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.
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 |
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)
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.
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
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