Complexity science: Coping with complexity: educating for capability

Fraser, Sarah; Greenhalgh, Trisha

doi:10.1136/bmj.323.7316.799

Cited by 717 publications

(643 citation statements)

References 12 publications

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“…[9,14] However, this approach to teaching and learning requires a cultural change among clinical educators. [4] Panel members also suggested that a variety of teaching approaches should be used to develop knowledge and skills, and that these approaches should be integrated. For example, lectures could be used to cover key concepts prior to practical demonstrations, followed by observed practice by the students, and associated feedback.…”

Section: Discussionmentioning

confidence: 99%

“…The modern healthcare professional is not necessarily someone who knows all the facts, but is rather able to access knowledge efficiently and when necessary, and is capable of forming conceptual relationships between seemingly unrelated areas. [4] There is evidence to support the use of learning theories to change practice and enhance students' learning; yet, clinical educators continue to use teaching strategies that 'knowingly fail to change behaviour' . [2] Teachers who solely adopt a transmission-based approach to teaching may encourage the rote learning of facts and a resultant superficial understanding of the topic.…”

Section: Researchmentioning

confidence: 99%

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Beyond the lecture: Teaching for professional development

Rowe

2016

AJHPE

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Background. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go beyond teaching students what to know and what to do, and help them learn how to be. Objective. To identify teaching strategies that could be used to help develop students beyond technical proficiency. Methods. This study used a nominal group technique to gather input from clinical educators, requesting them to identify teaching strategies for developing lifelong learning, emphasising the development of students' knowledge and skills, and taking into account students' emotional responses to the clinical context. Participant responses were transcribed and analysed thematically. Results. Participants reported that clinical educators should be role-models to students in a process of lifelong learning, including demonstrating the vulnerability of 'not knowing' . They also suggested integrating a variety of different teaching methods that aim at achieving the same goal. Finally, participants emphasised the importance of intentionally incorporating personal values into reflective learning activities. By creating space for the shared learning experiences of teachers and students, participants high lighted the possibility of helping students to develop the mindset necessary to adapt to complex health systems. Conclusion. Clinical educators emphasised the developmental nature of the teaching and learning process, highlighting the importance of an authentic interaction between students and teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Researchmentioning

confidence: 99%

Beyond the lecture: Teaching for professional development

Rowe

2016

AJHPE

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“…Since tutors cannot directly observe and measure behaviours such as emotions and thoughts, these are not seen as valid topics and not addressed when viewing learning through a positivist lens. Adoption of a positivist approach has been acknowledged as a feature of traditional curriculums by Fraser and Greenhalgh (2001).…”

Section: Issues Around This Were Highlighted By An Academic Talking Amentioning

confidence: 99%

“…Although disciplinary skills are an essential requirement for entry into the profession and for completion of the everyday workload learning is about more than this. Individuals need to know how the pieces are connected to understand the interactions and relations between all the 'pieces that make up practice' (Fraser and Greenhalgh, 2001). Lester (1999, p.46) argues that practitioners need to move 'beyond mapreading and become active experimenters and constructors of their own practice and the theory on which it is based'; becoming a 'map-maker'.…”

Section: Issues Around This Were Highlighted By An Academic Talking Amentioning

confidence: 99%

Integrated work-based placements – shifting the paradigm

Smith

2018

HESWBL

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Purpose The role of higher education institutions in enhancing capability development of the healthcare professionals workforce has resulted in work-based learning becoming an essential component of awards linked to professional registration. The purpose of this paper is to explore how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Design/methodology/approach Constructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier, two strategies of “doing the portfolio” and “gaining BMS currency” are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.

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“…However, many real life social interactions take place in the small groups, where the rules of behavior may be more complex that those captured in dyadic models. The relevance of the so-called small group dynamics has generated an interesting scientific production from several domains [8][9][10][11][12][13][14][15][16][17]. In particular, the e-democracy applications [18][19][20], collective social problem solving, and the importance of a specific model for the opinion dynamics within the small group are currently evident.…”

Section: Introductionmentioning

confidence: 99%

Opinion dynamics within a virtual small group: the stubbornness effect

Guazzini

Cini²,

Bagnoli

et al. 2015

Front. Phys.

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The modeling of opinion dynamics in social systems has attracted a good deal of attention in the last decade. Even though based on intuition and observation, the mechanisms behind many of these models need solid empirical grounding. In this work, we investigate the relation among subjective variables (such as the personality), the dynamics of the affinity network dynamics, the communication patterns emerging throughout the social interactions and the opinions dynamics in a series of experiments with five small groups of ten people each. In order to ignite the discussion, the polemic topic of animal experimentation was proposed. The groups essentially polarized in two factions with a set of stubborn individuals (those not changing their opinions in time) playing the role of anchors. Our results suggest that the different layers present in the group dynamics (i.e., individual level, group dynamics and meso-communication) are deeply intermingled, specifically the stubbornness effect appears to be related to the dynamical features of the network topologies, and only in an undirected way to the personality of the participants.

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Complexity science: Coping with complexity: educating for capability

Cited by 717 publications

References 12 publications

Beyond the lecture: Teaching for professional development

Beyond the lecture: Teaching for professional development

Integrated work-based placements – shifting the paradigm

Opinion dynamics within a virtual small group: the stubbornness effect

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