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Exploring the Application (or Use) Of Educational Theory in Perinatal Teaching through Four Theorists
Published in Mary Nolan, Shona Gore, Contemporary Issues in Perinatal Education, 2023
Socrates’ way of asking and answering questions to stimulate critical thinking has become known as the ‘Socratic Method’. Questioning allows learners to examine critically their prior knowledge and ideas and to gain new understanding through discussion.
Road Maps for Teaching on the Consultation
Published in Ramesh Mehay, The Essential Handbook for GP Training and Education, 2021
Ramesh Mehay, Adrian Curtis, Lucy Clark, Julie Draper, Liz Moulton
The Socratic method helps learners get involved and excited about the material being taught – to think and change things for themselves. Remember: change that originates from the individual is more likely to result in implementation. The method is also stimulating for you (the teacher) – you find out what others think and, sometimes that changes your thinking too!
Management and finding common ground
Published in Kathleen M Berg, Dermot J Hurley, James A McSherry, Nancy E Strange, ‘Rose’, Eating Disorders, 2018
Kathleen M Berg, Dermot J Hurley, James A McSherry, Nancy E Strange, ‘Rose’
The success of any approach to individual psychotherapy depends on the patient’s acknowledgment of her eating disorder and her willingness to engage in the therapeutic process. In order to enhance motivation for change, Vitousek and Watson (1998) advocate the Socratic method which uses a series of hypothetical, third-person questions designed to help patients explore information and draw their own conclusions. Unlike highly interpretive approaches where the therapist is the expert and tells the patient how it is, the Socratic method encourages the patient to take the lead in making connection. This style is used in the cognitive-behavioral approach. The emphasis is on collaboration, openness, patience, individual discovery and joint systematic inquiry. The authors emphasize four themes deemed crucial in engaging reluctant individuals with eating disorders. These include the provision of psychoeducational materials, an examination of the advantages and disadvantages of symptoms, an exploration of personal values and the explicit use of experimental (‘Let’s try this out and see what happens’) strategies. These themes are also core features of a patient-centered approach to individual treatment.
Ethical sense, medical ethics education, and maieutics
Published in Medical Teacher, 2023
Through rendering explicit their own ethical questions, or indeed misconceptions, students are actively doing the groundwork, turning over the soil prior to further discussion, rather than being passive recipients of information. The method thereby helps to equip learners for the process of thinking things through in future practice when presented with unfamiliar professional ethical situations. This maieutic approach does share with classical Socratic method its emphasis on questions (including the teacher’s follow-up prompts), the promotion of dialogue, and its starting point of students registering within themselves what they do not know. WKC Guthrie (2013, p. 68) puts this as follows:The essence of the Socratic method is to convince the interlocutor that whereas he thought he knew something, in fact he does not. The conviction of ignorance is a necessary first step to the acquisition of knowledge, for no one is going to seek knowledge on any subject if he is under the delusion that he already possesses it.
Building upon the foundational science curriculum with physiology-based grand rounds: a multi-institutional program evaluation
Published in Medical Education Online, 2021
Arielle L. Langer, Brian L. Block, Richard M. Schwartzstein, Jeremy B. Richards
As detailed previously [3], CPGR leverages several evidence-based teaching modalities to effectively engage students. The mixed-learner environment fosters student interaction and near-peer teaching. Use of the Socratic method, with reliance on questions that being with ‘how’ and ‘why,’ encourages students to explicitly state their understanding of disease process, uncovering short-cuts and misunderstandings and reinforcing critical thinking [5]. Placing both preclinical and clinical students in the same classroom reduces barriers that often arise between students at different stages of their education. Additionally, holding the conference in the hospital building introduces preclinical students to the clinical environment, while reminding clerkship students that the foundational sciences have a place in clinical practice.
Effectiveness and feasibility of Socratic feedback to increase awareness of deficits in patients with acquired brain injury: Four single-case experimental design (SCED) studies
Published in Neuropsychological Rehabilitation, 2020
Anne-Claire M. C. Schrijnemaekers, Ieke Winkens, Sascha M. C. Rasquin, Annette Verhaeg, Rudolf W. H. M. Ponds, Caroline M. van Heugten
In the baseline (A) and maintenance phase (m), the trainer gave feedback as usual (detailed information can be found online in Appendix 1). This feedback could best be described as a combination of different feedback styles, as is often used in the clinic. It included correcting inadequate approaches, providing positive verbal reinforcement for accurate responses and explicitly pinpointing inadequate responses. In the intervention phase (B), Socratic feedback was given. The Socratic method is a cognitive restructuring technique grounded in Ellis’s rational emotive therapy (Ellis, 1962) and Beck’s cognitive therapy (Beck, 1967). The Socratic method is defined as a dialogue between therapist and patient in which the former tries to make the patient reflect on the appropriateness of their cognitions. This is followed by a process of shaping, through which the therapist modifies the patient’s verbal behaviour in the overall direction of their chosen therapeutic objectives by repeatedly asking questions (Calero-Elvira, Froján-Parga, Ruiz-Sancho, & Alpañés-Freitag, 2013). The Socratic feedback dialogue differed from the feedback during the baseline in that the trainer repeatedly and consistently used the Socratic feedback method, instead of multiple forms.