Discussion of a Curriculum Innovation - Term Paper Example

INTRODUCTION The word ‘innovation’ conjures up images of scientists in white laboratory coats developing the next ground-breaking technology, or a large company such as Dyson, BMW or Apple, which have built themselves a reputation for taking daring steps in their field. As these images indicate, it is fair to suggest that historically, innovation has been the preserve of a select few. Individuals have had to be specially trained, and perhaps grouped in teams, to act as innovators. But what is innovation today, and is it still the domain of specialist ‘innovators’? Most dictionaries suggest that ‘innovation’ is a new way of doing something that result in a positive change. Innovation can involve invention – that is, the production of an item, improved processes or a combination of the two. It might consist of imaginative translation, which is, taking concepts and ideas used in one field, and using them to beneficial effect in another. Sometimes it is the very act of translating ideas into action, or policies into workable practice, that is innovative. Frequently, innovation is driven by a need to reduce costs, increase efficiency or improve quality. Certainly, need and opportunity are two factors that prompt individuals or teams to innovate. Innovation may come about through fresh combinations of ideas or working practices, or by colleagues collaborating in new ways. In short, innovation may also be about applying different ways of thinking to known or old problems. CURRICULUM AND INNOVATION Education only flourishes if it successfully adapts to the demands and needs of the time. With changing times, social and political conditions, the needs of the society change correspondingly. Hence, curriculum cannot remain static. It must be responsive to changes in society and the economy.  A curriculum has to take into account the following factors - technology an ageing population the social structure global culture and ethnicity sustainability changing maturity levels expanding knowledge of learning a changing economy Three key questions to be considered while designing a curriculum are: What are we trying to achieve? How do we organise learning? How well are we achieving our aims? Then what should be included in the curriculum for English for medical students? Obviously, anyone wopuld say that it will be necessary to acquaint them with medical terminology. But would that be enough? And why to teach them medical terminology? They have dictionaries, don’t they? They can look terminology up when needed and, if it relates to their specific field of interest, they will be able to encode it without any explanation. Terminology in every field tends to be very narrow in terms of meaning range so such items are usually concrete and have strict 1-to-1 cognates. Medical professionals will have to read medical information in English, attend international conferences and possibly give presentations, write and read research papers in English, and engage with other professionals in the field. It is hard for a doctor to avoid all this. The chances of him doing some or most of these regularly and consistently is far, far higher and of more lasting value than the belief that they will use English primarily to treat patients or to learn terminology. An important objective of the course would be to provide a basis for those who really want to get more involved in the international medical arena, to offer them a taste and develop enthusiasm for the subject. Although this may apply to only 10% students in a class, the justification that these classes can provide a platform and serve as a stimulus to take the next step is a legitimate one. Having some awareness of English at the tertiary level should be a basic function of higher education.When they become doctors many in society will think of them as elite, and as allegedly educated elites, it is expected that they will have some facility with English. This may not mean conversational skills, and it does not necessarily mean extensive grammar/vocabulary proficiency, but it does mean a greater sense and awareness of the forms of medical discourse, an overriding familiarity with the topic in English. Focusing upon content in another language is healthy for a learner’s cognitive development in general. When students are engaging meaningful content in a second language it helps them to more clearly organize the patterns of thought extant in their mother tongues. INNOVATIVE PROJECT INTRODUCTION: Most courses of English language for different professions like medicine, nursing, engineering, architecture etc. emphasise the following aspects in the curriculum: Language skills like speaking, reading and writing. Basics of English grammar General communication skills Practical experience – chiefly, communication in typical situations like hospitals, discussing ailments with relatives of patients, interacting with juniors and seniors etc. But going beyond this, very few courses equip the trainees with that part of communicative competence which would be expected from them as – 1. educated individuals belonging to a particular profession, and 2. professionals who will have to participate in national/international level conferences where they will have to put up their best knowledge of medicine and that too in the most effective way. Just as it is impossible to talk about a profession without mentioning an ethical code of the profession, it is impossible to talk about any profession these days without mentioning a professional personality. We talk about ideal personality of teachers, politicians, social workers and also about doctors. Personality is usually defined in terms of relatively stable characteristics and tendencies that determine an individual’s thoughts, feelings and behaviour and which have some continuity and consistency over time and across situations. Dynamic qualities, as well as relatively stable and distinctive properties form the structuring of personality. Personality factors are most crucial in work settings. Doctors must have stable and balanced personalities, free from tensions or constraints, failing which their work is likely to be affected and prove dangerous for patients. Personality includes effective communication skills. Communication, in general, is the process of sending and receiving messages that enables humans to share knowledge, attitudes and skills. Although we usually identify communication with speech, communication is composed of two dimensions – verbal and non-verbal. Non-verbal communication is communication without words. It includes apparent behaviours such as facial expressions, eyes, touching and tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people. Everything communicates, including material objects, physical space and time systems. Although verbal outputs can be turned off, non-verbal cannot. Even silence speaks. Activity or inactivity, words or silence, all have message value. According to Albert Mehrabian, an American psychologist, there are three elements in face-to-face communication – 1. Word 2. Tone of voice 3. Body language These three account differently for the meaning of the message. Words account for 7%, tone of voice accounts for 38% and body language