In the final blog, I would like to gather all my thoughts
(sheep) and get them to a safe place and close the gates just to allow time to
integrate the thought, learning and application, thus fitting in with the
metaphor of the sheepdog and wanders.
The whole process of transformational learning begins with
oneself. In order to achieve a lasting impact on the students we need to
embrace the value system we want the students to practice. In my past blogs I
have looked into the various values and attitudes associated with being a
successful physician. Anatomy educators with the other educators of the
introductory module of medical education have a great impact on how medical
education is perceived by the students. Critically reflective teaching
practices adjust, modify and modulate teaching from year to year. The effect is
that it naturally creates an atmosphere of educational flux. The educational
flux generates a messy and yet structured learning environment. Structured
enough so that the essence of the teaching is not overlooked; messy enough to
be receptive to the voices of the students and the messy structure provides
space to reflect themes of the hidden curriculum.
The mention of a hidden curriculum takes be back to the
feedback I received from our profs, is there a need to have a hidden curriculum
and how much of it should be hidden? Originally I did ask myself at several
occasions why we need to keep this part of the curriculum hidden. The
curriculum focuses on the cognitive domain and the hidden curriculum focuses on
the affective and value domain. The hidden curriculum takes care of aligning
the overall education plan in Medical Education as it related to the various
levels of educations. These themes that are envisioned in the hidden curriculum
are the pillars that support the structure and culture1 within the
education system at an intentional level. What happens if we do not have these
themes weaved into the system? I would think the each educator will be
intentionally or unintentionally flavouring the learning environment with their
own underlying culture that may or may not be in lines with that intended for
medical education.
In class and by reading the blogs of my fellow classmates, I
have realized that the power invested in the teacher is not only to explicitly
meet the expectations of the curriculum but also to use the learning
environment to build a relationship with the students. This relationship will
serve as a “neuron” to transmit the stimuli that generate numerous connections;
these connections will then be converted to effective and affective learning
experiences. If we could provide opportunities where the students could reflect
on the these learning experiences not only at a cognitive level but also at a critical
thinking that enables deep learning; maybe, these very same value and culture
would be practiced in their relationship with their patients2.
During the process of higher education we are involved in a
deep way with influencing future leaders of the society. This influence is often superficial and
students often wonder why they needed to cover that particular concept in their
curriculum. These concepts are intermingled with emotions evoked and the social
and cultural issues the student relate to, whether it be positive or negative. Why
not then use the limited time we as educators have with the students to at
least create an awareness of attitudes and ethics that they could reflect on
positively and come to embrace in their respective careers.
2.
Futurehealth.ucsf.edu/pdf_files/relationshipcentered.pdf
