Argumentative on the Learning Process - Research Paper Example

? Argumentative on the Learning Process Argumentative Research Paper The core business of learning is to impart learners with the relevant skills, knowledge and attitude. Effective learning process requires a good environment where both the learners and teachers can easily interact (Nunan & Lamb, 1996). It also requires the adoption and portrayal of some behaviors that are instrumental for the learning process. Apparently, these behaviors can be acquired if students are encouraged to develop the necessary social skills (Hon & Watkins, 1995). Some of the social skills include problem solving skills, communication skills, assertiveness skills and relaxation skills. Learners can acquire these skills when they develop appropriate attitudes and knowledge. This makes the main objective of conducting teaching and training programs to correspond to enhancement of knowledge, skills and attitude of learners. The main purpose of this essay is to argue the relevance of the message conveyed by some specific authors on the approach needed for conducting training and teaching programs (Chou, Chang, & Hauer, 2008). I believe that motivation towards learning and training is dependent on knowledge, skills, ideologies and a suitable environment. However, it is also clear that the number of students and the use of a multi-disciplinary approach are useful though the learning approach should not be specific. Counter argument I believe that the twenty steps are instrumental when handling students with learning difficulties. However, opposing ideologies indicate that these steps overwork the teachers, and compromise their ability to attend to other students. Furthermore, it is highlighted that people should recognise the social and cognitive skills of students while handling their learning needs (Hon and Watkins, 1995). However, the learning needs of a person transcends skills, and is dependent on the environment in several instances. I believe that the procedural steps that involve students in a workshop learning session enhances their interaction and comprehension (Chou, Chang, and Hauer, 2004). However, opposing arguments state that such an approach cannot accommodate a class with numerous students. It is only limited to a few number of students. Rao underscores the need to expose students to an environment where they easily interact with the elderly patients to improve their attitudes. However, attitude cannot be improved by exposure alone. It requires an interdisciplinary learning approach. Argument I believe that it is necessary assist the children with learning difficulties using fundamental steps. This can be successful with the provision of appropriate modifications in the learning process. Several steps are necessary in the quest to achieve such objectives. The authors use Greg’s experiences to develop some steps necessary for successful learning amongst children having trouble (Biddulph, Hess, & Humes, 2006). I find this rather disturbing because assuming that all children with learning difficulties are of the same level as Greg is wrong. Greg could have succeeded because the level of his difficulty was mild. Disorder depression does not adversely inhibit the process of learning. Greg listed a number of 20 steps that he considers appropriating in making a child with learning difficulties become successful (Biddulph, Hess, & Humes, 2006). I believe that Hon and Watkins’s attempt to evaluate social skills training program for Hong Kong students highlights the importance of valuing skills, and knowledge. They classify alcoholism, juvenile delinquency and depression as fundamental examples of behavioral and neurotic problems that are responsible for psychiatric disorders. According to the authors, these are the causes of inadequate social skills. Hon and Watkins focus on directing additional efforts get to the training skills development programs for adolescents. However, these efforts mainly focus on the western countries. In response to this, they come up with well-knitted approaches to address the Hong Kong students’ needs. I find their approaches effective because they are structured based on the actual educational needs of specific students. Actually, the teaching of nonverbal and verbal skills requires the consideration of behavioral characteristics of the student (Hon & Watkins, 1995). Consideration of cognitive aspects of the student is essential when evaluating important skills as assertiveness, relaxation, communication and problem solving. However, the authors fell short of availing the instruments of evaluation quoted. The Matson Evaluation of Social Skills only provides predictions but do not offer the possible solutions to the identified problems. Besides, the instrument does not use a scientific approach in the determination of the improved relationship (Hon & Watkins, 1995). The authors suggest that an independent guidance counselor should be hired to assess how the students respond to the social skills from the study proposed on the SDQ subscales. However, they fail to offer suggestions on the modes of hiring the independent guidance counselor. This approach also has its flaws because the counselor can make errors, either deliberate or by accident. When this happens, the study will not have achieved its intended goal. Hon and Watkins did not provide the two training programs mentioned and the steps of attaining them in an educational setting (Hon & Watkins, 1995). Chou, Chang and Hauer participate in a workshop to determine the interaction skills between medical students and doctor. In this workshop, assessing the clinical skills produced results indicating that medical students lack essential communication skills. The authors involved eight schools in a consortium that was to scrutinize the clinical performance of the students comprehensively. They categorized the students in two domains. The first domain involved students taking physical examination and history while the second domain involved the patient-doctor interaction skills with some validated instruments (Hon & Watkins, 1995). The authors’ argument was that students who lack PDI skills are defensive and embarrassed. As a way of helping such students, it is important to use techniques such as appreciative inquiry and the learner-centered approach. The test involved the