Introduction:
Day after day, the medical education is evolving in many aspects. In order to match this development, this requires changing the traditional methods of learning into a new modern one that embraces the requirements of Knowles' theory of adult learning. This theory states that adults are independent and self-directed, have a great deal of experience, interested in problem-centered approaches and get their learning motivation from internal drives. Moreover, the new way of learning should be student-centered and enable students to obtain knowledge in an accessible, efficient and integrated way.1ASSIGNMENT1
In the 1970s, a new way of learning arose at the medical school of McMaster University in Hamilton, Canada. Since then, this learning approach, which is called problem-based learning (PBL), has developed a lot to be similar to what doctors and nurses face of problems in a regular basis.2ASSIGNMENT3-1
Problem-based Learning:
What is problem based learning? As the name suggests, " It is a combination of educational method and philosophy. Philosophically, problem based learning is centered on the student, whereas in subject-based learning teachers transmit knowledge to students before using problems to illustrate it." In other words, it is a learning method that uses a problem to stimulate students, participating in a group discussion, to find their knowledge gaps and then add new information through a method called self-directed learning (SDL) in order to gather again and reach an appropriate diagnosis and management.
According to many studies, "the graduates who advocate problem-based learning have much better interpersonal skills, better competences, self-directed learners, and better in gathering information....
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...ed in the discussion. Meanwhile, they unintentionally neglect their main role.
• The environment was not perfect for the sessions to take place; in the room we had, it was very hot, and light pulps were broken.
• Some students were answering without getting permission, and some were interrupting other students. Chairmen should be better in dealing with these situations.
Conclusion:
PBL has now become a popular approach of learning among medical schools. Because it promotes internal motivation, grows curiosity, develops interpersonal skills, and enables students to judge their and other works, it is more effective than any other learning method, especially in medical schools. For us, although the problems we had are just preparatory for the next few years, unexpectedly, they went very well. We learn, develop critical thinking and learn from our mistakes.
What connections can you make between what you are learning in class and what you observe in clinical practice?
While many students claim to be engrossed in the medical field, one being myself, ultimately, only a few students take action towards their interest at a young age and go ahead on to pursue the field. Therefore, students who are sincere about their interest have a tendency to portray interest in minor research experiments, being in a medical field regardless of any materialistic reward, and being able to experience the true work of someone of the medical field.
In conclusion the problem-posing style to education is not only the most effective way in helping a student retain the information, but it also sets everyone, whether it be the teacher or the students, at equilibrium. I am not just speaking from my point of view, but also from Freire. We both came to the same conclusion and based our opinions off our own experiences. This style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge.
It is up to the healthcare professionals to assess and evaluate the patient's learning needs and readiness to learn because everyone learns differently. Healthcare is very sensitive industry because human life is attached to it. Barriers during teaching patients or learning for patients might cost life and law suite. For example, if the patient is sick, the probability for the client to have the interest to learn is unlikely. Therefore, I have to ask the patient what he needs and what interest him from other healthcare professional around. By doing so, I can increase the interest of the client/patient to learn the information I am looking to provide him/her/them. Therefore, by gathering important information from the patients how best they prefer to receive the information and involving other health care team on finding out the effective way of the information can be productive are the best way to overcome the barriers of learning in healthcare
This essay witnesses my personal learning and teaching style and strategy. I aim to set forth the aspects of teaching and learning that I find help me become a better health care professional. Three of the major learning theories are discussed in order to find the skill sets that each bring to the table. By choosing the skills required in a clinical environment we can pick the required strategy accordingly. I believe that a unique combination of the tree theories where each is able to play to its strength and overshadow its weaknesses is the best teaching-learning strategy.
In summary using those two different settings is so good in a way that they enhance and motivate the medical students, make them ready for practice, in addition it can influence their career choice in making them aware what kind of speciality they want to be in future. In fact classroom learning alone will not be enough to achieve the competence and the self confidence, teaching clinical skills at early stages during college will have a positive feedback and has potential benefits not only on the students but for other stakeholders.
