PELAKSANAAN PROGRAM DIPLOMA PRA PERKHIDMATAN MENGGUNAKAN PENDEKATAN OBE DI ILKKM

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PELAKSANAAN PROGRAM DIPLOMA




PRA PERKHIDMATAN MENGGUNAKAN




PENDEKATAN OBE DI ILKKM












Pengenalan Struktur Kurikulum

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OVERVIEW OF COURSE DESCRIPTORS







Design: OBE COURSE CATEGORY ASSESSMENT





Notional Credits Compulsory Course 40% Continuous

40 SLT = 1 Credit
Generic Course



Professional Course 60% Final
90 – 110 Credits

Clinical Course





Student Centered GRADING :


Approach Anugerah gred adalah berdasarkan skor kumulatif ujian
berterusan (40%) dan akhir (60%) dan;



Memperolehi skor minimum 50% dalam
Work Based penilaian akhir.


Learning Memperolehi skor minimum B+ (70%) dalam ujian


kompetensi.

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KONSEP DAN REKABENTUK KURIKULUM

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KONSEP DAN REKABENTUK KURIKULUM








Work Based Learning
Design Down
Theory/Practice:
Outcomes Based
45:55


Clarity of Focus


Learning Outcomes
Learning Assessment Standards Learning Learning
Outcome Experience Activities

Expanded


Opportunity


Beyond Classroom Knowledge & Practical Skills Social Skills

Understanding
High Comm., Team & Cognitive &

Value, Ethics &
Expectation Professionalism Leadership Scientific Skills


Established Standards
Managerial &
ICT & Life Long Skills
Entrepreneurship Skills

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IMPLEMENTASI










Start CLO PLO PEO








SYLLABUS





TOPICS





LO End of Course End of Program 3 yrs after graduation






TLA





ASSESSMENT

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Programme Educational Objectives (PEO)







PEO PEO
Provide managed care based on evidence
Utilize knowledge and competency in 01 04
providing effective healthcare services to a and best practices to enhance the quality
of nursing sciences and principles.
diverse population.




PEO
PEO
Incorporate values, ethics, and 02 05 Incorporate information management and
professionalism within legal and ethical lifelong learning initiatives for professional
principles in providing quality nursing development.

services.





PEO PEO
Execute effective communication, 03 06 Incorporate effective managerial and
leadership, and team skills in entrepreneurship skills to optimize resources for

collaboration with professionals, clients sustainable quality improvement.
and the community.
.

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PROGRAM LEARNING OUTCOME (PLO)




PLO
Apply knowledge of biomedical, clinical and health sciences PLO Demonstrate effective
in the promotion of health, prevention of diseases and the 01 05 communication , leadership and
management of illness.
team skills in collaborating with
health care professionals, clients,

Demonstrate competence in assessing, interpreting, PLO family and community.
therapeutic intervention, monitoring and evaluation 02
PLO
of client outcome.
06 Apply scientific skills to support patient care
decisions through evidence based and best
Demonstrate social skills and professional PLO practices.
responsibilities in the provision of quality
healthcare services. 03 PLO


07 Engage in information management and lifelong
learning initiatives to enhance personal and

Incorporate values, attitudes PLO professional development.
and professionalism based on 04 PLO

ethical principles and legal Apply managerial and entrepreneurship skills in the
bindings to a diverse 08 effective management of resources for sustainable
population
healthcare delivery.

Malaysia Qualification Agency (MQA) Learning Domains
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LD4

LD 3
LD 1 LD 2 Social skills and Values,
Knowledge Practical skills responsibilities attitudes and
professionalism














LD5 LD6
LD8
Managerial Information LD7 Communication,
and management and Problem solving leadership and
entrepreneurial lifelong learning and scientific team skills
skills
skills
skills

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PROGRAM PLO & LD

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PRINSIP KURIKULUM OBE








4 PRINSIP

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PRINSIP 1









Design Down Design Kurikulum


Outcomes Based Aliran hasil pembelajaran dari generik kepada

spesifik ( PEOs, PLOs, CLOs. LOs)



Bahan Kursus

Terkini dan bersesuai dengan pengalaman


pembelajaran.


Teknologi Pengajaran dan Pembelajaran


Aktiviti pembelajaran offline dan online.



Bahan pembelajaran dan pengalaman


Pendedahan kepada situasi sebenar.



Taksiran


Diintegrasikan secara holistik

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PRINSIP 2








Clarity of Focus Aktiviti Pengajaran dan Pembelajaran


• Fokus kepada hasil pembelajaran.



• Penerangan hasil pembelajaran kepada pelatih

sangat penting.





Perancangan Pengajaran



• KNOW, UNDERSTAND, and PERFORM at the

end of the course.





Faktor Kejayaan



• Perancangan pengajaran.

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PRINSIP 3






Expanded Ruang, Peluang dan Aktiviti P&P


Opportunity • Ruang dan peluang untuk mendemostrasikan




Beyond Classroom prestasi pelatih.

