Consider two (2) courses that you have participated in; one that you liked and one that you did not like. Compare the teaching methodologies used in both courses. Discuss the teacher’s predominate beliefs about learning based on the classroom approach. Think about your own beliefs about learning. Try to determine how you learn. Now, attempt to visualize to determine the learning style of your patients in clinical setting or any clinical situations. Now think about the patients you see each time you are in clinical environment.
In comparing two courses that I have participated in, one that I liked and one that I did not, it is clear that the teaching methodologies used in each course significantly influenced my experience and engagement with the material. The course that I liked employed a student-centered teaching approach, while the course that I did not like had a more traditional lecture-based approach.
In the course that I liked, the teaching methodology focused on active learning and student engagement. The instructor used a variety of hands-on activities, group discussions, and collaborative projects to encourage student participation. This approach allowed for a more interactive learning experience, as students were encouraged to ask questions, share their thoughts, and engage in critical thinking. The instructor also incorporated real-life examples and case studies to make the material more relatable and applicable to our future clinical practice. Overall, this teaching methodology fostered a deep understanding of the subject matter and motivated me to actively participate in the learning process.
On the other hand, the course that I did not like relied heavily on traditional lectures. The instructor would stand at the front of the classroom and deliver information through PowerPoint slides, often reading directly from them. There was little opportunity for student interaction or active engagement with the material. The teaching approach seemed to assume a passive role for students, where our primary responsibility was to absorb the information presented. This methodology did not promote critical thinking or application of knowledge, which ultimately resulted in a less engaging and enjoyable learning experience.
Based on these observations, it can be inferred that the instructor of the course that I liked held a constructivist belief about learning. Constructivism is a learning theory that suggests individuals actively construct their own knowledge through interactions with the environment and others (Jonassen, 1999). The student-centered approach in this course reflected the belief that learning is a social and collaborative process, where students actively engage with the material, interact with peers, and construct their understanding through meaningful activities. This teaching methodology aligned with my own belief about learning, as I find that I learn best when I am actively involved in the learning process.
In contrast, the instructor of the course that I did not like seemed to hold a more behaviorist belief about learning. Behaviorism is a learning theory that posits that learning occurs through the acquisition of responses to stimuli (Skinner, 1953). The lecture-based approach in this course emphasized the delivery of information and the role of the instructor as the primary source of knowledge. There was minimal opportunity for student engagement or active participation, as the focus was on passively receiving the information provided. This teaching methodology did not align with my own belief about learning, as I find that I learn best through active engagement, critical thinking, and application of knowledge.
When considering my own learning style and how I learn best, I can reflect on my preferred methods of acquiring and processing information. I have found that I am a visual learner, as I comprehend and retain information more effectively when it is presented in a visual format, such as diagrams, charts, or graphs. Additionally, I benefit from hands-on activities and opportunities to apply my knowledge in practical settings. This understanding of my own learning style has helped me adapt my study strategies and seek out learning experiences that align with my preferences.
In a clinical setting or any clinical situation, I would need to consider the learning styles of my patients to ensure effective communication and education. Visual learners, like myself, may benefit from the use of visual aids, such as diagrams or models, to help them understand and retain information. Auditory learners, on the other hand, may prefer verbal explanations and discussions. Kinesthetic learners may benefit from hands-on activities or demonstrations. Understanding the diverse learning styles of patients can help tailor educational interventions to meet their individual needs, enhancing their understanding and engagement with healthcare information.
When thinking about the patients I encounter in the clinical environment, it becomes evident that individuals have varying learning styles. Some patients may prefer textual information that they can read and process at their own pace, while others may require visual aids or hands-on demonstrations to fully understand their condition and treatment options. As healthcare providers, it is crucial to employ teaching methodologies that accommodate these differences and ensure effective communication and comprehension.
In conclusion, the teaching methodologies employed in the courses I liked and disliked had a significant impact on my learning experience, engagement, and understanding of the material. The course that I liked utilized a student-centered approach, promoting active learning, critical thinking, and application of knowledge. In contrast, the course that I did not like relied on traditional lectures, which limited student participation and engagement. The teaching methodologies reflected the instructors’ beliefs about learning, with the liked course aligning with my own constructivist belief that learning is an active and collaborative process. Understanding one’s own learning style is essential for tailoring study strategies and seeking out learning experiences that are most effective. Similarly, healthcare providers need to consider the learning styles of their patients in clinical settings to ensure effective communication and education. By identifying and accommodating diverse learning styles, healthcare providers can enhance patient understanding and engagement with healthcare information.