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Change

Learning from Experience Dr Matthew Bennett DC FCC College of Chiropractors Director PRT. Change. Effective Learning. Only 10% of learning arises from ‘teaching’. Effective Learning. Learning is highly active

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  1. Learning from Experience Dr Matthew Bennett DC FCC College of Chiropractors Director PRT Change

  2. Effective Learning Only 10% of learning arises from ‘teaching’

  3. Effective Learning • Learning is highly active • Learning to think and the process of learning is not just doing something, but doing it, reflecting on it and learning from this • Learning is a process where development occurs (Dewey 1933)

  4. The Effective Learner • Self-directed and independent • Taking responsibility for learning • Creative • Curious (Maslow 1954)

  5. Key issues for today • Learning needs to take account of the learning style as well as the learning needs of the learner • Learning is the process whereby knowledge is created through the transformation of experience (Kolb 1984) • Learning should lead to autonomy and mindful practice • Learning should improve effectiveness in the broader health care system

  6. Learning Styles (Honey and Mumford, 1986)

  7. Learning Styles • Activist • Reflector • Theorist • Pragmatist Which is yours? What about your colleagues?

  8. Learning Styles • Activists • Involve themselves fully without bias to new experiences • Reflectors • Ponder experiences from many different perspectives • Theorists • Adapt & integrate observations into logical sound theories • Pragmatists • Try out ideas, theories and techniques for their practical application (Honey and Mumford, 1986)

  9. Learning Styles - exercise • Complete Learning Styles Questionnaire • Partner up • Activists with Theorists • Pragmatists with Reflectors (if possible) • Discuss your insights – 2 minutes • Discuss with group

  10. Kolb and experiential learning • The learner does not acquire knowledge exclusively from the teacher but learns through this process of testing new information against real-life experiences. • Kolb’s model is comprised of four phases known as the Kolb Cycle.

  11. Kolb Learning Cycle

  12. Kolb and learning styles • Kolb includes a four-type definition of learning styles,:- • Diverging (CE/RO) • Assimilating (AC/RO) • Converging (AC/AE) • Accommodating (CE/AE)

  13. ‘Honey & Mumford’ meets ‘Kolb’ NB remember to complete the cycle! • Activists prefer to… • Feel and do • Reflectors prefer to… • Feel and watch • Theorists prefer to… • Think and watch • Pragmatists prefer to… • Think and do

  14. Autonomy & the ‘conscious competence’ model • Unconscious Incompetence • Individual neither understands nor knows how to do something, nor recognises the deficit, nor has a desire to address it • Conscious Incompetence • Though the individual does not understand or know how to do something, he or she does recognises the deficit, without yet addressing it • Conscious Competence • Individual understands or knows how to do something, however, demonstrating the skill or knowledge requires a great deal of consciousness or concentration • Unconscious Competence • The individual has had so much practice with a skill that it becomes "second nature" and can be performed easily (often without concentrating too deeply). He or she may or may not be able teach it to others, depending upon how and when it was learned

  15. Autonomy & the ‘conscious competence’ model The fifth stage: Reflective competence = ‘Conscious competence of unconscious competence’ This describes a person's ability to recognise and develop unconscious incompetence in others.

  16. Characteristics of Mindful Practice • Willingness to examine and set aside prejudices • Adoption of a beginners mind • Humility to tolerate awareness of your areas of incompetence • Compassion based on insight (Epstein 1999)

  17. Characteristics of Mindful Practice • Active observation of yourself, the patient and the problem • Peripheral vision • Critical curiosity • Courage to see the world as it is rather than as you would have it be (Epstein 1999)

  18. Being Wrong K Schulz: Being Wrong: Adventures in the Margin of Error • How does it feel to be wrong? • We are culturally programmed to believe it is wrong to make mistakes • Being wrong means there is something wrong with us

  19. Being Wronf • We assume people who disagree with us are • Ignorant • Idiots • Evil “It infuriates me to be wrong when I know I’m right” - Moliere

  20. Lake Wobegon Effect • 93% of maths professors believe they are above average • Most men believe they are good looking • All US states claim above average school test scores • Rising boardroom pay may have been because boards want to believe they are above average Assume you’re not as good as you think you are – it can’t hurt!

  21. Change Profession Wide • Healthcare funding is shifting. • Regulation of professions is evolving. • Utilisation of chiropractic is dropping in UK/USA Complete a SWOT analysis on integrating chiropractic into mainstream healthcare

  22. Strategies for Change Prof R Wiseman. 59 seconds. Think a little. Change a lot • Complete the questionnaire • Based on several studies (n. >5000) only 10% had achieved their goals after 6-12 months • Even number strategies don’t work well • Odd number strategies are more effective

  23. Skill development Change in competency with new skill development New skill level Change • Decline if • unsupported Competence Support Time

  24. The value of a reflective diary • To enhance self empowerment • To identify ineffective behaviours • Clarifying conflicts • Improve the quality of learning • Deepen learning • Enhance problem solving skills • To explore personal meaning and views • As a means of assessment • This may change how the journal is written and so must be explained at the outset (Moon 1999)

  25. References Dewey, J. (1933) How we think - a restatement of the relation of reflective thinking to the educative process, Heath, Boston. Epstein, R. M. (1999) Mindful practice, JAMA,282, 833-839. Friere (1972) Pedegogy of the oppressed, Penguin, Harmondsworth. Honey, P. and Mumford, A. (1986) Manual of Learning Styles, Honey Publications, Maidenhead.

  26. References Kolb, D. (1984) Experience as the source of learning and development, Prentice Hall, New Jersey Maslow, A. (1954) Motivation and Personality, Harper Collins, New York Moon, J. (1999) In: Reflection in Learning and Professional Development. Kogan Page, London. Pearson, M. and Smith, D. (1985) In: Reflection: turning experience into learning (Eds, Boud, D., Keogh, R. and Walker, D.) Kogan Page, London.

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