2 Role Learning

7/30/2019 2 Role Learning

1/18

Module 2:

The Role Learning Plays

in the Practice Education Experience

Approximate time to

complete module:

15 minutes


2/18

Objectives

Understand the impact of personal learning style on

learning in practice

Understand and use the learning cycle to facilitate learning

in students and strengthen your teaching techniques

Develop strategies to model and foster reflective activities

to heighten student learning

Understand and integrate principles of adult learning withinyour preceptor experience

Slide 2 of 18


3/18

Four Principles of Adult Learning

Adults are autonomous and self-directed. Adults need to be free to direct

themselves. Involve them in the learning process. Get their perspectives abouttopics and projects that reflect their interest. Allow learners to assume responsibilityfor presentations and group leadership.

Adults have accumulated a foundation of life experiences and knowledgeincluding work, family and previous education. Connect learning and draw out theexperiences and knowledge relevant to the topic.

Adults are relevancy oriented. Adults must see a reason for learning something.Learning has to be applicable to their work or responsibilities to be of value. Identifyobjectives before the course begins. Theories and concepts must be related to a

familiar setting.

Adults are practical. Focus on the aspects of a lesson most useful to their work.They may not be interested in knowledge for its own sake.

Slide 3 of 18


4/18

Applying the Principles

Adults are autonomous and self-directed:Guide participants rather than supplying them with facts.

Adults have accumulated a foundation of life experiencesand knowledge:

Recognize the value of experience in learning.Adults are relevancy oriented:

Let participants choose projects that reflect their owninterests.

Adults are practical:Be explicit in how the lesson will be useful to theparticipants.

Slide 4 of 18


5/18

How Do We Learn

There is a vast amount of information available on learning style preferences. Manyauthors theorize there are four main ways in which people prefer to learn. Here areHagberg and Leiders learning style descriptors:

Enthusiastic:

Starter of new activities

Operates on a trial and error gut reactionInvolves and inspires others

Gets opinions and relies on them

Seeks new experiences

Likes risk; change incentives

Dislikes routines

Adapts well to new situations

Willing to jump in

Can be impulsive

Likes learning through group doing discussion

Slide 6 of 18


6/18

How Do We Learn

Imaginative:

Does not want to be oriented to the whole picture

Uses eyes and ears and translates through imagination

Good observerCan model behaviour well

Able to see self in different situations

Unhurried, casual, calm, friendly

Avoids conflict

Timing is important: cannot push or be pushed until ready

Likes assurance from others

Learns by listening then sharing ideas with a small number of people

Slide 6 of 18


7/18

How Do We Learn

Practical:

Applies ideas/theories to solve problems in real life situations

Has detective skills and the patience to search thoroughly

UnemotionalUses reason and logic to meet goals and takes action

Speculates on alternatives

Likes to be in control

Sets up projects likes the challenge of starting something new

Acts independently, then gives feedback

Responsible and reliable

Learns by working alone

Slide 7 of 18


8/18

How Do We Learn

Logical:

Good theorist and planner

Good synthesizer of detail

Precise

Thorough and carefulOrganized, follows a plan

Process-oriented

Reacts slowly and wants facts

Slide 8 of 18


9/18

Learning Style PreferencesSo what is it about learning style preferences that is important for the student? Consider this scenario:

Your student, who appears very keen, outward, not shy or hesitant and is described as very outgoing, arrives atyour setting. You are excited to have your first student and preceptor experience. You think you have prepared verywell and want everything to be organized, sequential and orderly.

At 9 A.M. you greet the student and show her to a desk. You proceed to hand her the 3" thick "Policy andProcedure" manual and give her instructions to read the manual, make notes and note any questions she has toask you when you return at noon.

This approach certainly appeals to your practical nature and your learning style. You would have loved this on yourfirst day! However, it seems that we have a very enthusiastic student who is very keen to see patients and jumpright in. She begins chatting with a fellow colleague of yours in the office area and that colleague agrees to take herup to the floor with her to see some of her patients.

When you check in on your student, you see that she is not where you left her and see her down the hall with yourcolleague, engaged in boisterous discussion about what she has just seen on the floor.

Without considering personal learning styles, you may draw the wrong conclusion about the behaviour you

observe such as: this student does not follow direction well, does not heed authority, or does not follow through ontasks.

A simple first activity might have been for you to ask the student how she likes to learn or get her to complete alearning styles inventory. Then you could discuss each of your needs and how you could work together.

