Guest guest Posted May 11, 2005 Report Share Posted May 11, 2005 http://www.publicbroadcasting.net/kpbs/news/news.newsmain? action=article & ARTICLE_ID=771134 this is interesting. it really calls into question the so-called dumbing down of america and challenges educators to meet the needs of todays students rather than bemoaning the loss of the past. today's students in their early 20's may actually be better problem solvers than their peers in earlier generations and this may be positively correlated to the amount of extremely complex interactive video games they have played and what kind (I have never played a video game, BTW, but I plan to start). but as long as our testing focuses largely on data memorization, students will be consumed with that and many will fail and for no good reason. Because many of the same students could perform quite well or even better in a problem based environment compared to those who have masted test-taking. Most of our students at PCOM are quite young today and in the next ten years there will be a high expectation amongst such students that their education is focused on solving problems and data is accessed from knowledge management tools on an as-needed basis and learned as a result of using the information in practice. To not be able to deliver this would be no different than not being able to provide an adequate range of basic texts for the previous generation. It is a new age and our student base will dwindle over time if the profession resists these accelerating changes. Chinese Herbs Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2005 Report Share Posted May 11, 2005 Finally, Something that makes professional sense. Good job Todd and keep it coming as we have a lot of minds to change and ways to overcome educational deficits. Mike W. Bowser, L Ac > < > >cha > maybe not so dumb after all >Wed, 11 May 2005 13:32:44 -0700 > >http://www.publicbroadcasting.net/kpbs/news/news.newsmain? >action=article & ARTICLE_ID=771134 > >this is interesting. it really calls into question the so-called >dumbing down of america and challenges educators to meet the needs of >todays students rather than bemoaning the loss of the past. today's >students in their early 20's may actually be better problem solvers >than their peers in earlier generations and this may be positively >correlated to the amount of extremely complex interactive video games >they have played and what kind (I have never played a video game, >BTW, but I plan to start). but as long as our testing focuses >largely on data memorization, students will be consumed with that and >many will fail and for no good reason. Because many of the same >students could perform quite well or even better in a problem based >environment compared to those who have masted test-taking. Most of >our students at PCOM are quite young today and in the next ten years >there will be a high expectation amongst such students that their >education is focused on solving problems and data is accessed from >knowledge management tools on an as-needed basis and learned as a >result of using the information in practice. To not be able to >deliver this would be no different than not being able to provide an >adequate range of basic texts for the previous generation. It is a >new age and our student base will dwindle over time if the profession >resists these accelerating changes. > > > >Chinese Herbs > > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2005 Report Share Posted May 11, 2005 I took a college statistics course that never met for lecture. Each week, students could go to class to take an exam over a chapter of the statistics book, or they could wait until the next week for the exam. This made the course self-taught, and each student coould progress at his or her own pace. If anyone needed help understanding anything (or if anyone failed a test and needed to re-take it in order to progress to the next section), students who had already passed the course were paid to tutor the students who needed help. I think a lot of the rote memorization classes at PCOM, as well as the classes in which teachers simply read excerpts from Giovanni and CAM, could be taught this way, saving both students and teachers plenty of time and sparing the boredom or those students who are not auditory learners or who learn better when they teach themselves. Classes that deal with more complex issues (case studies, physical exams, disease pathomechanisms, how to interact with patients) are never going to function properly as seminars if there are more than 10-15 students in each class. Some of the best classes I have ever taken (that fostered discussion and critical thinking) were seminars consisting of under 10 students; each student worked on an independent project for the semester, and was required to present information each week regarding the project. By the end of the semester, those students' projects were works that could be (and often were) published and presented at symposia. Young students of today thrive in environments that promote creativity and self-directed learning. < wrote: http://www.publicbroadcasting.net/kpbs/news/news.newsmain? action=article & ARTICLE_ID=771134 this is interesting. it really calls into question the so-called dumbing down of america and challenges educators to meet the needs of todays students rather than bemoaning the loss of the past. today's students in their early 20's may actually be better problem solvers than their peers in earlier generations and this may be positively correlated to the amount of extremely complex interactive video games they have played and what kind (I have never played a video game, BTW, but I plan to start). but as long as our testing focuses largely on data memorization, students will be consumed with that and many will fail and for no good reason. Because many of the same students could perform quite well or even better in a problem based environment compared to those who have masted test-taking. Most of our students at PCOM are quite young today and in the next ten years there will be a high expectation amongst such students that their education is focused on solving problems and data is accessed from knowledge management tools on an as-needed basis and learned as a result of using the information in practice. To not be able to deliver this would be no different than not being able to provide an adequate