participation of the students in a videotaped CPX. They then attended workshops in the evening meant to improve their skills in PDI. This was important considering the fact that some students do not feel comfortable devoting hours off school to attend remediation. Throughout the whole workshop, there was an engagement where students provided feedback concerning the PDI skills. The ideal conditions necessary for performance of the students and their strength to do so dominated the goal of the overt. This can be intriguing because any study must have a control experiment whose results deserve equal consideration to offset any bias (Hon & Watkins, 1995). The results of the workshop were remarkable. Students who participated in the sessions registered improved optimism and later passed their retest examinations. Additionally, they passed the United States Medical Licensing Examination that tested the clinical skills. The session that was majorly skill based helped to support the students because it was learner centered and followed an appreciative approach. This was contrary to the expectations that the sessions could have brought negative feelings about the students. The sessions also succeeded in offsetting the defensiveness of students by acknowledging their emotions. This session also encouraged students to focus on strengthening their learning skills by planning their works through participating in role-playing exercises. Additionally, the students who attended the evaluation evaluated highly. This demonstrated that their poor performance in CPX improved drastically (Hon & Watkins, 1995). This approach is appropriate when improving communication skills and other aspect of cognitive learning for the medical students if the results of the performance of students from the workshop are anything to go by (Lambert & Nowacek, 2006). In any interaction between a patient and a doctor, good communication is the gateway of improving service delivery. However, several factors can hinder effective communication between the doctor and patients. When there is good communication, patients become satisfied with the health system, facilitating their recovery efforts. This explains the reason why many medical schools are resorting to offering their students additional training in communication skills. However, the approaches to training students on the skills to communication can only be triumphant if it involves the participation of all students. Besides, the students must enjoy the sessions to register positive results. The authors also underscore the fact that communication skills need early introduction to the medical school so that they become integrated and optimized. However, the doctor must be watchful choosing suitable communication approach to a specific audience. The skills for dyadic communication are different from those of triadic communication. In this essence, a person studying as a doctor needs learn important generic and inclusive communication skills (Chou, Chang, & Hauer, 2008). I believe that theories, constructs, and ideologies contribute to the acquisition of knowledge. Authors have provided theories that provide solutions to modes of acquisition and practice of clinical skills to medical students. It is true that educators in the field of medicine go through difficult experiences to motivate the medical students to take up learning processes. It is cumbersome to inculcate knowledge, skills and attitude to older people. However, these anthills must not obscure the gains and benefits to the educators. Educators can use any of the existing approaches to make the learning process enjoyable (Rao, 2003). Apparently, older patients face extra psychological torture in their care due to the limited availability of clinical skills evaluation. This calls for a development of positive attitude by medical students towards the older patients. One of the ways of achieving this ideology is giving students an opportunity to participate in inter-professional learning. This enhances teamwork, professional identity and roles. Rao argues that students who frequently participate in inter-professional programs register increased awareness on their roles towards the older patients. This creates a positive attitude. The article by Rao majorly focuses on the role of attitude in the care and treatment of older patients (Rao, 2003). In a study conducted to determine the attitude levels between foremost year medical learners and their counterparts in the fourth year, the results showed that the students in their first year of study have very little attitudes towards old patients. This attitude notably changed over the course of medical training (Rao, 2003). This could be attributable to the students exposure the real clinical settings that involve the older people. In this regard, it is important that as medical students go through knowledge and skills acquisition, they should also study attitude as an interdisciplinary course. One of the ways of ensuring the attainment of this ideology is to take the students through a community based training to expose them to a real environment and develop a positive attitude (Rao, 2003). Conclusion The articles explore learning processes in different approaches and settings. However, the common denominator is that attitude is essential for success of any learning process. Learners need to take part in the learning process through exposure to varied learning scenes. This boosts their skills and acquaintance. References Biddulph, G., Hess, P., & Humes, R. (2006). Help A Child With Learning Challenges Be Successful in the General Education Classroom. Spotlight on Students , 315-316. Chou, C. L., Chang, A., & Hauer, K. E. (2008). Remediation workshop for medical students in patient–doctor interaction skills. Really Good Stuff42.5 , 537-538. Hon, C. C., & Watkins, D. (1995). Evaluating a Social Skills Training Program for Hong Kong Students. Journal of Social Psychology, 135.4 , 527-528. Lambert, M., & Nowacek, J. (2006). Help high school students improve their study skills. Intervention in School and Clinic, 41(4), 241-243. Nunan, D., & Lamb, C. (1996). Self-directed teacher: Managing process. Cambridge: Cambridge Univ. Press. Rao, R. (2003). Dignity and impudence: How should medical students acquireand practise clinical skills for use with older people? Medical Education, 37 , 2003. Read More