SEMESTER LEARNING PLAN
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Course Title: Medical Biochemistry (BMed)
MK code: AKM21 455
Credit Weight: 2
Group of Courts: Elective
Semester: 5
Prerequisite Course: Bio1
Lecturer:
Purbowatiningrum Ria S, S.Si., M.Si.
Graduate Learning Outcomes (GLO)
| Attitude | GLO1-(S9) | Demonstrate an attitude of responsibility for work in their field of expertise independently. |
| Knowledge | GLO2-(PP1) | Mastering the theoretical concepts of structure, properties, changes, kinetics, and energetics of molecules and chemical systems, identification, separation, characterization, transformation, synthesis of macromolecular chemicals, and their application. |
| General Skills | GLO3-(KU1) | Able to apply logical, critical, systematic, and innovative thinking in the context of the development or implementation of science and technology that pays attention to and uses humanities values by their field of expertise |
| GLO4-(KU2) | Able to demonstrate independent, quality, and measurable performance |
Course Learning Outcomes
| CLO-1 | Able to explain and understand the link between medicine and health |
| CLO-2 | Able to explain and understand Metabolism in the Human Body |
| CLO-3 | Able to explain the Mechanism of Drugs in the Body |
| CLO-4 | Able to explain and understand the types of diseases |
| CLO-5 | Able to understand and explain disease diagnosis |
| CLO-6 | Able to understand and explain Vaccines and Gene Therapy |
| CLO-7 | Able to present current biomedical research |
Course Description
Medical biochemistry courses study the relationship between drugs and health, interactions between drugs and cells, study conventional and modern disease diagnoses.
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Students can explain, understand (C2) and apply (C3) the link between medicine and health and be able to implement (P2) in daily life | The link between medicine and health | Discovery learning
Cooperative learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
Independent assignments: students search, explore information about terms in cell metabolism and learn about the basic principles of metabolism. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept of medicine and health
(2). Student activity in discussions and doing assignments. |
5 |
| 2 | Students can explain, understand (C2) and apply (C3) the link between the integration of metabolism and being able to implement (P2) in daily life | Integration of Metabolic Processes in the Body | Discovery learning
Cooperative learning |
independent task:
students make notes about definitions of words/terms that appear in lectures for next week |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accurately describe the concept of metabolism and its integration (2). Student activity in discussions and doing assignments. | 10 |
| 3 | Students can explain, understand (C2) and apply (C3) the relationship between the integration of metabolism and its relation to diseases due to metabolic irregularities and being able to implement (P2) in daily life | Source of Biomass (plants, animals, and microorganisms) and Conversion of Biomass into Bioenergy. | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
Independent task: students search for, dig up information about terms in the material on types of drugs. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept of metabolic aberrations
(2). Student activity in discussions and doing assignments. |
10 |
| 4 | Students can explain, understand (C2) types of drugs and able to implement (P2) in daily life | Types of drugs | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer.
Independent task: students search explore information about terms that exist in transport between cell membranes. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the type of drug supply and its effect on the course of the drug.
(2). Student activity in discussions and doing assignments. |
5 |
| 5 | Students can explain, understand (C2) and apply (C3) the course of drugs in the body and its relation to the absorption, distribution, metabolism, and excretion of drugs, as well as being able to implement (P2) in life | The journey of the drug in the body | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up more information to answer the problems asked by the lecturer regarding the course of drugs (ADME) in the body.
Independent task: students search explore information about terms that exist in drugs’ structure and biological activity. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy of describing the concept of drug travel (ADME) (2). Student activity in discussions and doing assignments. | 10 |
| 6 | Students can explain, understand (C2) and apply (C3) the course of drugs in the body and its relation to the absorption, distribution, metabolism, and excretion of drugs, as well as being able to implement (P2) in daily life | Relationship between Structure and Biological Activity of Drugs | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to explore further information to answer the problems asked by the lecturer regarding the relationship between drug structure and biological drug activity.
Independent task: students look for, dig up information about terms that exist in drug metabolism.
