Critical Thinking Fostering Good Judgment in the Massage

Critical Thinking: Fostering Good Judgment in the Massage and Bodywork Classroom Webinar Technical Check If you can see this screen check to make sure you can hear the audio portion of the presentation. Sound does not play over your computer speakers. You need to call in on a phone line. Call Enter the code Now you’re ready to webinar!

Critical Thinking FOSTERING GOOD JUDGMENT IN THE MASSAGE AND BODYWORK CLASSROOM

Your presenter today is… Christy Cael ABMP’s Education Program Manager

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.

Critical Thinking LEARNING TO LEARN

Characteristics of Critical Thinking Defining a problem Asking questions Examining evidence Analyzing assumptions and Avoiding oversimplification Considering other interpretations Tolerating ambiguity biases Avoiding emotional reasoning 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

Learning Strategies Didactic Method Critical Learning Method Teacher-centered Student-centered What to think How to think Transmit knowledge Facilitate knowledge Content Strategies, principles, concepts, and insights

Learning Strategies (continued) Didactic Method Critical Learning Method Knowledge is additive Knowledge is holistic Experience and values are Doubt and questioning Questioning is a sign of Broad, superficial Focused, deep Direct path to truth Indirect path to truth irrelevant weaken belief essential learning

Establishing structure. Benefits Identifying concepts, facts, or principles. When are didactic methods optimal? Presenting to large groups. Relaying large amounts of information.

Benefits Has relevance to professional practice. Promotes lifelong Why incorporate critical learning? learning. Use in licensing exams. Valued by regulatory boards and agencies.

Application CRITICAL THINKING IN THE CLASSROOM

Instructional Guidelines Become a facilitator. Seed discussion. How do I incorporate critical thinking into established curriculum? 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 Power. Point 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 ü Objective: assess each student’s ability to recall the names of the bones in the human skeleton. ü Method: written examination using drawing of human skeleton and callouts for students to write in bone names. ü Numeric score based upon number of correct answers.

Objective: analyze and name the bones Kinesiology Critical Learning Presentation 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 ü Objective: assess each student’s analysis of the bones of the human body. ü Method: written examination using drawing of human skeleton and callouts for students to write in bone names and one quality about each bone. ü 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 Power. Point 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 ü Objective: assess each student’s ability to recall the physiological effects of Swedish massage. ü Method: written examination using multiple choice and matching questions to pair specific strokes with their individual benefits. ü 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 ü Objective: assess each student’s ability to explain the physiological effects of Swedish massage. ü Method: written examination using short answer to describe the effects of each Swedish stroke. ü 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 Power. Point 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 ü Objective: assess each student’s ability to identify proper ethical behavior for massage and bodywork. ü Method: written examination, using short answer or fill-in to list ethical principles. ü Numeric score based upon number of correct answers.

Ethics Objective: critique ethical dilemmas in Critical Learning Presentation Delivery: activity. massage and bodywork. 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 ü Objective: assess each student’s ability to solve ethical dilemmas using accepted codes and principles. ü Method: essay or verbal exam presenting ethical dilemmas; student must devise a solution, citing a relevant code or law. ü Numeric score based upon content and clarity of answer.

How Are These Methods Different? Critical Learning Didactic Attention Exploration Recall Creativity Recitation Critical Analysis Single path to understanding Indirect paths to understanding Limited learning styles Multiple learning styles

Critical learning CAN be utilized in the Summary classroom. Critical learning is interactive and engaging. Critical thinking is essential to professional practice. Professional organizations are recognizing the value of critical thinking.

Thank You! ABMP’s Education Team

Contact ABMP Jennifer Argenbright: jennifer@abmp. com or extension 636 Alaska, Florida, Georgia, Hawaii, Indiana, Michigan, North Carolina, Ohio, Oregon, Puerto Rico, South Carolina, Virgin Islands, Washington Melanie Gourley: melanie@abmp. com or extension 626 California, Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia Kathy Laskye: kathy@abmp. com or extension 649 Alabama, Arizona, Illinois, Iowa, Kansas, Kentucky, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Mexico, North/South Dakota, Tennessee, Utah, Wisconsin Taffie Lewis: taffie@abmp. com 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