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Thinking about the un-thinking

Thinking about the un-thinking Adv in Health Sci Educ (2015) 20:1–3 DOI 10.1007/s10459-015-9583-3 EDITORIAL Geoff Norman Published online: 24 January 2015 Springer Science+Business Media Dordrecht 2015 This issue could almost lay claim to being a special issue about all those things that aren’t supposed to matter in learning but do. Although emotions and interpersonal skills have been recognized as an essential component of competence for any health professional, they are rarely integrated into an overall perspective on the what and how of learning. At admissions, we speak of assessing ‘‘non-cognitive’’ (un-thinking?) skills. We hold separate courses in communication skills, frequently taught by professionals like social workers and clinical psychologists, whose professional qualifications are unassailable, but who rein- force the notion that this is a separate domain, detached from the mainstream. We speak of the ‘‘hidden curriculum’’, which all too often reinforces a paternalistic and aloof role for the professional. Our research endeavours reinforce this dissociation. Cronbach (1957) first noted two solitudes within psychology, where one group—the correlationists—studying clinical, developmental, intelligence, focused their research on individual differences and the other, the experimentalists, eschewed any hint of individual attributes, having only recently graduated from dogs, mice and pigeons to undergraduate psychology students. In health sciences http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Thinking about the un-thinking

Advances in Health Sciences Education , Volume 20 (1) – Jan 24, 2015

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References (9)

Publisher
Springer Journals
Copyright
Copyright © 2015 by Springer Science+Business Media Dordrecht
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-015-9583-3
pmid
25616719
Publisher site
See Article on Publisher Site

Abstract

Adv in Health Sci Educ (2015) 20:1–3 DOI 10.1007/s10459-015-9583-3 EDITORIAL Geoff Norman Published online: 24 January 2015 Springer Science+Business Media Dordrecht 2015 This issue could almost lay claim to being a special issue about all those things that aren’t supposed to matter in learning but do. Although emotions and interpersonal skills have been recognized as an essential component of competence for any health professional, they are rarely integrated into an overall perspective on the what and how of learning. At admissions, we speak of assessing ‘‘non-cognitive’’ (un-thinking?) skills. We hold separate courses in communication skills, frequently taught by professionals like social workers and clinical psychologists, whose professional qualifications are unassailable, but who rein- force the notion that this is a separate domain, detached from the mainstream. We speak of the ‘‘hidden curriculum’’, which all too often reinforces a paternalistic and aloof role for the professional. Our research endeavours reinforce this dissociation. Cronbach (1957) first noted two solitudes within psychology, where one group—the correlationists—studying clinical, developmental, intelligence, focused their research on individual differences and the other, the experimentalists, eschewed any hint of individual attributes, having only recently graduated from dogs, mice and pigeons to undergraduate psychology students. In health sciences

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Jan 24, 2015

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