PDD - UKTPT | Bidang Pengajaran | SERDOS 2025| Dwi Haryatmi | Sekolah Tinggi Ilmu Kesehatan Nasional

Summary

This video features Dwi Haryatmi, a lecturer in mycology and parasitology, as she outlines her approach to teaching at Surakarta National Health College. The video emphasizes the integration of the RPS (Semester Learning Plan) in delivering the Mycology course, covering topics such as fungal disease classification, diagnostic techniques, and quality assurance in mycological exams. The course combines theory with practical, team-based learning using both offline and online methods. Through the video, viewers gain insight into how the lecturer effectively engages students and assesses their understanding, while maintaining high educational standards in medical laboratory technology.

Takeaways

• 😀 The Mycology course at Surakarta National Health College is designed for D3 Medical Laboratory Technology students, focusing on fungal diseases relevant to health.
• 😀 The course includes 2 credits: 1 for theory and 1 for practicum, with an emphasis on superficial, intermediate, and systemic mycoses.
• 😀 The course aims to provide students with the knowledge and skills to diagnose fungal diseases using laboratory examinations, from sample collection to analysis.
• 😀 The learning outcomes include mastering mycology theory, conducting accurate laboratory tests, and preventing errors in fungal examinations.
• 😀 Students are expected to understand fungal disease classifications, identify contaminants, and learn the laboratory techniques for diagnosing mycoses.
• 😀 The learning materials cover fungal classifications, morphology, pathogenicity, and laboratory diagnosis of superficial, intermediate, and systemic mycoses.
• 😀 The course uses a blended learning approach, combining face-to-face sessions with online learning via the National Stickes e-learning platform.
• 😀 The course involves interactive discussions, practical work, team-based projects, and presentations, culminating in project evaluations at the end of the semester.
• 😀 Assessment is composed of daily scores (15%), mid-term exams (25%), and team-based projects (60%), with a participatory component of 20% and project results of 40%.
• 😀 The course uses a variety of textbooks, including those on mycology, medical parasitology, bacteriology, and virology, along with research publications on fungal infections.
• 😀 In practical sessions, students focus on mushroom isolation and identification based on macroscopic and microscopic features, such as colony type and spore formation.

Q & A

What is the primary focus of the Mycology course taught by Dwi Haryatmi?

The primary focus of the Mycology course is to provide students with knowledge and skills about fungi related to health, especially for diagnosing diseases or laboratory examinations of superficial, intermediate, and systemic mycoses.

What are the course learning outcomes (CPMK) for the Mycology course?

The CPMK for the Mycology course are: 1) Understanding the classification of fungal diseases, 2) Understanding contaminant and pathogenic fungi, 3) Isolating and identifying fungi that cause superficial, intermediate, and systemic mycosis, 4) Carrying out quality assurance of mycological examinations.

How is the Mycology course delivered to students?

The Mycology course is delivered using a blended learning approach, which combines face-to-face offline learning and online learning via the National Stickes e-learning platform (lms.nas.ac.id). Students engage in interactive discussions, practicals, team-based projects, and presentations.

What is the significance of the 'RPS' mentioned in the video?

RPS stands for the Semester Learning Plan, which is a detailed document that outlines the learning activities, methods, assessments, and learning outcomes for the course. It is used to guide both teaching and student learning throughout the semester.

What are the key skills students are expected to master by the end of the Mycology course?

Students are expected to master skills in conducting medical laboratory examinations in mycology, which include pre-analytical, analytical, and post-analytical stages using human samples. They should also be capable of performing quality assurance in mycological examinations.

How are students assessed in the Mycology course?

Students are assessed through a combination of daily scores (15%), a mid-term exam (25%), and a team-based project (60%), which includes a participatory component (20%) and project results (40%).

What are the main materials covered in the Mycology course?

The course materials include the classification of fungal diseases, morphology, pathogenicity, clinical symptoms, and epidemiology of fungi. Students also study laboratory diagnosis, isolation, identification of fungi causing different types of mycoses, and quality assurance of mycological examinations.

What is the role of the project team method in the Mycology course?

The project team method is used to help students not only understand theoretical concepts but also produce practical work and collaborate on projects related to the identification and diagnosis of fungal diseases.

What are the key differences between macroscopic and microscopic identification of fungi?

Macroscopic identification involves observing features such as colony shape, surface texture, and color, while microscopic identification involves examining fungal elements like spores, septation, and the overall structure of the fungus at a microscopic level.

What kind of fungi media are used in the identification process during the practical session?

During the practical session, students use Chrome and PDA media to isolate and identify fungi. Different types of fungi appear with varying colors on these media, and students note the surface characteristics and morphology for identification.