Critical Thinking: Fostering Good Judgment in the Massage and Bodywork Classroom

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FOSTERING GOOD JUDGMENT IN THE MASSAGE AND BODYWORK

CLASSROOM

Critical Thinking

Christy CaelABMP’s Education Program Manager

Your presenter today is…

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.

LEARNING TO LEARN

Critical Thinking

Characteristics of Critical Thinking

Defining a problem

Asking questions

Examining evidence

Analyzing assumptions and biases

Avoiding emotional reasoning

Avoiding oversimplification

Considering other interpretations

Tolerating ambiguity

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

Didactic MethodDidactic Method Critical Learning MethodCritical Learning Method

Teacher-centered

What to think

Transmit knowledge

Content

Student-centered

How to think

Facilitate knowledge

Strategies, principles, concepts, and insights

Learning Strategies

Didactic MethodDidactic Method Critical Learning MethodCritical Learning Method

Knowledge is additive

Experience and values are irrelevant

Doubt and questioning weaken belief

Broad, superficial

Direct path to truth

Knowledge is holistic

Experience and values are essential

Questioning is a sign of learning

Focused, deep

Indirect path to truth

Learning Strategies (continued)

Benefits

When are didactic methods optimal?

Establishing structure.

Identifying concepts, facts, or principles.

Presenting to large groups.

Relaying large

amounts of

information.

Benefits

Why incorporate

critical learning?

Has relevance to professional practice.

Promotes lifelong

learning.

Use in licensing

exams.

Valued by regulatory boards and agencies.

CRITICAL THINKING IN THE CLASSROOM

Application

Instructional Guidelines

How do I incorporate

critical thinking into established

curriculum?

Become a facilitator.

Seed discussion.

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 PowerPoint 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

Objective: assess each student’s ability to recall the names of the bones in the human skeleton.

Method: written examination using drawing of human skeleton and callouts for students to write in bone names.

Numeric score based upon number of correct answers.

Kinesiology

Critical Learning Presentation

Objective: analyze and name the bones 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

Objective: assess each student’s analysis of the bones of the human body.

Method: written examination using drawing of human skeleton and callouts for students to write in bone names and one quality about each bone.

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 PowerPoint 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

Objective: assess each student’s ability to recall the physiological effects of Swedish massage.

Method: written examination using multiple choice and matching questions to pair specific strokes with their individual benefits.

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

Objective: assess each student’s ability to explain the physiological effects of Swedish massage.

Method: written examination using short answer to describe the effects of each Swedish stroke.

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 PowerPoint 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

Objective: assess each student’s ability to identify proper ethical behavior for massage and bodywork.

Method: written examination, using short answer or fill-in to list ethical principles.

Numeric score based upon number of correct answers.

Ethics

Critical Learning Presentation

Objective: critique ethical dilemmas in massage and bodywork.

Delivery: activity.

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

Objective: assess each student’s ability to solve ethical dilemmas using accepted codes and principles.

Method: essay or verbal exam presenting ethical dilemmas; student must devise a solution, citing a relevant code or law.

Numeric score based upon content and clarity of answer.

DidacticDidactic Critical LearningCritical Learning

Attention

Recall

Recitation

Single path to understanding

Limited learning styles

Exploration

Creativity

Critical Analysis

Indirect paths to understanding

Multiple learning styles

How Are These Methods Different?

SummaryCritical learning CAN be utilized in the

classroom.

Critical learning is interactive and engaging.

Critical thinking is essential to professional practice.

Professional organizations are recognizing the value of critical thinking.

ABMP’s Education Team

Thank You!

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