Designing CBC

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Designing CBC

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Designing CBC. The future of our health care system. Komitmen Kita Semua Komitmen Nasional. 4 Misi Menuju Indonesia Sehat 2010. Menggerakkan Pembangunan Nasional Berwawasan Kesehatan Mendorong Kemandirian Masyarakat Untuk Hidup Sehat - PowerPoint PPT Presentation

Transcript of Designing CBC

Page 1: Designing CBC

Designing CBC

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Komitmen Kita SemuaKomitmen Nasional

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4 Misi Menuju Indonesia Sehat 2010

Menggerakkan Pembangunan Nasional Berwawasan Kesehatan

Mendorong Kemandirian Masyarakat Untuk Hidup Sehat

Memelihara dan Meningkatkan Pelayanan Kesehatan yang Bermutu, Berkeadilan, Merata, dan Terjangkau

Memelihara dan Meningkatkan Kesehatan Individu, Keluarga dan Masyarakat beserta Lingkungannya

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INDONESIA SEHAT 2010INDONESIA SEHAT 2010Model-Model

(dalam kesisteman)(Desentralisasi)

Keluarga Sehat Desa Sehat Kecamatan Sehat Kota/Kabupaten Sehat Propinsi Sehat

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  Paradigma Sehat (Dasar Fikir)

Sehat adalah Hak Manusia (Dasar Moral) Sehat adalah Investasi

Pembangunan Berwawasan Kesehatan (Wawasan)

Private Goods(Kesehatan Individu &

Keluarga)

 Public Goods(Kesehatan Kewilayahan)

Model, Sistem: Pelayanan Kesehatan Primer Pelayanan Kesehatan Sekunder

Model, Sistem: Pengembangan Kesehatan Wilayah

 

Indonesia Sehat

2010

Asuransi (Sosial, JPKM, Private)

• Pemerintah• Lintas Sektor

Sistem & Manajemen

Moral

Desentralisasi

• UU Kesnas (Normatif)• UU SKN Baru (Implementatif)

• RUU JSN• RUU Praktek Kedokteran• UU Lingk, UU Pendidikan• UU Konsumen, dll

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Untuk masa mendatang apabila Sistem Jaminan Kesehatan Nasional (SJKN) telah berkembang, pemerintah tidak lagi menyelenggarakan UKP

strata pertama melalui Puskesmas.

Penyelenggaraan UKP strata pertama akan diserahkan kepada masyarakat dan swasta dengan menerapkan konsep dokter keluarga, kecuali di

daerah yang sangat terpencil yang masih dipadukan dengan pelayanan Puskesmas

Sistem Kesehatan Nasional (2004)

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PROMOTIF, PREVENTIF, PROTEKTIF(Komunikasi, Edukasi, Informasi)

UPAYA KURATIF

Sistem Pendidikan Berjenjang (Terstruktur)

A = Pendidikan Dokter UmumA + B =Pendidikan Dokter Keluarga (5 Star Doctors)

C = Pendidikan Dokter Spesialis

A

C (Spesialis)

B

Sehat Sakit

B

asis

Kom

pete

nsi (

Pend

idik

an)

K

ewen

agan

Dlm

Pel

ayan

an

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A = KIPDI II

A + B = KIPDI III (5 Stars Doctors)

Kurikulum

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‘Care and Cure Provider’ ‘Decision Maker’ ‘Communicator’ ‘Community Leader’ ‘Manager’

Ciri Khusus Dokter Keluarga (Kompetensi):

WHO

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Dokter Keluarga Harus Dapat Bicara Tentang Kesehatan Bukan Hanya

Tentang Penyakit

Gizi‘ Life Style’

Kesehatan Ibu dan Anak Lingkungan Sehat

Olah Raga dan Rekreasi ‘Medical Back-up’

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Mahasiswa Tk I

4 tahun 2 tahun

Ko-asisten

Dokter Umum

Dokter Keluarga …………… (langsung)

Kurikulum Dokter Keluarga

5 Star Doctor, WHO

7 Tahun ?

Saat ini

Saat mendatang

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Dokter Keluarga adalah

Dokter Umum (Baru)

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Definition of Competencies (1) Competence includes a broad range of

knowledge, attitudes, and observable patterns of behaviour which together account for the ability to deliver a specified professional service.

McGaghie, et.al, 1978, WHO

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Definition of Competencies (2) Competencies combine appropriate

supporting knowledge and professional attitude, and they are performed reliably in natural settings without assistance.

Chambers, 1993, J. Dent Educ

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Definition of Competencies (3) Professional competence is the habitual and

judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice to improve the health of the individual patient and community: What you know How you use what you know How you add to what you know

Epstein and Hundert, 2002, JAMA

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What is Competency? seperangkat tindakan cerdas dan

penuh tanggungjawab dimiliki seseorang sebagai syarat untuk dianggap mampu oleh

masyarakat dalam melaksanakan

tugas-tugas di bidang pekerjaan tertentu

(SK Mendiknas No. 045/U/2002)

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Features of a Competency Statement

Focuses on outcome performance Integrates a broad range of related knowledge and

skills objectives Contextualized – related to a practical task in the

field Drawn from multiple domains, including affective

and moral dimensions Include professional behaviours relevant to the task Indicates a level of expected ability

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Educational Objectives States an aspect of knowledge, skills or

attitude to be acquired Generally discipline specific Context-free Professional values unaddressed Defines knowledge, skills and attitude

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Educational Outcome:Competencies

Integrates related knowledge, skill and attitude objectives

Drawns from multiple disciplines relevant to the practice

Related to an actual task in the field – contextualised

Driven by professional practice and values Defines a level of ability for an observable

outcome

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Discipline-based Curriculum Curriculum defines content, structure and

process Discipline-based Exposure to specific content for a pre-

assigned time Assessment by counting Norm-referenced

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Competency-based Curriculum

Curriculum defines outcomes for proficient practice

Integrative Time and sequence derived from assessment Assessment of actual performance Criterion-based

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Building a Competency-based Program

Clinical problem, patient, task, setting Identify essential competencies for practice Determine competency components:

objectives and performance levels Identify learning activities and strategies Develop assessment tools and standards for

competency

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