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"ABSTRAKLatar belakang :Patient-based teaching merupakan komponen yang sangat penting dalampendidikan kedokteran. Salah satu metode pengajaran patient based teaching,yakni bedside teaching (BST) merupakan cara yang paling efektif untukmempelajari keterampilan klinis dan komunikasi. Penelitian ini ingin menggalisecara mendalam proses pelaksanaan BST dan mengidentifikasi hambatanpelaksanaannya di beberapa rumah sakit pendidikan FK Unisba.Metode :Jenis penelitian yang digunakan adalah penelitian kualitatif, dengan rancanganstudi kasus. Pada penelitian ini kasus yang diangkat adalah metode pengajaranBST yang dilaksanakan di 3 wahana pendidikan (RSUD Al Ihsan, RS Al Islamdan RS Muhamadyah Bandung). Data diambil dengan wawancara mendalam,focus group discussion, observasi dan studi dokumentasi, kemudian dianalisismelalui tiga tahapan yang meliputi reduksi data, penyajian data dan kesimpulanatau verifikasi. Uji kredibilitas data dilakukan dengan triangulasi teknik, sumber,member check dan studi dokumentasi.Hasil:Pelaksanaan BST yang kurang optimal disebabkan oleh berbagai faktor yaitudosen klinik, peserta didik, pasien serta sarana penunjang pembelajaran. Faktoryang teridentifikasi pada dosen klinik yaitu kurangnya waktu yang dialokasikandosen klinik serta kurangnya pemahaman dosen klinik akan metode BST danperannya sebagai role model. Faktor peserta didik yaitu kurangnya persiapan padametode BST, serta jumlah dan pengaturan peserta didik yang sering overload dibeberapa wahana pendidikan. Faktor Pasien adalah variasi kasus pasien yangkurang dibeberapa wahana pendidikan serta keengganan pasien untuk ikut sertadalam pembelajaran. Sarana penunjang pembelajaran berupa modul klinik yangmemuat sasaran dan tujuan pembelajaran dengan jelas belum dimiliki institusi danruangan penunjang BST yang nyaman agar pelaksaanaan BST menyenangkanbelum ada.Kesimpulan:Faktor-faktor yang telah teridentifikasi pada studi kualitatif ini menjadi parameterpada monitoring dan evaluasi program sehingga memudahkan institusi pendidikanmelakukan intervensi pada hambatan yang ada.

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ABSTRACTIntroduction:Patient-based teaching is a very important component in medical education.Bedside teaching (BST), one of the methods in patient based teaching is the mosteffective way to learn clinical skills and communication. This research was doneto explore in depth process of BST implementation and also to identify itsimplementation barriers in several teaching hospital of Unisba Medical SchoolMethods:Qualitative research with case study design was used for this research. Study casetheme used is BST teaching methods implemented in three teaching hospitals (AlIhsan Hospital, Al Islam Hospital, and Muhamadyah Hospital Bandung. Datawere taken using in-depth interviews, focus group discussions, observation, anddocumentation studies, and then followed by analysis through three stagesincluding data reduction, data presentation, and conclusions or verification.Credibility of the data was tested using triangulation techniques, sources, memberchecks and documentation studies.Results:Less than optimal BST Implementation was due to various factors, clinicalteachers, students, patients and also learning support facilities. Factors identifiedin the clinical teachers are lack of time allotted and lack clinical teachersunderstanding about BST method and its role as a role model. Factors identified inthe students are lack of preparations about BST method, and also lack of numbersand arrangements of students whose often overload on some teaching hospitals.Factors identified in the patients are less variation of patients in some cases ofteaching hospital and patients reluctance to participate in BST learning. Means oflearning support in the form of modules containing learning outcomes andobjectives clearly not owned by institutions and also comfortable roomssupporting BST in order to implement BST in a more gratifying way is yet exist.Conclussion:Factors which have been identified in this qualitative study is becomingparameters on monitoring and program evaluation therefore, making it easier foreducational institutions to intervene on the existing barriers."

"This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. The socratic classroom presents a theoretical as well as practical exploration of how philosophy may be adopted in education. The socratic classroom captures a variety of philosophical approaches to classroom practice that could be broadly described as Socratic in form. This book highlights how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. "

"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."

"This book explores how two primary school teachers, identified as effective practitioners, approached science teaching and learning over a unit of work. In recording the teaching and learning experiences in their classrooms, the author highlights how the two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts as well as reflected their different experiences, strengths and backgrounds. Through sharing their stories, this book illustrates, that due to the complex nature of teaching and learning, there is no one way of defining effectiveness. In documenting this research, it is hoped that other teachers and teacher educators will be inspired to think about primary school science education in innovative ways."

"This book emphasizes the pedagogical task of education and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values : teachers’ and students’ concepts of moral and democratic education, curriculum design, democratic teaching instructional methods, and teacher education. "

"The field of minimally invasive surgery (MIS) has now taken centre stage in modern clinical practice. With ever changing technologies in the field of MIS, such as robotics, there is now the need to train the surgeon to the next degree. Training by simulation, whether virtual, hybrid, or real, allows the surgeon to rehearse, learn, improve or maintain their skills in a safe and stress free environment. Simulation training in laparoscopy and robotic surgery gives a true insight into the latest educational and learning techniques for new technologies in surgery. Written by an international team of experts, this illustrated text provides advice on specialised team training, non technical skills and simulation."

"Tujuan dari kajian ini untuk mengetahui karakteristik guru Indonesia secara umum berdasarkan profesionalitasnya, khususnya sebelum diberlakukannya Peraturan Menteri Negara Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 16 Tahun 2009 sejak Januari 2013. telaah ini menggunakan sumber sekunder dari Pusat Data dan Statistik Pendidikan. hasil kajian menunjukkan bahwa dengan regulasi yang lama (Keputusan Menteri Negara Pendayagunaan Aparatur Negara Nomor No. 84/1993) tingkat profesionalitas guru masih relatif rendah dan perlu waktu relatif lama untuk mencapai tingkat profesionalitas yang tinggi. beberapa indikator yang mendasari hasil kajian ini adalah sebagai berikut. pertama, dari total guru PNS sebanyak 1.700,643 orang, mayoritas bergolongan IV/A, dengan jumlah 823.278 orang (48,41%). sebagian besar adalah guru SD, sebanyak 527.092 (30,99%). hanya sebagian kecil saja guru senior yang mampu naik pangkat hingga golongan IV/B ke ats, yakni berjumlah 61.286 orang (3,60%). fenomena menumpuknya guru bergolongan IV/A berkaitan dengan rendahnya kemampuan para guru dalam menyusun dan memplubikasikan karya tulis ilmiah sebagai salah satu syarat naik pangkat mulai golongan IV/A ke atas. kedua, jumlah dan proporsi guru (negeri dan swasta) dengan kualifikasi minimal s-1 yaitu sebanyak 1.710.299 orang (62,32%). ketiga, jumlah dan proporsi guru yang sudah bersertifikat pendidik secara nasional baru mencapai 1.168.405 orang (42,57%) sedangkan yang belum bersertifikat berjumlah 1.575.974 (57,43%)."