Such learner-centred approach is based on active and reflective learning which is also founded on the learner’s motivation to learn. This type of learning however, needs the participation and assistance of clinician-educators working with the learners as facilitators…
Such learner-centred approach is based on active and reflective learning which is also founded on the learner’s motivation to learn. This type of learning however, needs the participation and assistance of clinician-educators working with the learners as facilitators. This paper shall discuss my personal philosophy of teaching psychiatry to junior doctors in the psychiatric work place. It will also demonstrate knowledge and understanding of the principles underpinning the structure of learning and supervision in the medical workplace. This essay will also articulate and justify my personal philosophy of teaching and identify potential future needs and opportunities for engagement with continuing professional development. Body In teaching psychiatry to junior doctors, I applied the student-centred approach, more specifically, the case-based learning approach. Case-based learning is a valuable tool in medicine because it involves the application of theories and skills which are eventually meant to secure important tools for the learner (Kolodner, Hmelo, and Narayanan, 2003). Case-based learning is founded on the principle of clinical cognition which, in general, seeks to assess cases and establish applicable processes for their resolution (Elstein and Schwarz, 2002). John Dewey describes the theory of clinical cognition by explaining that experiences are often critical elements which impact on the overall quality of learning and that teachers have a responsibility to ensure optimal experiences in its applications (Kassirer, 2010). In effect, he further posits that teaching experiences “should arouse curiosity, enhance personal initiative, and allow free expression of learners’ ideas” (Kassirer, 2010, p. 1118). The knowledge which a student has learned through experience in any situation therefore becomes the tool in understanding and managing other situations which may follow. I used this case-based learning because through this method, I was able to guide the junior doctors into establishing a vivid picture of their patient, to have a more tactile experience of the patient’s case, and to enable comparisons of abnormal and normal psychiatric processes. A discussion by Halbreich (1994) established that part of the processes involved in teaching psychiatry to general practitioners is based on the establishment of a curriculum which is built on the needs of the GPs. The case-based and the problem-based techniques help designate the personal skills which need to be evaluated, the knowledge of symptoms, the differential diagnosis, as well as the management tools which they can apply (Halbreich, 1994). In effect, the learning process founded on the case-based approach involves the process of teaching GPs about the essential symptoms involving psychiatric affectations (Coderre, et.al., 2003). As the learners would have a more personal evaluation of various patient cases, they are also able to establish appropriate management interventions for these cases. I found that the process of teaching junior doctors about the medical management of psychosis in wards can be adequately carried out with the application of the case-based learning. Policy and practice protocols in medical management among psychiatric patients, involves the usual elements including, history-taking, reasons for consult, prioritisation of patient needs, assessment, identification of need for specialist consult, health plan/interventions (Bowen, 2006). Case-based ...
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“Personal Philosophy of Teaching Essay Example | Topics and Well Written Essays - 2000 Words”, n.d. https://studentshare.net/education/73511-personal-philosophy-of-teaching.
A good learning environment would inculcate values such as punctuality and politeness and also instill a sense of responsibility within the students towards their own actions. In turn this will help the students to gain an insight into what is right and wrong and thereby become more careful in their decision making in their academic, personal life and all future endeavors.
The purpose of education within this framework is to train students in critical thinking skills and develop philosophical perspectives. In discussing my personal philosophy of education, I will elaborate on the aim of education, address the role of the teacher and the learner and explain the method of classroom practices.
Again the impact of the environment upon the students could be physical, social, emotional, and disciplinary (rule-based). The students need a “secure family environment”, the economic means to pursue their education, to be successful in the competitive environment of the school, to keep interest in what is being taught, a sense of power and autonomy, a clear knowledge of one’s behavioural “limits”, “acceptable outlets to express feelings”, and a sense of “dignity” (Curvin, Mendler and Mendler, 2008, p.14-20).
Concerning the issue of capabilities, every learner has his or her own abilities that determine how well or how poorly that the learner acquires skills and knowledge. This can be seen in the case of fast and slow learners where every learner develops differently from the other crating an opportunity for each learner to be at a different level from the other.
I believe that nursing as a profession is inherently and act of kindness thus one would not be an effective nurse unless they are compassionate and caring in nature. Nevertheless, despite the fact that being caring is considered a personal trait it needs must be nurtured and thus nursing educators should inculcate it in training to facilitate students development in effective care.
My career is not limited geographically or climatically hence I can provide my services in any environment. My primary goal in life is to add value to the world through my knowledge as a teacher.
I believe that every student’s mind
The researcher admits that the philosophy of education is inspired from the worldview and philosophy of life. Understanding of the philosophy of education boosts an individual’s efficiency as a teacher and optimizes the potential to contribute positively to the society. People’s worldviews are influenced primarily by their religious beliefs.
In the quest to achieving that, we must always heed the wise words in Colossians 2:8, which evoke a stern warning on Christian believers not to fall captive in a shallow and deceptive philosophy that is founded on human tradition rather than the
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