Slide 9 of 18


10/18

Improving Learning

For optimal learning, we all need to be encouraged to adopt aspects of

learning styles that differ from our preferred style. To help your studentdevelop a learning style that is more ___ encourage him/her to

Enthusiastic - take some risks (always with appropriate support),try something new, jump in occasionally rather than hold back

Imaginative - think of alternative explanations or approaches toclinical problems or to look at the 'big' picture

Practical - set specific goals for herself and her patients, and learnfactual information that is necessary for the job

Logical - take the time to plan and analyze, write down ideas anddiscuss them with you before acting upon them, develop soundrationale to support clinical decisions

Slide 10 of 18


11/18

How Do We Learn

Realizing our own learning style and

considering the preferred style of who

we are working with can help us work

together more successfully.

On the last page are a couple of links to learning style

inventories. You might like to complete one or both of the

inventories and/or have your students complete them. Sharingyour results with each other might help you figure out how to

best work with students to meet their learning needs.

Slide 11 of 18


12/18

Value Learning Styles

Learning style information also:

Creates an ability to recognize and appreciate the diversity of learning styles

Encourages a collaborative, rather than a competitive atmosphere in which learners

and educators work and learn together

Remember:

To cherish the differences

There is no best way to learn

Learning styles are NOT related to

intelligence or mental abilityLearning styles are preferences that will

surface under stress

Slide 12 of 18


13/18

The Learning Cycle

Well use an example of a teenager learning to drive to illustrate the stages

of the learning cycle.

Stage 1: An example ofunconscious incompetencestage is the

teenager who has no license yet is an expert on driving. He

tells his mother when to slow down, when to put the blinker on, etc.

Stage 2: At the conscious incompetence stage, the teen sits behind the wheel during his first

drivers lesson and realizes he doesnt really know everything about driving and isnt the experthe thought he was.

Stage 3: You were probably at the conscious competent stage, when you took your drivers

test. You did everything as you were taught such as scanned the intersection before entering it,

held your hands in the 10:00/2:00 position on the steering wheel, etc.

Stage 4: Now that you have been driving for years, you have reached the unconscious

competence stage. Do you remember if you followed all the rules of the road when you drove to

work today? Were you drinking coffee or playing with the radio as you drove?

Slide 13 of 18


14/18

Using the Learning Cycle

Think of something you have done recently in your practice:

Where are you in the learning cycle?

Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Slide 14 of 18


15/18

Using the Learning Cycle

It helps to outline the different stages adults move through as they gain

mastery in a subject or a skill.

Be aware that:

Over time, practitioners tend not to think about the theoreticalprinciples and steps that guide their work. They just do it.

As a skilled clinician, you need to bridge the gap between your levelof "unconscious competence" and your student's level of"unconscious incompetence." The best way to do this is byexplaining to the student why you are doing what you are doing.

Practitioners who are consciously competent are often very goodteachers because they are able to explain the steps involved in aprocedure or their clinical reasoning.

Slide 15 of 18


16/18

Retention

Remember that we retain:

10 % of what we read

20 % of what we hear30 % of what we see

50 % of what we see and hear

70 % of what we say90 % of what we say as we do something

Slide 16 of 18


17/18

In Summary

Understanding the impact of personal

learning style on learning in practice isnecessary for fostering an effective learningenvironment

Awareness of the learning cycle willfacilitate your understanding of wherestudents are in the learning process andstrengthen your teaching techniques

Understanding the principles of adultlearning may support your preceptorexperience

Slide 17 of 18


18/18

References and Resources

Honey, P. & Mumford, A. (1982). Manual of Learning Styles. London: P. Honey.

Hagberg, J & Leider, R. (1982). The Inventurers: Excursions in life and career renewal.Reading, MA: Addison-Wesley.

Renner, P. (2005). Flexing learning styles. In The Art of Teaching Adults (pp. 4-52).Vancouver, BC: PFR Training Associates Ltd.

Rankin, S.H. & Duffy-Stallings, K. (2001). Educational interventions for patients andfamilies. In Patient Education: Principles and Practice (pp. 264-265). New York:Lippincot, Williams and Wilkins.

Completing learning styles inventories such as those linked below and sharing the

results might help you and your students work better together.Soloman and Felders Index of Learning Styles Questionnaire

Learning Style Inventory

Slide 18 of 18
http://www.engr.ncsu.edu/learningstyles/ilsweb.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_2/learning_style_inventory.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/learning_style_inventory.pdfhttp://www.engr.ncsu.edu/learningstyles/ilsweb.html

2 Role Learning

Documents

Transcript of 2 Role Learning