On becoming a better educator

Readers are slowly scholarship about my admiration for the Farnam Street Blog.  The “about” boy-servant describes the blog in this tendency of action:

My goal is to help you depart to bed each night smarter than at what time you woke up. I’ll perform this by giving you tools, ideas, and frameworks in opposition to thinking.

I’m not smart enough to figure all of this out myself. I try to master the good in the highest degree of what other people have already figured out. Sounds simple, doesn’t it?

The with most propriety way to do this is to decipher a lot. And so I get friends with the eminent dead.

Along the advance I write about what I’m scholarship. I’d encourage you to look around and decide for yourself allowing that this is something that interests you.

Last week he reviewed The Laws of Simplicity ~ means of John Maeda.  I read the volume, and loved the approach to information.  As an educator, he has evolved to a BRAINy come:

BASICS are the beginning.
REPEAT yourself often.
AVOID creating desperation.
INSPIRE with examples.
NEVER lose the remembrance of to repeat yourself.

I love this conceptualization.  These lines assume counterintuitive to newly minted educators, still over time many evolve to brains the wisdom in these lines.

As I work with medical students, interns and residents, these talk accurately describe my evolution as some educator.  We should never assume that our learners verily understand the basics.  Unfortunately (in my estimate) the first two years of curative school which should emphasize the basics, speedily get too complicated.  We possess not defined the basic, must perceive physiology, biochemistry, anatomy, pharmacology, histology and microbiology.  Rather we try to advise the basics as well as the other thing advanced concepts all in one package.  This style of teaching makes it further difficult for our learners to disunited the important signals from the noise.  The national testing (STEP 1) drives for what cause we teach because of the opportunity to pass they test.

So too often our clinical learners answer the purpose not really understand the basics.  We who impart in the clinical years, therefore, be required to always start with the basics, and not assume that our learners “own” those basics.

Too many educators assume that when they brilliantly explain something that the learners will suck up that teaching.  Unfortunately, cognitive psychology teaches us that erudition often does not occur at the primary exposure to a concept or reality.  Try teaching something and asking questions encircling that teaching a week later.  Neuroscience research teaches that we will help our learners verily learn the material when we make again our teaching.  As educators we hereafter must teach the same concepts repeatedly.  I have had 3rd year residents who rounded through me as 3rd year students, 4th year, interns and 2nd year residents.  When I accord. the same short talk at daybreak report about a subject, they number me afterwards that they have well-informed new things.  Repetition actually works.

As healing educators we must acknowledge the perplexity of learning our field.  Internal remedial agent is difficult.  When we hold in remembrance that and encourage our learners that the way towards excellence is a long path, we decrease their anxiety and for that increase their ability to concentrate and learn.

Examples in physic are patient stories.  Our breeding always improves when we focus attached patient stories.  When a mark needs emphasis, tell a patient figment about success or failure.

Finally, at no time fear repetition.  It may strike one as being that you are boring the learners, ~-end believe me you are not.  The learners value your efforts to make certain that they are wide information.  Separate the concept of breeding from learning.  Our job is not to indoctrinate but rather to induce learning.  Teaching is meaningless if it does not result in scholarship.

And when in doubt repeat yourself.

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