range of basic texts for the previous generation. It is a new age and our student base will dwindle over time if the profession resists these accelerating changes. Chinese Herbs Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2005 Report Share Posted May 11, 2005 I think a lot of the rote memorization classes at PCOM, as well as the classes in which teachers simply read excerpts from Giovanni and CAM, could be taught this way, saving both students and teachers plenty of time and sparing the boredom or those students who are not auditory learners or who learn better when they teach themselves. >>>>And then we say that we do not have time in the program to teach more. This to me is grade school level education regardless of material. Students should be responsible for a chapter every week or two and be tested on it, no spoon feeding or reading. A four year program can then include all the CM and biomed we need. Oakland, CA 94609 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2005 Report Share Posted May 11, 2005 Alon, Agreed. I found it interesting that many would say we have no extra time and yet do not teach at this level. I found my program to be challenging but not at a level of another profession for which I am currently undertaking (chiro). By comparison, my chiropractic program has a lot more WM taken to the breaking point and is listed as a 3+ year program. I think this is extreme but makes our arguments laughable in the least. Let's improve both the level of CM (w/ more classical understanding) and also better testing w/more thorough WM as well. This will makes us more competitive in the market as well as allow us to create our own ideas on integration in stead of leaving that up to the medical people. Let the games begin. Mike W. Bowser, L Ac > " " <alonmarcus > > >Re: maybe not so dumb after all >Wed, 11 May 2005 15:24:00 -0700 > >I think a lot of the rote memorization classes at PCOM, as well as the >classes in which teachers simply read excerpts from Giovanni and CAM, could >be taught this way, saving both students and teachers plenty of time and >sparing the boredom or those students who are not auditory learners or who >learn better when they teach themselves. > >>>>And then we say that we do not have time in the program to teach more. >This to me is grade school level education regardless of material. Students >should be responsible for a chapter every week or two and be tested on it, >no spoon feeding or reading. A four year program can then include all the >CM and biomed we need. > > > >Oakland, CA 94609 > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2005 Report Share Posted May 11, 2005 Jamie, I like the creative aspects you refer to here a lot. I try to include more of this type of coursework in the OM class that I am teaching. At first the students seemed a little uneasy without the rote stuff but now they seem to be doing well. Self-directed learning is so important and this is what we need more of and hopefully we will see it before too long. Mike W. Bowser, L Ac >Jamie Koonce <untothewholeperson > > >Re: maybe not so dumb after all >Wed, 11 May 2005 15:17:02 -0700 (PDT) > >I took a college statistics course that never met for lecture. Each week, >students could go to class to take an exam over a chapter of the statistics >book, or they could wait until the next week for the exam. This made the >course self-taught, and each student coould progress at his or her own >pace. If anyone needed help understanding anything (or if anyone failed a >test and needed to re-take it in order to progress to the next section), >students who had already passed the course were paid to tutor the students >who needed help. I think a lot of the rote memorization classes at PCOM, >as well as the classes in which teachers simply read excerpts from Giovanni >and CAM, could be taught this way, saving both students and teachers plenty >of time and sparing the boredom or those students who are not auditory >learners or who learn better when they teach themselves. > >Classes that deal with more complex issues (case studies, physical exams, >disease pathomechanisms, how to interact with patients) are never going to >function properly as seminars if there are more than 10-15 students in each >class. Some of the best classes I have ever taken (that fostered >discussion and critical thinking) were seminars consisting of under 10 >students; each student worked on an independent project for the semester, >and was required to present information each week regarding the project. >By the end of the semester, those students' projects were works that could >be (and often were) published and presented at symposia. Young students of >today thrive in environments that promote creativity and self-directed >learning. > > < wrote: >http://www.publicbroadcasting.net/kpbs/news/news.newsmain? >action=article & ARTICLE_ID=771134 > >this is interesting. it really calls into question the so-called >dumbing down of america and challenges educators to meet the needs of >todays students rather than bemoaning the loss of the past. today's >students in their early 20's may actually be better problem solvers >than their peers in earlier generations and this may be positively >correlated to the amount of extremely complex interactive video games >they have played and what kind (I have never played a video game, >BTW, but I plan to start). but as long as our testing focuses >largely on data memorization, students will be consumed with that and >many will fail and for no good reason. Because many of the same >students could perform quite well or even better in a problem based >environment compared to those who have masted test-taking. Most of >our students at PCOM are quite young today and in the next ten years >there will be a high expectation amongst such students that their >education is focused on solving problems and data is accessed from >knowledge management tools on an as-needed basis and learned as a >result of using the information in practice. To not be able to >deliver this would be no different than not being able to provide an >adequate range of basic texts for the previous generation. It is a >new age and our student base will dwindle over time if the profession >resists these accelerating changes. > > > >Chinese Herbs > > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
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