Workshop Slice of Life 2003

Attitudes, Can they be Taught with Media?

 

Marco Mumenthaler, MD

and Christof Daetwyler, MD

 

 

 

ABSTRACT:  Learning and teaching, both have many dimensions and many interfaces. There are different ways to analyse and illustrate what the learning process, both for the student and for the teacher. There are behavioral, cognitive and constructionist aspects. In the keynote some of these aspects will be demonstrated discussed with the audience.  In addition to these classical aspects, two more issues will be more deeply examined:  the emotional side of learning and teaching and the role of  the student and teacher's personality, particularly in the training of physicians. Attitude is as important as knowledge and skills. The presentation will be illustrated with examples of modern learning tools, and the role of modern media promoting audience discussion during the session as well as the midday breakout session.  The following table organizes some of our points into a tablular forma and may be useful in understanding our approach. 

 

INTRODUCTION to LEARNING

What does Learning mean in a

-          Behavioral Setting?

-          Cognitive Setting?

-          Constructionist Setting?

 

What is the role of the teacher in these settings?

What is the “quality” of the acquired knowledge?

How applicable is the acquired knowledge to determined and undetermined situations?

The following grid summarizes our view of the types of learning.

 


 

Behaviorism

Cognitivism

 

Constructivism

 

Attitude

Implementation

Drill & Practice

Tutored learning

Case-based learning

Explorative learning

Apprenticeship

Reciprocal Teaching

Project-orientated learning

 

 

Imitate

Knowledge is

Stored

Processed

 

Constructed

 

Aquired/processed

Knowledge is used

as a correct Input-/Output-Relation

as correct cognitive concepts, formal operations

to handle a situation

Caring diagnosis and treatment of the patient

Learning objectives

correct answers

to know the methods to find solutions

to handle complex situations

Establish good relationship and communication

Strategy

teach

Watch, assist, imitate, do it yourself under observation

Cooperate

Empower the patient

The teacher is

Authority,

Instructor

Tutor, Mentor

Coach, Co-player

Role model


 

We then pose the question which path is it best used for

-          Preclinical education

-          Clinical education

-          Continuing (postgrad) education or lifelong learning

 

In addition to Knowledge and Skills Attitude is of mayor importance for a physician (Unquantifiable Abstract Knowledge – in the same domain where you would find “artfulness” and empathy)

 

CAN WE TEACH AND CAN THE STUDENT LEARN AN ATTITUDE?

 

We have embedded in our programs the interaction of the physician with the patient.  These cases serve as role models in the art of the interview and examination.  In the process of observing the physician, the student's attitude and behavior toward the patient will be modified.  At the same time the skills needed for the physical examination are incorporated.  Correct diagnosis and treatment, are critical – but the information you elicit will depend on how you interact with the patient to establish good rapport and confidence.  We must also teach or instill these qualities in our program. 

 

The discussion with the audience will focus on these issues and discuss the examples shown.  There will also be a breakout session with Dr. Mumenthaler and Dr. Daetwyler.

 

BIOGRAPHICAL SCETCHES

 

Marco Mumenthaler’s Bio

My biography is a typical European one: I was brought up in Italy, my father being of Swiss-German origin, my mother being Swiss Italian. I went to school in Milan until 1943 where I experienced the second World War. I then came to Switzerland and went to medical school in Zürich, in Paris, in Amsterdam and in Basel, that means in 3 different European countries and in 3 different languages. In Paris I was one of the last pupils of Guillain at the Salpêtrière. My training as a neurologist was done in several Swiss hospitals and in 1960 I had the chance to spend a year as Visiting Associate in Milton Shy's Department at NIH in Bethesda Maryland.

In 1962, I became First Associate and then full professor of Neurology at Berne University Medical School. In addition to my research activities in the field of peripheral nerve diseases and in myopathy, I became much engaged in teaching activities. To transmit ones knowledge to younger doctors and students, to teach and show them how to solve problems and how to behave fascinated me. When I did realize, that they enjoyed my teaching, this stimulated me to do even better. So I began to write books for students and for neurologists about general neurology, about peripheral nerve diseases and neurological differential diagnosis. One of these books appeared in 11 editions and in 11 different languages. I had the chance to spend sabbatical leaves in the U.S. and in Italy, to visit and to teach in Russia, in Asian and in African countries. Some of these visits I did as a member of the committee of the international Red Cross in Geneva. During two years as President of Berne University.  I was faced with problems of academic education and management beyond the medical school.

When I retired from my university position in 1991, I still remained active in the field of medical education. New media just began to play an important role in learning and teaching techniques. I had the chance to meet a young colleague in the dept. of education of Berne medical school, Christof Daetwyler, who added his didactic gifts and his experience in the field of computer assisted learning to my experience as a teacher. Thus we could create a series of very well accepted interactive teaching tools for medical students and for continuous medical education.

 

In addition, I went on seeing regularly a limited number of patients, doing new editions of half a dozen books and having teaching duties for continuous medical education. This keeps me busy but also in a permanent contact with young people, with a new generation.

 

Dr. Marco Mumenthaler

Prof. Dr. med. Marco Mumenthaler

Witikonerstr. 326

CH - 8053 Zürich

Switzerland

mailto:mumenthaler@smile.ch

Phone and Fax: Switzerland – (01) 381 76 85

 

Christof Daetwyler’s Bio

I finished the Gymnasium in Zurich and then studied at the School of Applied Art in Zurich. Next the decision to not become an art teacher but to switch tracks and study medicine. While studying I worked as database developer. I graduated from medical school Zurich in late 1993. Then a short stint at the Swiss National Television that led me to the Department of Educational Media at the Medical School of the University of Bern, where I was working during my residency as a developer of new educational media from 1994 - 2001. This is where I met Marco Mumenthaler - then already retired, but still very interested in education. We became friends during the years that we were working together. Out of this wonderful collaboration - I assume us being a "Dream Team", two programs evolved: "Neurology- and Headache interactive". In the Summer of 2001 I moved to the Interactive Media Lab (IML) at the Dartmouth College Medical School, where I joined the team of Joe Henderson.  Joe is very interested in finding "fellows" to carry on his legacy of the virtual practicum and I am pleased to be the first of these.

 

Christof Daetwyler MD

Interactive Media Laboratory

Colburn Hill, One Medical Center Drive

USA - Lebanon, NH 03756

mailto:  christof.j.daetwyler@dartmouth.edu

(603) 653 1508

Fax: +1 (603) 653 1515