With the knowledge acquired through the classes I will be a better manager to server to my colleagues in my upcoming career and it will help brighten my future. My passion of being a leader within a healthcare facility comes from knowing that if employees are treated well and happy with their job they will have excellent customer service skills and treat patients with excellence. When a patient is sick they are at the most vulnerable time of their life. If you receive awesome customer service during your most vulnerable time you will feel grateful. I have had many patients at my job express how we don’t make them feel like other doctors office. The patient has expressed that at other doctor office they just feel like another number. When a patient feels as if the staff, doctors, and manager care they will see the whole environment as effective leaders for all healthcare organizations.
During March 2016, in Stage 1 of the pharmacy degree, I attended a two day work placement in a community pharmacy as part of the Work Based Learning module within the Capability unit. The purpose of Work Based Learning is to increase engagement with learning and to develop skills specific to patient pathways. This will link to Stage 4 of the MPharm course in which the main unit is Patient Centred Care. Therefore, it is imperative that I enhance my patient education skills through my own education.
...attern depict Kolb’s four-stages of continuous learning. Whereas, the five red arrows in the center of the model indicate faculty’s desire to progress from that of a novice to an expert. Cooley and De Gagne (2016) suggest that novice faculty often face significant challenges teaching other’s due to their lack of experiences. According to the author’s, novice faculty must strive to acquire a vast amount of new knowledge, which requires sufficient time, guidance, and support to progress from that of a novice to an expert clinician (Cooley & De Gagne, 2016). By integrating Kolb’s and Benner’s theories, IC practitioners are promoting a continuous process of learning to support faculty’s movement from that of novice by way of engaging in concrete experiences, reflective observation, and active experimentation in order to gain clinical expertise (Benner, 1982; Kolb, 1984).
Contrary to popular belief, being a good doctor is about much more than simply completing surgeries, diagnosing illnesses, and prescribing medicine. For the best possible treatment, a doctor must analyze every piece of information. He must look at the patient’s medical history, consider their personal background, decide which symptoms are relevant to the problem, determine how reliable the patient is (mental state), and more. This requires greater skills than simply rote memorization from a medical book. As opposed to a routinized education, which drills a student to be good at a particular skill (like a machine), the liberal education that I have planned aims to create a ‘whole person’, one who is capable of analyzing any situation, identifying it’s problems, and proposing solutions. It will build the invaluable skills of creativity, critical thinking, ability to connect with others, and a spirit of inquiry, all of which will greatly enhance my future medicinal career.
... middle of paper ... ... The teaching methods used in a progressive classroom supports the idea of problem-based learning wherein the students are required to develop original solutions to existing or potential societal problems.
Olckers, L. Gibbs, T. & Duncan, M. 2007. Developing health science students into integrated health professionals: a practice tool for learning. BMC Medical Education 7:45
Knowledge is continuously derived and analyzed from the experience of learners validating the truism that experience is the best teacher (Kolb, 1984). The aim of this module was to assist international students improve their communication skills which is key to a successful medical practice. This essay examines my journey through the module, sums up my experience and highlights its relevance to my career.
Problem-solving help the students to create their own representation or illustration (De Corte, Vrerschaffel, De Win 1985; Hegarty, Mayer, Monk, 1995; Pape, 2003) based on how they interpret or understand the given problem (Pape, 2003; Van der Schoot, Bakker Arkema, Horsley, Van Lieshout, 2009). Problem-solving also tests their critical thinking skills on how they look for another strategy or ways to solve the problem easier. Problem-solving helps the problem solver to develop characteristics of a good problem solver which includes open-mindedness, optimistic, persistent, not afraid to commit mistakes and systematic person since he is following a certain step in solving the
Olckers, L. Gibbs, T. & Duncan, M. 2007. Developing health science students into integrated health professionals: a practice tool for learning. BMC Medical Education 7:145