Adventure: A metaphor to invigorate teaching and learning in unprecedented times

• Published in: Asia Pacific Scholar (Online) Vol. 9; no. 3; pp. 55 - 57
• Main Author: Maurice, Sean B
• Format: Journal Article
• Language: English
• Published: Singapore National University of Singapore, Centre for Medical Education (CenMed) 01-07-2024; National University of Singapore
• Subjects: Adventure; Burnout; Curricula; Empathy; Medical education; Mountain climbing; Native peoples; Patients; Physicians; Professional development; Professions; Risk management; Teaching; Teaching methods
• ISSN: 2424-9335; 2424-9270
• DOI: 10.29060/TAPS.2024-9-3/PV3134

If we need to train more healthcare providers at a challenging time, when not making change is potentially more dangerous than innovating, then we should consider the metaphor of adventure to inspire our innovations and help us think about risk management in teaching and learning. [...]the reward is often greater because of the effort required (within reason). B. Clinical Teaching There’s a growing recognition that demonstrating vulnerability and empathy, can lead to more effective patient care and more effective clinical education, while also being more rewarding for preceptors. Showing vulnerability and empathy might seem like a loss of formality, and this might feel risky, yet if this is a calculated risk, with opportunities for gain in the form of a more meaningful teaching experience and more impactful learning for students, then this might be a worthwhile adventure to embark on.