Teaching Interpersonal Skills: A handbook of experiential learning for health professionals

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Contents

  1. Alisa Stanton
  2. Experiential Learning » Center for Teaching & Learning | Boston University
  3. Teaching interpersonal Skills: a handbook of experiential learning for health professional
  4. Experiential Learning
  5. Making it Real: A Practical Guide to Experiential Learning of Communication Skills

In the s neither Oxford nor Cambridge University were willing to teach empirical science.

Alisa Stanton

Thomas Huxley therefore developed a program at the Royal School of Mines a constituent college of what is now Imperial College, of the University of London to teach school-teachers how to teach science, including how to design laboratories for teaching experimental science to school children, a method that is still the most commonly used today, both in schools and universities. Examples are nuclear accelerators, nanotechnology, quantum mechanics and space exploration.

Often the only way to observe or record phenomena in such contexts is remotely or digitally. It is also important to be clear about the objectives of lab, workshop and studio work. There may now be other, more practical, more economic, or more powerful ways of achieving these objectives through the use of new technology, such as remote labs, simulations, and experiential learning.

These will be examined in more detail later in this book. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The following is a typical example:.

However, this approach also lends itself to blended learning in particular, where the research solution is done mainly online, although some instructors have managed the whole process online, using a combination of synchronous web conferencing and asynchronous online discussion. Developing a complete problem-based learning curriculum is challenging, as problems must be carefully chosen, increasing in complexity and difficulty over the course of study, and problems must be chosen so as to cover all the required components of the curriculum.

Students often find the problem-based learning approach challenging, particularly in the early stages, where their foundational knowledge base may not be sufficient to solve some of the problems. Others argue that lectures provide a quicker and more condensed way to cover the same topics. With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios. Case-based learning is sometimes considered a variation of PBL, while others see it as a design model in its own right.

Using examples from clinical practice in medicine, Irby recommends five steps in case-based learning:. Case-based learning can also work well in both blended and fully online environments. Marcus, Taylor and Ellis used the following design model for a case-based blended learning project in veterinary science:. Once again, there are several best practices or guidelines for successful project work. For instance, Larmer and Mergendoller argue that every good project should meet two criteria:.

The main danger with project-based learning is that the project can take on a life of its own, with not only students but the instructor losing focus on the key, essential learning objectives, or important content areas may not get covered. Thus project-based learning needs careful design and monitoring by the instructor.

In inquiry-based learning, the learner explores a theme and chooses a topic for research, develops a plan of research and comes to conclusions, although an instructor is usually available to provide help and guidance when needed. Advocates of experiential learning are often highly critical of online learning, because, they argue, it is impossible to embed learning in real world examples. However, this is an oversimplification, and there are contexts in which online learning can be used very effectively to support or develop experiential learning, in all its variations:. Indeed, there are circumstances where it is impractical, too dangerous, or too expensive to use real world experiential learning.


  • Experiential learning: learning by doing (2) – Teaching in a Digital Age;
  • Disease and class: tuberculosis and the shaping of modern North American society!
  • Atlas of Cardiovascular Pathology.

Online learning can be used to simulate real conditions and to reduce the time to master a skill. Commercial flight simulators are still extremely expensive to build and operate, but in recent years the costs of creating realistic simulations has dropped dramatically. All communication is done by voice communications in Second Life, with the people playing the travellers in a separate room from the students. Each student interviews three or four travellers and the entire class observes the interactions and discusses the situations and the responses.

This learning is then reinforced with a visit to the auto shop at Loyalist College and the search of an actual car. The students in the customs and immigration track are assessed on their interviewing techniques as part of their final grades. The next class, using Second Life, scored a further 9 per cent higher. A typical emergency might be a major fire in a warehouse containing dangerous chemicals. The whole process is recorded and followed later by a face-to-face debriefing session. Once again, design models are not in most cases dependent on any particular medium.

The pedagogy transfers easily across different delivery methods. Learning by doing is an important method for developing many of the skills needed in a digital age. Constructivists strongly support experiential learning models, whereas those with a strong objectivist position are usually highly skeptical of the effectiveness of this approach. There is evidence that experiential learning, when properly designed, is highly engaging for students and leads to better long-term memory.

Experiential Learning » Center for Teaching & Learning | Boston University

Proponents also claim that it leads to deeper understanding, and develops skills for a digital age such as problem-solving, critical thinking, improved communications skills, and knowledge management. In particular, it enables learners to manage better highly complex situations that cross disciplinary boundaries, and subject domains where the boundaries of knowledge are difficult to manage. I use 'conversation' seriously, for challenging conversation is an intellectual affair.


  1. Reflective practice.
  2. Hidden Deep (The Hidden Saga, Book 1).
  3. Decentralization and Transition in the Visegrad: Poland, Hungary, the Czech Republic and Slovakia?
  4. Perspectives on Experiential Learning - Abstracts - UofG OpenEd.
  5. Experiential Learning Activities.
  6. 3.6.2 Core design principles.
  7. Nanostructured Thin Films and Coatings : Functional Properties.
  8. It has to do with thinking about what people have said and responding reflectively, analytically, and imaginatively to that process. The practice of conversation is almost a lost art. The most significant intellectual achievement is not so much in problem solving, but in question posing.

