Professional Documents
Culture Documents
Statement
Philosophy.
My
philosophy
of
education
has
evolved
parallel
to
my
involvement
with
the
Essentials
of
Clinical
medicine
course,
reflecting
my
similar
philosophical
views
about
the
patient-‐physician
relationship.
Standard
adult
education
philosophies
can
be
classified
in
six
styles:
Classical
(transmission
of
knowledge),
Behavioral
(Skill
development),
Progressive
(experiential
learning),
Humanistic
(teacher
as
partner),
and
Radical
(teacher
as
provocateur).
In
medical
education,
as
we
build
knowledge,
build
skills,
and
promote
attitude
change,
all
these
approaches
are
valid
and
useful.
As
a
communications
“expert”,
and
due
to
my
interest
in
“non-‐cognitive
skills”,
my
educational
philosophy
is
largely
humanistic
with
an
emphasis
on
partnership
between
learner
and
teacher.
What
can
we
do
in
the
context
of
that
relationship
to
move
the
learner
forward
and
at
the
same
time
‘satisfy’
the
teacher
(for
don’t
teachers
need
to
benefit
in
some
way
too)?
Given
also
that
there
are
typically
multiple
learners,
and
sometimes
multiple
teachers,
the
dyad
becomes
instead
a
rather
large
and
encompassing
group
which
requiring
shifts
between
philosophical
approaches,
teaching
modalities,
and
feasible
assessment
strategies.
A
skilled
educator
must
be
able
to
move
among
these
approaches
and
design
programs
and
curricula
that
recognize
and
match
the
material
to
be
learned
with
the
philosophy
that
best
supports
such
learning,
simultaneously
considering
the
existing
skills,
attitudes,
and
knowledge
of
both
learner
and
teacher.
This
task
is
not
easy
for
any
of
us.
I
believe
my
strengths
are
the
willingness
to
try
multiple
methods,
to
see
the
world
as
a
platform
for
opportunities
of
caring-‐based
education
and
yet
to
be
pragmatic
enough
to
understand
that
with
many
learners
and
varied
instructors,
sometimes
we
do
our
best
given
the
constraints
of
the
learning
environment.
Professional
Development
or
Ten
Things
I
Believe
Today
that
I
Didn’t
Realize
When
I
Began
Teaching:
1.
“Learning”
occurs
beyond
content
areas,
and
I
am
more
“reasoned”
and
“forgiving”
in
my
approach
to
individual
students.
2.
When
I
think
I
have
teaching
figured
out,
a
student
comes
along
to
prove
me
wrong.
3.
Repetition
of
“how
I
learned
it”
is
probably
not
the
best
way
to
teach
anything
but
is
the
most
comfortable.
4.
Learning
is
more
important
than
teaching.
5.
Rewards
are
subtle.
I
cherish
every
fleeting
“a-‐ha
moment,”
thank-‐you,
and
positive
comment.
6.
Attitudes
are
the
most
difficult
to
teach,
and
I’m
not
sure
I
know
how
yet.
7.
The
world
is
changing,
so
must
I.
This
is
most
evident
in
the
technology/medicine
interface.
8.
I
was
taken
by
surprise
when
I
realized
I
was
a
mentor—it
sneaks
up
on
you.
I
wasn’t
sure
I
knew
anything
yet,
though
I
was
confident
I
knew
a
lot
when
I
was
beginning.
9.
Patient-‐centered
principles
can
be
incorporated
as
learner-‐centered
principles.
10.
Sometimes
students
really
do
know
what
is
best.