Photos: Humas FKUI

Life-long learning competence: What is the concern?

How is it developed?

Being a life-long learner is an important characteristic of future doctors. An ongoing reflection and reflective practice intertwined in the curriculum is designed with regards to • regular writing of student’s self reflection, and

discussing it with the academic advisor • student’s progression through experiences in

medical school

Take-home message It is important to do an in-depth probe to the curriculum –

hidden or written – in order to ensure that an ongoing process of skill development is recognized

Faculty of Medicine Universitas Indonesia Jl. Salemba Raya no 6, Jakarta 10430, INDONESIA <nani.cahyani@ui.ac.id>

What will be expected? • With the help of academic advisor, students are also encouraged to do more self-reflection on significant experience while recognizing growth of their competences in medicine.

• In the end, the final year student’s self-reflection is expected to show the transformative learning skill required to be a life-long learner.

Phase 1:

general education

Phase 2:

integrated

medical science

Phase 3:

clinical practice

Year 1:

PT & EMPATHY module

Year 2:

PT & EMPATHY

module

Year 3:

PT & EMPATHY

module

Year 4:

PT & early CLINICAL

EXPERIENCE

Year 5:

PT & FINAL

COMPREHENSIVE

EXAM

PT: once per semester PROGRESS TEST

REFERENCES: • Wald HS, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education:

developing the REFLECT rubric for assessing reflective writing. Acad Med 2012; 87 (1): 41-50. • Hur Y, Kim S. Different outcomes of active and reflective students in problem-based learning. Med Teach 2007; 29: e18–e21 • FMUI competence based curriculum 2005