I hear you about the younger generation, being an old fart myself. However, you probably know what our elders said about us when young, so there's always some of that. I would also say that being challenged by the youngsters to teach in a manner that shows respect is not necessarily a bad thing. I'm not saying to baby them or give "safe …
I hear you about the younger generation, being an old fart myself. However, you probably know what our elders said about us when young, so there's always some of that. I would also say that being challenged by the youngsters to teach in a manner that shows respect is not necessarily a bad thing. I'm not saying to baby them or give "safe spaces;" but some professors seem to think teaching by disdain and humiliation is OK. It's not. Oh, and having enough sleep to avoid medical errors is probably not a bad thing either. :)
I agree. I trained in an era when there was still plenty of shame-based learning. I do think there is a kindler gentler way. Altho I will also say, the times where I was lit up by my attendings most memorably, I only made those mistakes once.
I do try to ask residents and fellows now open-ended questions (what’s your approach to this; what’s your DDx for that) unlike the “guess what I’m thinking” Qs of yore. But I do also think the pendulum has swung a bit far.
As a psychologist who has worked in both schools and private practice, factors that impact learning/performance is my wheel house. Emotions can certainly affect learning, and the relationship is complex and not always univalent (first link). You said that when you got "lit up" by your attendings most memorably, you only made those mistakes once. Does that mean when you didn't get "memorably lit up" for mistakes, you made those mistakes more than once? You didn't say how often you got "lit up," but when a person is in a learning environment in which mistakes are always (or almost always) followed by shaming from the teacher, that is highly stressful, and I assume you're aware of the negative impact of stress on learning and performance. Some teachers still think humiliation is the most effective teaching tool for mistakes, but there is no evidence of that. Some people have greater coping resources and internalized self-esteem than others, and thus some are more resilient than others in how they handle such environments. Your use of open-ended questions is one of the more effective teaching tools, as it requires deeper thinking and processing of the material. As for the pendulum and where it's swung, I'm not there, so I don't know, but it probably varies by institution. Again, I'm not advocating any extreme measures, simply treating people with respect and not shaming them, which it sounds like you do. I don't know about you, but I learned best from teachers with whom I had good relationships, and that's what I've observed in schools. That doesn't mean I never got corrective feedback, but the best teachers know how to do that without shaming, and that's quite memorable! :)
I hear you about the younger generation, being an old fart myself. However, you probably know what our elders said about us when young, so there's always some of that. I would also say that being challenged by the youngsters to teach in a manner that shows respect is not necessarily a bad thing. I'm not saying to baby them or give "safe spaces;" but some professors seem to think teaching by disdain and humiliation is OK. It's not. Oh, and having enough sleep to avoid medical errors is probably not a bad thing either. :)
I agree. I trained in an era when there was still plenty of shame-based learning. I do think there is a kindler gentler way. Altho I will also say, the times where I was lit up by my attendings most memorably, I only made those mistakes once.
I do try to ask residents and fellows now open-ended questions (what’s your approach to this; what’s your DDx for that) unlike the “guess what I’m thinking” Qs of yore. But I do also think the pendulum has swung a bit far.
As a psychologist who has worked in both schools and private practice, factors that impact learning/performance is my wheel house. Emotions can certainly affect learning, and the relationship is complex and not always univalent (first link). You said that when you got "lit up" by your attendings most memorably, you only made those mistakes once. Does that mean when you didn't get "memorably lit up" for mistakes, you made those mistakes more than once? You didn't say how often you got "lit up," but when a person is in a learning environment in which mistakes are always (or almost always) followed by shaming from the teacher, that is highly stressful, and I assume you're aware of the negative impact of stress on learning and performance. Some teachers still think humiliation is the most effective teaching tool for mistakes, but there is no evidence of that. Some people have greater coping resources and internalized self-esteem than others, and thus some are more resilient than others in how they handle such environments. Your use of open-ended questions is one of the more effective teaching tools, as it requires deeper thinking and processing of the material. As for the pendulum and where it's swung, I'm not there, so I don't know, but it probably varies by institution. Again, I'm not advocating any extreme measures, simply treating people with respect and not shaming them, which it sounds like you do. I don't know about you, but I learned best from teachers with whom I had good relationships, and that's what I've observed in schools. That doesn't mean I never got corrective feedback, but the best teachers know how to do that without shaming, and that's quite memorable! :)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5573739/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6416111/