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.
The University of Phoenix Bachelor of Science in Healthcare Administration (BSHA) program is intended to support the educational and career progression needs of both trying and experienced health care professionals through complete and coordinated learning. Students concentrate on creating key market-driven abilities and aptitudes which address the opportunities and difficulties of an ever-changing health care industry. There are six student learning outcomes that faculty and staff hope for all students in the program to accomplish. These SLO’s are evaluation statements that test the knowledge of the student. If the student can effectively analyze and apply the outcome in relation to the degree program, the student and faculty has successfully
(2010) argue that didactic components with EBP integrated into the education are believed to be beneficial to student nurses and patients receiving care in that the students are more capable and comfortable relying on their knowledge and applying it successfully to caring for a patient about whose condition students are educated about (as cited in Werner-Rutledge, 2012, p.13). As noted in many of these studies evaluating didactic nursing education, said component has proven to give student nurses the knowledge base necessary from which to build and grow in the laboratory and on-site clinical instruction.... ... middle of paper ... ...
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.
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.
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.
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
Freire states “Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly” (Freire, 2000, p. 47). Therefore; students must be aware of their oppression and fight for their freedom and autonomy in the school system. Freire also suggests a method of education that will help solve this issue: problem-posing education. The dynamic concept of problem-posing education integrates both teachers and students role’s to create a unified teaching process in which the teacher teaches the student, and the student teaches the teacher. This process “reinvents” knowledge, and teaches the student critical thinking. Instead of knowledge being deposited to students, problem-posing education presents information to students but allows them to draw their own conclusions and form their own, unique
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.
What connections can you make between what you are learning in class and what you observe in clinical practice?
...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.
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.
... 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
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