*aran mahasiswa dengan menyiapkan kerangka ker*a yang memfasiliasi pembela*aran mereka Contoh" *ktivitas osen setelah kegiatan atau pertanyaan yang harus diselesaikan oleh mahasiswa"

0iskusis kelompok kecil 3aporan tertulis, 'akalah

1ssai ,tudent9centered constructivist model of teaching" Agar level kognisi yang lebih tinggi ter*adi, mahasiswa harus membangun pengetahuan mereka melalui aktivitas yang mengikat mereka dalam pembela*aran aktif ,tudent9centered constructivist model of teaching" 1ffective learning ter*adi *ika mahasiswa mengambil pengetahuan yang telah mereka miliki dan digunakan untuk keperluan lain. +onsep +unci dalam constructivism" 'hs mempersiapkan diri agar dapat mengingat dan mengulangi informasi yang mereka dapatkan 'akin siap mahasiswa makin banyak yang bisa dipela*ari Berbagai macam pengalaman dan data yang terkait dengan materi pembela*aran akan membentuk fondasi yg kuat shg berbagai tingkatan informasi dapat ditambahkan. /etodologi Constructivist ,eorang dosen akan meemulai suatu pelajaran dengan pertanyaan untuk mengetahui apakah mhs sdh mengetahui materi yg akan dikuliahkan selanjutnya mhs dilibatkan secara aktif dalam pembahasan materi kuliah sehingga pemahaman mereka bertambah dari apa yang telah mereka ketahui sebelummnya. *ktivitas Constructivist meliputi" Constructing

1xperimenting %racticing #ummari4ing and reading Conducting research and analysis Articulating writing and drawing!

L*!*$ '&L*+*#G Ada dokter specialis atau sub,specialis. 'engapa5 "lmu +edokteran luas, dalam dan rumit. Tidak mungkin dapat dipela*ari semua dalam waktu 6,7 tahun 'ahasiswa harus terus bela*ar setelah mereka men*adi dokter malah mungkin seumur hidup mereka +emudian ,tidak akan ada lagi yang akan menga*ar mereka , Apa yang seharusnya mereka lakukan5 )endekatan pembelajaran"

0angkal #urface approach!

'endalam 0eep approach! )endekatan dangkal "

-okus pada hapalan dan rumus -okus pada sebagian ketimbang seluruh tugas , #edikit pemahaman

'otivasi dari luar , Contoh) 0engan (*ian )endekatan dangkal " %ertanyaan) Bisakah anda mengingat semua materi selama masa studi 6 tahun5

Apakah anda puas dengan hanya mengingat tetapi tidak paham5

Adakah ilmu hanya penting untuk u*ian atau untuk profesi anda5 )endekatan dalam " )embelajar " Aktif menelusuri untuk mengerti dalam upaya untuk memahami dengan cara membandingkan, mengu*i dan mengintegrasikan pengetahuan 'ampu untuk menghubungkan pengetahuan baru dengan pengetahuan yang telah dimilik8dipahami 'ampu untuk menghubungkan teori dengan pengalaman dengan kata kata sendiri 'ampu untuk membedakan bukti dan argumen untuk generalisasi 'otivasi dari diri sendiri "ntrinsic! )endekatan dalam "

0ibentuk dengan metode pembela*aran konstruktif dan pengalaman

'agaimana melakukan pembelajaran pendekatan dalamA 'en*adi pembela*ar yang mandiri

-ocus pada perkembangan pribadi

0engan %roblem base atau pro*ect base learning )embelajar mandiri " ,eperti apa )embelajar /andiri ituA

#enang bela*ar dan mencari peluang untuk bela*ar Tahu cara bela*ar yang terbaik dan mencarai cara ini untuk bela*ar 'enanyakan %ertanyaan yang perceptive )embelajar mandiri" ,eperti apa pembelajar mandiri ituA

'embawa enthusiasme dan ide pada kuliah 0apat mengenali apa yang perlu dan menghindari yang tidak perlu Tahu apa yang telah diketahui dan tahu apa yang masih harus dipela*ari 0apat mengenali kebutuhan pembela*aran mereka

*pa yang seharusnya )embelajar mandiri lakukanA 'ertanggung jawab

saya5

>angan berkata" <4+ ajari saya= /ulai dgn pertanyaan" Apa tu*uan kuliah ini5 Bagaimana hubungan dengan tu*uan saya bela*ar5 Bgmn caranya agar saya dapat menyesuaikan diri agar sesuai dengan tu*uan

Bgmn caranya saya dpt menggunakan sumber9 pembe*aran kuliah,perpustakaan, internet dll!

>awablah pertanyaanC tersebut oleh anda sendiri *pa yang seharusnya dilakukan oleh pembelajar mandiriA C. /embentuk koneksi #ecara terus menerus mencari dan membuat koneksi antara theory dgn theory, theory dgn praktek, theory,praktek,opini,.ilai. *pa yang seharusnya pembelajar mandiri lakukanA . D. ,trategi pembelajaran 'elakukan pendekatan mendalam untuk bela*ar dengan cara membuat simpulan sendiri tentang apa yang dipela*ari 2ika diperlukan dapat berperan sebagai pembelar dengan pendekatan dangkal 8 sekilas )enting" *nda tahu apa yang seharusnya dikerjakanL *pa yang seharusnya pembelajar mandiri lakukanA $encana

Bagaimana cara terbaik memanfaatkan waktu dan penerapannya5 'emperhatikan batas waktu5

2adilah manager yang baik untuk waktu yang tersedia *pa yang seharusnya pembelajar mandiri lakukanA F. /emantau kemajuan Berminat mendapat umpan balik dari tutor Berminat membahas dengan mahasiswa lain tentang tugas9 mereka

'elakukan evaluasi diri untuk peker*aan anda *pa yang seharusnya pembelajar mandiri lakukanA G. ,elalu bertanya " #udah dimana sekarang5 0imana kita mulai5 Apa yang harus kita ker*akan5