for 55%. ( total – 93% ) In spite of this, no deliberate efforts are made in any language curriculum to develop para-linguistic features, or even an awareness of them. While words account only for 7% of communication, all efforts are devoted to the development of verbal communication like grammar, writing skills etc. NON-VERBAL COMMUNICATION IN THE FIELD OF MEDICINE Words have limitations. In numerous areas, non-verbal communication is more effective than verbal. A pat on the shoulder or a nod of the head can work more wonders than strong medicines. Non- verbal signals are powerful and express inner feelings. They are more genuine and honest. Social or professional etiquette limits what can be said, but non-verbal cues can communicate thoughts. Non-verbal communication serves as a separate channel to help send complex messages. When a doctor visits a patient, the patient is less interested in his words, ( he knows that the doctor may hide the truth), and seeks the truth in his eyes or expressions. The doctor will be able to tell the patient in words to be hopeful and not to worry, at the same time; he will convey through his tone that there is very little hope. People are morally dependent upon doctors to quite an extent. A patient will believe that he has cancer if the doctor tells him so and will be convinced that nothing is wrong with him even if he is undergoing acute pain. The relationship between doctors and patients is a delicate one. Misunderstanding or lack of communication can cost a life. Hence, doctors need to be extremely careful about what they say, how they say it, when and in what manner. All these are para-linguistic features which come under the vast area of non-verbal communication. Non-verbal communication has several modes like proxemics, chronemics, oculesics, haptics, kinesics, silence, inaction, demonstration, environment and para-language. Although all modes are significant from the point of view of a doctor’s personality, para-language is a part of linguistics and the responsibility of language teachers. FUNCTIONS OF NON-VERBAL COMMUNICATION Non-verbal messages interact with verbal messages in 5 ways – repeating, conflicting, complementing, substituting, and accenting. The validity and reliability of non-verbal messages are checked by non-verbal actions. Doctors and patients become better recipients of messages. It increases the degree of perceived psychological closeness between doctors and patients. They pervade all areas of the field of medicine and must be used to the greatest advantage. Non-verbal communication is natural, instinctive and universal. In the scenario of globalization while a need is felt for a global language for communication, whatever it may be, non-verbal communication can support it and prevent the gaps in communication created by culture. INNOVATIVE PROJECT This project aims to include a study of non-verbal communication skills which are essential part of an ideal professional personality of a doctor. It will consist of an awareness programme, followed by briefing about para-linguistic features, their importance, their nature etc. by using different methods and techniques. Video CDs and films can be used for the purpose. The programme will be followed by seminars or presentation sessions in which the teachers can evaluate whether the objectives have been achieved. THE PROJECT PLAN: STEP – I - A general introductory lecture in which the teacher makes the students aware of non-verbal communication, its nature, importance and advantages in all fields with special emphasis on the field of medicine. STEP –II – An explanation of the different modes of non-verbal communication, and para language in particular. STEP – III – A description of various para-linguistic features like tone, voice modulation, softness, loudness of voice, pauses and their effects. STEP – IV - Viewing of films or audio-video CDs in which examples of para-language can be observed. STEP – V – A discussion of the films and CDs viewed, with regard to para language and other forms of non-verbal communication. OTHER DETAILS OF THE PROJECT: There will be no special arrangement for evaluation of students. This can be done continuously by pointing out to the students how and why they should have used para linguistic features in different situations effectively, or to achieve some specific goal. The regular lecture sessions and other activities like group discussions, presentations and interactive sessions will continue as per the schedule, only the teachers will take every opportunity of pointing out the use of para linguistic features during the activities, as a part of training the students in them. Films and video CDs can be shown as often as possible, or periodically, with proper planning. Every film will be followed by a short discussion in which the students will be asked to identify how and where paralinguistic features have been used. Since the topic is common to all the three teaching units in the syllabus of face2face, two to three hours can be utilised from the 26 class hour per week schedule. Even if the time cannot be spared, a couple of extra hours can be spent for the initial awareness and orientation programme. The regular routine will not be disturbed because training in non-verbal communication will be given during the regular classroom activities, and they will be evaluated by teachers continuously, by observing the changes in their behaviour and exhibiting an awareness of non-verbal communication. This will be an addition to the curriculum, bit it will not interfere with the normal course. On the contrary, it will support the learning and performance of students positively. Practicing non-verbal communication will enhance their overall performance, make them effective communicators and also add to their personality. The linguistic competence of the medical students will be supported by knowledge para language. Since sign language is universal, they will find it easy to communicate with patients and doctors from any part of the world. CONCLUSION Only a couple of hours in addition to those allotted for the course will be essential for this innovative activity. It can be conducted without disturbing the normal routine schedule. It will not be any kind of burden to the students because there will be no test or examination. At the same time, students will make efforts to learn the new skills which are free from grammar, rules, and difficult skills like writing. All students will naturally take interest when they realize the importance of non-verbal communication and when they will observe the positive change in the personalities of their peers. There will be no extra expenses besides the cost of CDs, which can be used for other purposes as well. The same CDs or video material provided in the face2face kits can be utilized for the purpose, thus further cutting down expenses. The teachers will have to be alert, attentive and observe students minutely. But compared to the efforts on the part of students and teachers, the benefits will be tremendous, life-long and striking. REFERENCES 1. www.zeromillion.com/business/managent/nonverbalcommunication.html 2. Organizational behavior - concepts and cases. Fourth ed. Pune: Everest publishing house, 2002. Print. 3. Read More