Group assignment: prepare discussion materials in the form of papers (doc) and presentations (ppt) regarding the Adsorption, Distribution, Metabolism, and Excretion of Drugs |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1Accuracy in describing the concept of drug structure and activity
(2). Student activity in discussions and doing assignments. |
10 |
| 7 | Students can explain, understand (C2) and apply (C3) Mechanisms of drugs in the body implement (P2) in the chemical concept of drug metabolism. | Mechanisms of drugs in the body | Problem Based Learning | During lectures, students make presentations and discussions on Drug Adsorption, Distribution, Metabolism, and Excretion. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing, discussing the mechanism of drugs in the body.
(2). Student activity in discussions and doing assignments |
10 |
| 8 | Midterm exam | Written exam | 90 | Truth in solving exam questions | |||
| 9 | Students can explain, understand (C2) and explain (C2) infectious diseases and implementing dietary deviations (P2) in daily life | 1.Infectious Disease
2. Diseases due to irregularities in diet / diet |
Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer regarding infectious diseases and dietary irregularities.
Independent task: students search for and dig up information about the terms in the type of disease. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing infectious diseases and the consequences of dietary deviations.
(2). Student activity in discussions and doing assignments. |
5 |
| 10 | Students can explain, understand (C2) and explain (C2) hereditary and psychological diseases as well as implementing (P2) chemical concepts in them | -Hereditary Diseases
-Psychological Illness |
Discovery learning
Cooperative learning Problem Based Learning |
students search for information, collect, and compile existing information to describe something related to hereditary and hereditary diseases
psychological.
Independent task: students look for, dig up information about terms that exist in conventional diagnostic materials. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing hereditary and psychological diseases.
(2). Student activity in discussions and doing assignments. |
5 |
| 11 | Students can explain, understand (C2) and explain (C2) regarding conventional disease diagnosis and able to implement (P2) chemical concepts in it | Conventional Diagnosis (microbiological tests, cholesterol, blood sugar, urine, SGPT, SGOT, etc.) | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up more information to answer the problems asked by the lecturer regarding conventional disease diagnoses.
Group assignment: students prepare for group discussions on PCR, ELISA, and RFLP in ppt and papers. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the concept of disease diagnosis from blood tests.
(2). Student activity in discussions and doing assignments. |
10 |
| 12 | Students can explain, understand (C2) and explain (C2) about the latest disease diagnosis and be able to implement (P2) the chemical concept in it | Advanced Diagnostics (PCR, ELISA, RFLP, etc.) | Discovery learning
Cooperative learning Problem Based Learning |
Students conduct group discussions. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accurately describe and discuss PCR, ELISA, RFLP.
(2). Student activity in discussions and doing assignments. |
10 |
| 13 | Students can explain, understand (C2) and explain (C2) about vaccines and be able to implement (P2) chemical concepts in vaccine production | Definition and Types of Vaccines
Vaccine Production |
Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up more information to answer the problems asked by the lecturer regarding vaccines and their production.
Independent task: students search for, dig up information about terms that exist in gene therapy materials. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the concept of a vaccine.
(2). Student activity in discussions and doing assignments |
10 |
| 14 | Students can explain, understand (C2) and explain (C2) about gene therapy and be able to implement (P2) chemical concepts in it | Gene Therapy and Its Applications | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up further information so that students can answer the problems asked by the lecturer regarding gene therapy and its applications.
Group assignment: students make a paper on the current topic of medical biochemistry in ppt and documents. |
FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the concept of gene therapy.
(2). Student activity in group discussions and doing assignments. |
5 |
| 15 | Students can explain, understand (C2) and explain (C2) | Current topics in medical biochemistry | Discovery learning
Cooperative learning Problem Based Learning |
Students conduct group discussions on the topics that they have been giving. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
Student activity in the discussion. | 5 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
1 .Foye, W., (2007), Principles of Medicinal chemistry, 4 th ed, UGM Press, Yogyakarta
2. Moh Anief, Perjalanan dan Nasib Obat, 2007, UGM Press, Yogjakarta.
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
