Self Assessment in Clinical Environments - Coursework Example

Looking Into One’s Self, Aiming To Be Better Everyone wants to be better in everything. It takes some time and effort to stop and check if one is still on the right path or if he or she has gone astray from the original aims and objectives set for oneself. Self-assessments are effective ways for individuals to evaluate themselves to see how far they have come in terms of progress in one area or another and to know their strengths and weaknesses. Self-assessments can come in various forms. Some are simple reflective practices while others entail taking some tests. This paper shall be discussing both. As a dental hygiene student, one needs to be in tune both in theory and in practice. Remembering lessons and applying it to practice takes a lot of balance and this can be achieved if one takes time for self-assessment. Reflective practice has both advantages and disadvantages. It can positively affect professional growth and development by leading to greater self-awareness, to the development of new knowledge about professional practice, and to a broader understanding of the problems that confront practitioners (Osterman 1990). However, it is a time-consuming process and it may involve personal risk because the questioning of practice requires that practitioners be open to an examination of beliefs, values, and feelings about which there may be great sensitivity (Peters 1991). Hence, it is possible that there comes greater fear of becoming introspective or being critical of oneself too much in practice. For example, when one thinks about the ethics of the course and the high standards it demands, would he or she be willing to comply? Or is he or she to make compromises? “Reflective thinking is thinking that is aware of its own assumptions and implications as well as being conscious of the reasons and evidence that support the conclusion” (Lipman, 2003, p.26). John Dewey defined reflective thinking as “an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends” (Martin, 1995. p.167). Reid (1993) presents a motivational definition of reflective thinking as “a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.” Van Manen defines reflection in terms of a means of mental action that distances the person from events in order that they may be viewed in a more objective manner (as cited in Moon, 1999). Many researchers have considered problem solving and value conflict as aspects of reflective thinking (Totten & Pedersen 2007). A dental hygienists, like other professionals, need to consider basic requirements such as thorough knowledge of their field to serve clients better. They should be aware of the latest trends in oral health care. However, since their work relates to other people, they should also possess pleasing personalities and knowledge of quality customer service. In reflective practice, they should be honest enough to assess themselves if they have the patience and understanding, not to mention, the genuine care and concern for their patients to be able to serve them in a way that makes them trusting and comfortable in the clinical environment. Test taking is one way to help an individual in his reflective practice. These tests have been studied thoroughly, with well-selected items that aim to reflect the various personalities of the test-takers. Some tests guide individuals on how they can exploit their strengths and avoid their weaknesses to become better learners. As a result, individuals get to know their limits and capabilities. One specific example was identified by a study by DeBate, Tedesco & Kerschbaum (2005). They subjected dentists and dental hygienist to a self-assessment questionnaire regarding their knowledge of five criterion-specific secondary prevention behaviors with regard to eating disorders namely: identification of oral manifestations, addressing concerns, prescribing oral treatment, patient referral, and case management. The majority of the respondents reported to be in a low state of readiness with regard to the behaviors aforementioned. This implies that engaging the oral health care provider in secondary prevention of eating disorders is essential in decreasing the potential for further damage to the teeth and oral tissue as well as improving patients’ overall oral health. Howard Gardner (1983) has come up with the Multiple Intelligence theory which has motivated educators and ordinary people to think that each person has a giftedness that makes him special in his own way. A multiple intelligence assessment test available online can help a person determine which special area of intelligence he or she possesses. Basically, Gardner claims that intelligence is not limited to the cognitive domain, as traditionally conceptualized. He views it in a much broader sense to include the individual’s affective, social and creative domains. A century ago, psychologists believed that general intelligence is inherited from biological parents, and that intelligence is not alterable. In short, what you were born with, you have to live with, as that is as good as it gets. A person’s intelligence may be measured by IQ tests and more recently by examining the shape of one’s brain or analyzing a chip on which genes are encoded. Gardner found that such a theory of intelligence discounts the existence of the creative, affective and interpersonal sides of a person which are essential to his survival. In including these, he found the concept of intelligence to be more complete, although not accurately measurable. It is only recently that tests on multiple intelligences have been conceptualized and used to cluster people together according to their abilities. These tests cannot be compared to the standardized intelligence tests in which each score measures a particular aspect of one’s intelligence, but only give the test-taker an idea of where his or her dominant intelligence lie. This means that a dental hygienist may not have been an excellent student in academics, but may possess the gift of healing which starts with very good interpersonal skills desperately needed in the clinical environment since most patients may view it as a cold and scary environment to be in. People can have different various learning styles. Learning styles according to Dunn (2000), is the way in which each learner begins to concentrate on, process, and retain new and difficult information. It explains why the same teaching method has different effects on students. The same teaching method could be effective for some and ineffective to others. There are four Basic Learning styles - Sensing Thinking, Intuitive Thinking, Sensing Feeling and Intuitive Feeling. They have such practical use since they were presented. They can be easily observed in a classroom by teachers, thus, making it practical and logical to use. Sensing Thinkers use concrete, practical approaches to learning. The Intuitive Thinkers use conceptual and innovative approaches, and are oriented toward theories and