    Students are now seen as active participants in the learning process.

    Make Mental Health a Priority

    According to Ann Ketch, author of Conversation: The comprehension connection writes, "The oral process helps students clarify and solidify their thoughts. The thinking changes from what it was before the conversation took place. Through conversation, the student is in charge of his or her own mental processing. The teacher acts as a facilitator, pushing the student to rely upon and monitor his or her own comprehension, which fosters critical thinking. Therefore, student dialogue is very important because it helps individuals make sense of what is being learned.

    It also helps build respect for other's opinions while taking ownership of his or her learning process.

    Teaching interpersonal Skills: a handbook of experiential learning for health professional

    In experimental education, students are given the opportunity to apply their knowledge and skills by making connections to the real world. Therefore, effective learning entails active experimentation with a hands-on approach to learning. It is perceived that students learn more by being active. Students are interdependent in establishing group goals and decision-making skills.

    As a result, students are also capable of developing leadership skills, which can also enhance student motivation and confidence. When students are given a choice in terms of content to be learned, it ensures the teacher that his or her learners are interactive in the learning process. According to Ernie Stringer, " Action learners move through continuous cycles of this inquiry process to improve their understanding, extend their knowledge, or refine their skills.

    Student incentives are tied to progress in academic achievement.

    Experiential Learning

    Many schools are encouraging teachers to tap into student interests with the hope that they transfer that motivation into the classroom. Through the continuous cycle of learning, teacher's often work with students to develop a framework of knowledge, which is to be evaluated based on student input to the lessons content. Therefore, the teacher should establish criteria of what is to be learned as related to the student s choice in learning material.

    Ernie Stringer draws on the importance that " action research provides a process for developing a rich, engaging curriculum relevant to the lives and purposes of students, engaging their interests and abilities, and serving the broad human needs of community, society, and the planet. As students and teachers take on new roles, the traditional organizational structures of the school also may meet challenges. Such nontraditional activities require teachers and administrators to look at traditional practices in new ways.

    For instance, they may consider reorganizing time blocks. They may also teach research methods by involving students in investigations of the community, rather than restricting research activities to the library Rolzinski, At the University Heights Alternative School in the Bronx , the Project Adventure experiential learning program has led the faculty to adopt an all-day time block as an alternative to the traditional minute periods. The faculty now organizes the curriculum by project instead of by separate disciplines.

    Schools that promote meaningful student involvement actively engage students as partners in education improvement activities.

    These young people learn while planning, researching, teaching, and making decisions that affect the entire education system. Other university level programs are entirely field-taught on outdoor expeditions. These courses combine traditional academic readings and written assignments with field observations, service projects, open discussions of course material, and meetings with local speakers who are involved with the course subjects. At first, these new roles and structures may seem unfamiliar and uncomfortable to both students and adults in the school.

    Traditionally, students have most often been rewarded for competing rather than cooperating with one another. Teachers are not often called upon for collaborative work either. Teaching has traditionally been an activity carried out in isolation from one's peers, behind closed doors. Principals, accustomed to the traditional hierarchical structure of schools, often do not know how to help their teachers constitute self-managed work teams or how to help teachers coach students to work in cooperative teams.

    The techniques of experiential education can help students and staff adjust to teamwork, an important part of the process of reforming schools. Adventure education may use the philosophy of experiential education in developing team and group skills in both students and adults Rohnke, Initially, groups work to solve problems that are unrelated to the problems in their actual school environment.

    For example, in a ropes course designed to build the skills required by teamwork , a faculty or student team might work together to get the entire group over a foot wall or through an intricate web of rope. After each challenge in a series of this kind, the group looks at how it functioned as a team:. The wall or web of rope can then become a metaphor for the classroom or school environment. While the problems and challenges of the classroom or school are different from the physical challenges of the adventure activity, many skills needed to respond successfully as a team are the same in both settings.

    Making it Real: A Practical Guide to Experiential Learning of Communication Skills

    These skills — listening , recognizing each other's strengths, and supporting each other through difficulties — can apply equally well to an academic Socratic Method of questioning or problem-solving toward schoolwide improvement efforts. For example, the Kane School in Lawrence, Massachusetts has been using adventure as a tool for school restructuring.

    The entire faculty — particularly the Faculty Advisory Council, which shares the decisionmaking responsibilities with the principal — has honed group skills through experiential education activities developed by Project Adventure. These skills include open communication , methods of conflict resolution , and mechanisms for decision making High Strides, Established in , Breakthrough in Hong Kong was the first non-profit organization that applied the concepts of experiential education though primarily conceptualized in terms of outdoor adventure education in youth works.

    Since then, development in experiential education has proceeded in Singapore , Taiwan , Macau , and some large cities in China. Experiential methods in education have existed in China for thousands of years. Interest in Dewey's experience in China and contribution is growing. Experiential education started in Qatar in through AL-Bairaq , which is an outreach, non-traditional educational program that targets high school students and focuses on a curriculum based on STEM fields.

    Faculty members train and mentor the students and help develop and enhance their critical thinking, problem-solving, and teamwork skills, using a hands-on-activities approach.