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"Plastic surgery : a problem based approach provides a problem-based approach to solutions for common scenarios in plastic, reconstructive and aesthetic surgery and serves as a practical guide to managing a plastic surgical case.This book outlines a pathway through management for the clinician, consisting of six phases :1) Recognition of the condition: facilitated by high quality images.2) General approach: provided by an opening “mindset” statement for the particular case. 3) Assessment: the critical aspects of the history and examination.4) Treatment: key decisions and key interventions.5) Management: post-intervention expectations.6) Evidence : the rationale behind the preceding treatment and an overview of any controversies."

"This book contains a series of chapters by authors with first-hand experience in the One-day,one-problem PBL approach. The chapters are both research-informed and practical. Results of empirical studies into the factors of PBL such as quality of problems, tutor behaviours, scaffoldings, student learning and interest are discussed together with practical implications for the educator."

"Latar Belakang: Umpan balik membantu mahasiswa mencapai tujuan pembelajaran dan membantu staf pengajar menjamin pencapaian sasaran pembelajaran oleh mahasiswa. Berdasarkan penelitian, perbedaan persepsi mengenai umpan balik antara staf pengajar dan mahasiswa dapat menghambat proses pemberian dan penerimaan umpan balik. Sampai saat ini belum diketahui proses pemberian dan penerimaan umpan balik dalam diskusi Problem Based Learning (PBL) di Fakultas Kedokteran Universitas Abulyatama, sehingga perlu dilakukan eksplorasi mengenai gambaran keseluruhan pemberian dan penerimaan umpan balik pada tutor dan mahasiswa tahap pre-klinik. Pemberian umpan balik konstruktif dapat memotivasi mahasiswa, memperbaiki kinerja dan mempersiapkan diri untuk masuk ke tahap klinik. Metode : Penelitian ini menggunakan metode kualitatif dengan rancangan fenomenologi. Pengambilan data menggunakan focus group discussion (FGD) pada tutor dan mahasiswa pra klinik serta observasi kegiatan diskusi PBL dengan menggunakan daftar tilik. Hasil: Berdasarkan analisis data kualitatif ditemukan tiga faktor yang mempengaruhi pemberian umpan balik oleh tutor, yaitu; 1) Tutor kurang memahami materi pembelajaran, 2) Sikap tutor yang tidak peduli terhadap diskusi, 3) Tidak memiliki waktu untuk memberikan umpan balik. Sedangkan faktor-faktor yang mempengaruhi diterima atau tidaknya umpan balik oleh mahasiswa yaitu; 1) Sikap tutor (ramah, arogan dan tidak peduli) selama diskusi PBL, 2) Karakter mahasiswa (dapat menerima dan tidak dapat menerima umpan balik negatif) , 3) Reaksi afektif, 4) Self assessment, 5) Kepercayaan mahasiswa terhadap staf pengajar kurang dan 6) Umpan balik tidak spesifik. Kesimpulan : Faktor-faktor yang mempengaruhi proses pemberian umpan balik harus mendapat perhatian khusus dari tutor agar umpan balik yang diberikan dapat ditanggapi oleh mahasiswa. Tutor dan mahasiswa sepakat bahwa umpan balik konstruktif dapat meningkatkan motivasi belajar mahasiswa

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Background: Feedback should help student to achieve learning objectives and teacher to ensure achievement of learning objectives by student. Based on the research, the different perceptions about feedback between teachers and students can obstruct the process of delivering and receiving the feedback process. Hitherto, the process of delivering and receiving feedback in Problem Based Learning discussion at the Medical School of University of Abulyatama is not known yet. Thus, an exploration of the overall picture of delivering and receiving feedback to the tutors and the students of preclinical stage is necessary. The delivery of constructive feedback should be able to motivate students in improving their performance and prepare them to enter the Clinical Stage.

Method : This study used qualitative research methods with phenomenology study. Data was retrieved trough focus group discussion (FGD) on tutors and students and observation of PBL discussions using a checklist.

Result: Based on the qualitative data analysis it is found that three influential factors for the delivery of feedback are 1) Incomprehension of tutors upon the learning material, 2) Lack of attention on discussion, 3) Lack of time to deliver the feedback. Whereas, factors that influenced whether or not feedback was received by the students are 1) Attitude of tutors (friendly, arrogant and careless) during discussion, 2) Students’ characteristic (can or cannot receive negative feedback), 3) Affective reaction, 4) Self-assessment, 5) Lack of trust on the tutors, and 6) General feedback.

Conclusion : Factors that influence the delivery of feedback should gain special attention from the tutors, so that students can receive the feedback given. Tutors and students agree that constructive feedback can improve students’ learning motivation."