PRACTICE

Activity 2: Pause and Contemplate

While we have used the provocation and response format previously, we will now introduce another way to spark critical reflection called pause and contemplate.

Genuinely valuing lived experience can support a dialogic learning environment. However, doing so while teaching the bioscientific research bases of health issues and needs can potentially be challenging. 

  • How might you go about working to value the knowledge, experience, and contributions of all learners, within the context of health professions education, while also valuing bioscientific knowledge and evidence? 
  • What challenges might you encounter, and how might you handle them?

Share your thoughts in the discussion board below.


To cite this work: Ng S, Baker L, Friesen F. Teaching For Transformation. An Online Supplement. [Internet]. 2018. Available from www.teachingfortransformation.com

Centre for Faculty Development, University of Toronto at St. Michael's Hospital.