The Process of Un-Learning
One Challenge that I am not sure was addressed in the class was how to teach something to someone when they are convinced they already know it and or what they know to be correct is actually incorrect. For instance, one of the biggest challenges I have seems quite simple, the colours of light can be broken down into 3 colours, Red Green and Blue. However when it comes to pigment we have been taught since kindergarten the 3 primaries are Red Blue and Yellow. I use a mnemonic device that I created specifically for the issue that works for 80% of the students right away, 18% of the students eventually understand the relationship of the colours, yet 2% just cannot make the switch. This is a relatively benign issue for a graphic artist or photographer, yet it could be a matter of life and death when it comes to medical training and the like.
Sagar,
This is part of the "old dog new tricks" aspect of education. I agree with you about the challenge of getting students to do things the right and safest way. It is easy to fall back into old habits or not listen to the instructor on how to do a procedure. I think your approach of breaking down a procedure and showing why their approach is not the best or safest gives them the insight to see value in the approach you are sharing with them. Thanks for making these comments about how to work with students that have some experience in the field but aren't there in terms of best practice.
Gary
Gary Meers, Ed.D.
As an instructor in a Medical Assistant program, I find that students who have had some exposure to medicine before are sometimes "worse off". They inherit the mistakes and "shorts-cuts" that they may have picked up from people in the field. Worse yet, sometimes they teach these seemingly easier way of doing things to other students in the class. This process also has the additional bad effect of making the instructor look inefficient.
When ever I come across these cases. I address the issue. I first recognize that perhaps the "short-cut" is something that I have seen done in the field. Then I talk about the reasons I do not want them to take that route, i.e. talk about the potential pit falls, problems, dangers, or legal issues.
This really makes it so that all the students are better able to understand why the protocol was put in the first place. Most of the time in medicine there is a safety reason why something was designed to do the way it was. Its just a matter of explaining why.
Once you do so, the students are empowered, and truly understand the information/procedure and are perhaps able to empower others down the road.
Charlene,
They are a lot of fun. The students really enjoy making them up for their classes. They increase content retention, engage the students and learning is enhanced. This is a win win for all.
Gary
Dr. Gary Meers
What a great point you have made! I think the question here is HOW to teach what we might label and UNWILLING to learn. Sometime I think it is necessary to get students to go back to the reason why they have joined the program and remind them that they made an agreement in the beginning to uphold the highest standards of care in their profession. Sometimes the highest standard meaning accepting being wrong and learning to do things a new way. The mnemonic idea is great. Makes it fun. When we can laugh at ourselves it is easier to accept change!
Dee,
So true and this can present some real challenges for the students that are coming back to upgrade their skills. They need to develop new knowledge and new approaches to keep them in compliance with the laws and yet supportive of their patients.
Gary
Dr. Gary Meers
Un-Learning comes into focus often when we have to teach the students about privacy, HIPPA and confidentiality. They can not communicate with their patients in ways that have communicated in the past.
Kimberly,
Good for you in relation to helping them rethink their thinking. This is always a challenge because all of us have out patterns, habits and routines. When asked to break out of any of those three it becomes difficult. So by helping them see the value associated with the new method you are expanding their skill sets and giving them a wider expertise range.
Gary
Dr. Gary Meers
This is a common issue with health care students, especially when switching fields. I've addressed this by emphasizing the importance of what they know, but providing relevance to the new way of thinking to raise the importance level in their minds. This usually works well.
Ramon,
Great point. Thanks for sharing it with us. The importance and value of certain concepts has to be impressed upon students. They need to see the value of foundational knowledge so they can build upon this base to go to the next level.
Gary
Dr. Gary Meers
