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Critical Thinking: Fostering Good Judgment in the Massage and Bodywork Classroom
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FOSTERING GOOD JUDGMENT IN THE MASSAGE AND BODYWORK
CLASSROOM
Critical Thinking
Christy CaelABMP’s Education Program Manager
Your presenter today is…
Goals and Objectives
Define critical thinking.
Relate critical thinking to the professional practice of massage and bodywork.
Compare and contrast didactic and critical learning strategies.
Illustrate the benefits of critical learning.
Apply critical learning strategies to the massage and bodywork classroom.
LEARNING TO LEARN
Critical Thinking
Characteristics of Critical Thinking
Defining a problem
Asking questions
Examining evidence
Analyzing assumptions and biases
Avoiding emotional reasoning
Avoiding oversimplification
Considering other interpretations
Tolerating ambiguity
Metacognition (understanding how we process information)
Critical Thinking in Professional Practice
Gleaning subjective information
Seeking objective information
Determining indications/contraindications
Session planning and adaptation
Documentation
Referrals
Professional development
Didactic MethodDidactic Method Critical Learning MethodCritical Learning Method
Teacher-centered
What to think
Transmit knowledge
Content
Student-centered
How to think
Facilitate knowledge
Strategies, principles, concepts, and insights
Learning Strategies
Didactic MethodDidactic Method Critical Learning MethodCritical Learning Method
Knowledge is additive
Experience and values are irrelevant
Doubt and questioning weaken belief
Broad, superficial
Direct path to truth
Knowledge is holistic
Experience and values are essential
Questioning is a sign of learning
Focused, deep
Indirect path to truth
Learning Strategies (continued)
Benefits
When are didactic methods optimal?
Establishing structure.
Identifying concepts, facts, or principles.
Presenting to large groups.
Relaying large
amounts of
information.
Benefits
Why incorporate
critical learning?
Has relevance to professional practice.
Promotes lifelong
learning.
Use in licensing
exams.
Valued by regulatory boards and agencies.
CRITICAL THINKING IN THE CLASSROOM
Application
Instructional Guidelines
How do I incorporate
critical thinking into established
curriculum?
Become a facilitator.
Seed discussion.
Encourage questions.
Challenge each other.
Focus on why and how.
Foster experimentation.
Provide feedback.
Kinesiology: Didactic Presentation
Objective: Identify the names of the bones in the human skeleton.
Delivery: lecture
Tools: overhead or PowerPoint presentation showing skeleton with callouts for all pertinent bones and model skeleton.
Method: instructor points out all bones and verbally names each while students take notes.
Kinesiology: Didactic Assessment
Objective: assess each student’s ability to recall the names of the bones in the human skeleton.
Method: written examination using drawing of human skeleton and callouts for students to write in bone names.
Numeric score based upon number of correct answers.
Kinesiology
Critical Learning Presentation
Objective: analyze and name the bones of the human skeleton.
Delivery: activity
Tools: full skeleton and a disarticulated skeleton
Method:
Each student is given a bone.
Instructor presents principles.
Student locates bone on skeleton.
Student presents name and features.
Discuss qualities and function.
Kinesiology
Critical Learning Assessment
Objective: assess each student’s analysis of the bones of the human body.
Method: written examination using drawing of human skeleton and callouts for students to write in bone names and one quality about each bone.
Numeric score based upon number of correct answers.
Swedish Massage: Didactic Presentation
Objective: Identify the physiological effects of Swedish massage.
Delivery: lecture.
Tools: overhead or PowerPoint presentation listing the physiological effects of each Swedish massage stroke.
Method: instructor reads off effects, provides a brief explanation of each, and which stroke accomplishes each effect.
Swedish Massage: Didactic Assessment
Objective: assess each student’s ability to recall the physiological effects of Swedish massage.
Method: written examination using multiple choice and matching questions to pair specific strokes with their individual benefits.
Numeric score based upon number of correct answers.
Swedish Massage
Critical Learning Presentation
Objective: detect the physiological effects of Swedish massage.
Delivery: activity
Tools: massage table, sheets, oil, pen, and paper
Method:
Instructor demonstrates strokes.
Students practice each.
Students journal changes in client for each stroke.
Lead group discussion, comparing results to research.
Swedish Massage
Critical Learning Assessment
Objective: assess each student’s ability to explain the physiological effects of Swedish massage.
Method: written examination using short answer to describe the effects of each Swedish stroke.
Numeric score based upon completeness of answers.
Ethics: Didactic Presentation
Objective: identify proper ethical behavior associated with massage and bodywork.
Delivery: lecture.
Tools: overhead or PowerPoint presentation listing the appropriate ethical behavior for massage and bodywork professionals.
Method: instructor reads points from code of ethics or statues, provides a brief explanation of each, and describes how to apply them to professional practice.
Ethics: Didactic Assessment
Objective: assess each student’s ability to identify proper ethical behavior for massage and bodywork.
Method: written examination, using short answer or fill-in to list ethical principles.
Numeric score based upon number of correct answers.
Ethics
Critical Learning Presentation
Objective: critique ethical dilemmas in massage and bodywork.
Delivery: activity.
Tools: pen and paper.
Method:
Divide class into small groups.
Each group creates an ethical dilemma.
Trade scenarios and role-play solutions.
Discuss to debrief solutions.
Ethics
Critical Learning Assessment
Objective: assess each student’s ability to solve ethical dilemmas using accepted codes and principles.
Method: essay or verbal exam presenting ethical dilemmas; student must devise a solution, citing a relevant code or law.
Numeric score based upon content and clarity of answer.
DidacticDidactic Critical LearningCritical Learning
Attention
Recall
Recitation
Single path to understanding
Limited learning styles
Exploration
Creativity
Critical Analysis
Indirect paths to understanding
Multiple learning styles
How Are These Methods Different?
SummaryCritical learning CAN be utilized in the
classroom.
Critical learning is interactive and engaging.
Critical thinking is essential to professional practice.
Professional organizations are recognizing the value of critical thinking.
ABMP’s Education Team
Thank You!
Contact ABMP
Jennifer Argenbright: [email protected] or extension 636
Alaska, Florida, Georgia, Hawaii, Indiana, Michigan, North Carolina, Ohio, Oregon, Puerto Rico, South Carolina, Virgin Islands, Washington
Melanie Gourley: [email protected] or extension 626
California, Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia
Kathy Laskye: [email protected] or extension 649
Alabama, Arizona, Illinois, Iowa, Kansas, Kentucky, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Mexico, North/South Dakota, Tennessee, Utah, Wisconsin
Taffie Lewis: [email protected] or extension 629
Arkansas, Colorado, Connecticut, Idaho, Louisiana, Maine, Massachusetts, Montana, New Hampshire, New Jersey, New York, Rhode Island, Texas, Vermont, Wyoming
www.abmp.com 800-458-2267