meanings. Sensing Feelers use their imagination to see things that cannot be seen by the senses. Intuitive Feelers uses intuition along with feeling. Dental hygienists need to be aware of which learning style suits them best in order to apply the appropriate learning techniques in the clinical setting. One self-assessment test using preferred style that reflects one’s personality is the Myer-Briggs Type Indicator (MBTI). It is a personality inventory test that comes up with an individual’s personality profile and psychological preferences in how he perceives the world and makes decisions. The preferences indicate the differences in people based on the following (Myer-Briggs, n.d.): How they focus their attention or get their energy (Extraversion or Introversion) How they perceive or take in information (Sensing or Intuition) How they prefer to make decisions (Thinking or Feeling) How they orient themselves to the external world (Judgment or Perception) The MBTI is a good gauge of which a certain personality profile matches a certain field of work. A good combination of preferences would lead a student test-taker to the career that suits his personality. Other learning styles theories focus on the sense dominantly used for learning by an individual. Some people learn better with graphic aids and use of color. They are visual learners. Other individuals are more aural, or rely on listening more than looking. Some tests reveal what particular learning style the test-taker has. The VARK test is one. VARK stands for Visual, Aural, Read/Write and Kinesthetic learning styles. It is an online questionnaire that asks 16 questions to measure which reflects the learning style of the test-taker. It provides them with a profile of their learning preferences. Such preferences reveal the ways they best take in and give out information. VISUAL- learners who would like to see it on the whiteboard, flip charts, walls, graphics, pictures, colour. AUDITORY-learners who would like to sit back and listen. They don’t make a lot of notes READ/WRITE- learners who need to read the information for themselves and they take a lot of notes KINESTHETIC-learners who can not sit still for long, like to fiddle with things. They like to be actively involved in their learning. VARK helps people be aware of the different approaches available to them in order to learn better. It supports individuals with learning difficulties, and their teachers who would like to develop additional and alternative learning strategies to help them (VARK, n.d.). Learners have the capacity to construct their own learning through the experiences and social interactions they have. All humans have natural learning abilities ingrained in them. Babies learn to crawl and to walk as nature has designed. Social learning greatly enhances that natural and individual learning. Whatever knowledge a learner gains from his social interactions, he firms up by his own individual learning. He integrates his new knowledge with his past experiences and skills (Vygotsky, 1978). Erikson (1959), in his theory of Psychosocial development, admits that the unearthing of more learning about the development and growth of the individual and about his motivations, pointed to more dangers than to constructive avenues of action. He turns around by suggesting that he hopes it is an indication that we are progressing through one stage of learning (Erikson, 1959). A word of assurance is given as his conclusion: “If we will only learn to let live, the plan for growth is all there” (Erikson, 1959, p. 100). Adult education being more voluntary, seeks to fulfill what a person needs to know (Ellias & Merriam, 1980). The nature of choosing one’s own path and applying the learning style he is most comfortable with makes learning more engaging. Carl Rogers (1969), a humanistic psychologist believes that when adults pursue what they want to learn, the motivation is more intrinsic and this drives one to engage in learning holistically even if stimulation is mostly external. Doing self-assessment is one avenue that opens opportunities for them to perfect their craft. Self-assessments, including those done by practitioners in clinical environments are truly helpful in student learning, as individuals who assess themselves either through reflective practice or test-taking, find ways to be better learners. It helps them focus on making the clinical environment a safe and secure place for patients so they feel comfortable and trusting enough to receive the clinical treatment they deserve. This begins with the realization that they need to improve on the weaknesses reflected in the assessment as well as honing the strengths that likewise come out. In order to live a more fulfilling life, it is best to have self-assessment sessions once in a while not only to learn more about oneself but to be a more productive individual who contributes the fruits of his talents, and learning to society. In the case of dental hygienists, self-assessments will ultimately lead to better delivery of oral health care services to their patients which contributes to better quality of their lives. References Debate, R.D., Tedesco, L.A. & Kerschbaum, W.e. (2005) Oral Health Providers and Secondary Prevention of Disordered Eating: An Application of the Transtheoretical Model, Journal of Dental Hygiene, Vol. 79, #4, pp. 1-10. Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, (1), 3-22. Ellias, J.L. & Merriam, S.B. (1980) Philosophical Foundations of Adult Education. Krieger Pub Co Erikson, E. H. (1959) Identity & the Life Cycle. N.Y.: International Universities Press, Inc. Gardner, H.,(1983) Frames of Mind: the theory of multiple intelligences London: Heinemann Moon, J. (1999) Reflection in Learning and Professional Development: theory and practice London; Kogan Myer-Briggs Type Indicator test (n.d.) Retrieved from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/ Osterman, K. F. (1990) "Reflective Practice: A New Agenda for Education." Education And Urban Society 22, no. 2, pp. 133-152. Peters, J. (1991), “Strategies for Reflective Practice." In Professional Development For Educators Of Adults. New Directions For Adult And Continuing Education, no. 51, edited by R. Brockett. San Francisco: Jossey-Bass, Fall. 1991 Reid B. (1993), ‘But We’re Doing it Already!’ Exploring a Response to the Concept of Reflective Practice in Order to Improve its Facilitation, Nurse Education Today, Vol.13: 305-309. Rogers, C.R. (1969) Freedom to Learn. NY: Harper & Row. Totten & Pedersen (2007) Addressing Social Issues in the Classroom & Beyond. Information Age Publishing Van Manen, M. (1999) The Practice of Practice in Lange, Manfred; Olson, John, Hansen, Henning & BŸnder, Wolfgang (eds.): Changing Schools/ Changing Practices: Perspectives on Educational Reform and Teacher Professionalism. Luvain, Belgium: Garant. VARK test (n.d.) Retrieved on August 15, 2010 from http://www.vark- learn.com/english/page.asp?p=advice Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. . Read More