• Variasi dalam aktiviti P&P.








Variasi dalam taksiran





• Masa, kaedah dan teknik serta ulangan merupakan
variable penting.




• Variasi dalam kaedah taksiran membantu dalam

meningkatkan prestasi pelatih.

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PRINSIP 4









High Pengalaman Pembelajaran.


Expectation Meransang pemikiran dan pembelajaran kolaboratif.







Standard Pencapaian


Standard pencapaian tinggi yang memacu

pencapaian pelatih.



Taksiran KBAT


Ujian/Peperiksaan melibatkan KBAT dengan

penggunaan Rubrics sebagai descriptor taksiran.



Gred



Mencerminkan prestasi pencapaian pelatih dan
ekspektasi yang ditetapkan.

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STRUKTUR KURIKULUM OBE

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STRUKTUR KURIKULUM OBE




















































Tempoh Pengajian: 21 minggu


Julat Kredit: 90 – 110

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STRUKTUR PROGRAM OBE

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COMPONENTS OF PROGRAMME AND CREDIT VALUES
















COMPULSORY CORE




i. Generic 17 credit (17.71%)
i. English for Health Care 4 credit

ii. Professional 44 credit (45.83%)
ii. Basic Research Methodology and Statistic 3
iii. Clinical/Field Placements 26 credit
credit

(27.08%)
iii. Co-Curriculum 2 credit




Total Credit: 9 (9.38%) Total Credit: 87 (90.62%)

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GENERIC 17 CREDIT (17.71%)




















Basic Medical Sciences Behavioral Sciences


i. Human Structure and i. Professional Skill

Function Development
ii. Basic Medical Microbiology, ii. Health Sociology and

Parasitology and Psychology
Immunology iii. Law, Ethics and
iii. Nutrition and Therapeutic Professionalism in Health

Care

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KONSEP PENGUKURAN, TAKSIRAN DAN







PENILAIAN

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KONSEP PENGUKURAN, TAKSIRAN DAN PENILAIAN








PRINSIP PENILAIAN INSTRUMENT PENILAIAN KPI PENILAIAN





LO Penilaian Berterusan (40%) Anugerah gred adalah

berdasarkan skor
kumulatif ujian berterusan

Penilaian Akhir (60%) (40%) dan akhir (60%)


PENJAJARAN dan;

KONSTRUKTIF • Structured Response & Short Answers

- MCQ, Memperolehi skor
• Extended Response minimum 50% dalam
LE
AoL SEQ, Assignments, Case Study penilaian akhir.
• Competency Assessment
OSCE/OSPE, Procedures

Competence Memperolehi skor
• Case Study Report & Presentation minimum B+ (70%)

• Supervisor’s Appraisal
dalam ujian kompetensi.

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ISU DAN CABARAN DALAM PELAKSANAAN



OUTCOME BASED EEDUCATION

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ISU DAN CABARAN







Kefahaman dan Amalan tentang OBE


Kefahaman tentang prinsip OBE akan memudahkan pelaksanaan

dan amalan konsep OBE di ILKKM.


Semakan Pedagogi dan Penilaian


Proses mekanikal untuk mengejar hasil tanpa deliberasi semakan
pedagogi, sikap dan strategi penilaian akan mengagalkan
pencapaian konsep penambahbaikan berterusan yang diterapkan

oleh OBE.

Persepsi Pengajar Dan Pelatih Terhadap OBE


Walaupun OBE memberi penekanan kepada pembelajaran

berpusatkan pelajar, pelaksanaan sebenar OBE masih
bergantung kepada pengajar sebagai penyampai pengetahuan.

Aktiviti Pengajaran dan Pembelajaran


Kekurangan dalam pedagogi tradisional akan memudaratkan
pembangunan kemahiran secara holistik dan menyebabkan

jurang antara atribut graduan dengan performa sebenar ditempat
kerja.

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ISU DAN CABARAN








Aktiviti “Google”



Ketersediaan maklumat yang luas dalam talian telah

membawa kepada "meringkaskan" data tanpa menggilap
kemahiran pelajar untuk mempertahankan, menilai dan

mengkritik fakta dan juga menggalakkan keengganan

pelajar untuk melaksanakan kemahiran pemikiran kreatif

yang diperlukan. Passive Learners




Pengukuran, Taksiran dan Penilaian


Taksiran dalam model pembelajaran tradisional adalah

diperingkat akhir, manakala taksiran dalam OBE dilaksanakan
secara berterusan yang memberi maklumat tentang prestasi
pencapaian pelatih.

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HALA TUJU SISTEM PENDIDIKAN







Student Centered Initiatives



Personalized Learning




Choice of Education Tools




Problem/Case-based Learning



Work Based Experience




Digital solutions



Data Analytics




Changes in Assessment Pattern




Good Academic Governance