Introducing instructional objectives in Indonesian medical schools

Abstract

Summary This paper reports on the responses of nearly 600 Indonesian medical academics, from ten different medical schools, to a series of 2 week workshops in educational science. These workshops set out to help participants: (a) to acquire skills in constructing educational objectives, at all levels, from those of the institution to those connected with a particular course; and (b) to develop positive attitudes towards the use of these skills in curriculum design and planning. The results demonstrate that the workshops helped most participants to meet the above objectives. The instructional model chosen and the reasons for its effectiveness have been discussed. It has been concluded that the development of basic educational skills can be acquired in a relatively short, condensed workshop, by a large number of participants: that is, the approach is feasible and economical for large numbers. It has also been shown that concepts of ‘modern educational technology’ are acceptable in a socio‐cultural context with very different practices and traditions from those within which most applications of educational technology in medicine have been achieved. The results have general implications for the training of health workers in developing countries.

An evaluation of a workshop on educational methods for health science teachers in Lagos, Nigeria

“…The few who had not, also referred to lack of adequate physical resources. The authors of a report on the introduction of new educational methods in Indonesia (Blizard et al , 1978) pointed out that new educational technology in medicine, developed in one part of the world, may not be accepted in another part with a different sociocultural background. Our experience in Lagos, Nigeria, indicates that the constraining factor to full implementation of new educational methods and technology may not be the ‘sociocultural context’, but rather the inadequate material resources and support staff available.…”

The Use of Educational Groups in a Basic Medical Science

“…With few exceptions, staff members responded well to workshop activities of the type described and became positively orientated towards educational group process (Blizard et al, 1978). However, it must be recognised that not all staff members are capable of functioning as effective group facilitators.…”

Systematic curriculum development in an Indonesian post-graduate Faculty of Public Health

“…The essential strategies were: (1) To assist a core group of senior staff to plan a 2‐week Workshop on ‘Systematic Educational Planning’ (cf. Blizard et al , 1978, pp. 274–6) (2) to assist each of the departments to then plan and implement a series of follow‐through activities (cf.…”

“…Programmes of educational development based on clearly‐defined objectives at all levels have been implemented in Indonesian medical schools. The methods used and the results obtained have been described in the literature (Blizard, 1977; 1980; Blizard, Blunt, Alibazah and Husin, 1978; 1980; Blizard, MacMahon & Magin, 1980; Blizard. Trastotenoyo, Haryono & Adinoto, 1979; Blunt, 1979; Mardjono, Husin & Blizard, 1980).…”