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

1. Critical Thinking: Fostering Good Judgment in the Massage and Bodywork Classroom Webinar Technical Check If you can see this screen check to make sure you can hear the audio portion of the presentation. Sound does not play over your computer speakers. You need to call in on a phone line. Call Enter the code Now you’re ready to webinar!

2. Critical Thinking FOSTERING GOOD JUDGMENT IN THE MASSAGE AND BODYWORK CLASSROOM

3. Your presenter today is… Christy CaelABMP’s Education Program Manager

4. 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.

5. Critical Thinking LEARNING TO LEARN

6. 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)

7. Critical Thinking in Professional Practice • Gleaning subjective information • Seeking objective information • Determining indications/contraindications • Session planning and adaptation • Documentation • Referrals • Professional development

8. Learning Strategies Didactic Method Critical Learning Method • Teacher-centered • What to think • Transmit knowledge • Content • Student-centered • How to think • Facilitate knowledge • Strategies, principles, concepts, and insights

9. Learning Strategies (continued) Didactic Method Critical 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

10. Establishing structure. • Identifying concepts, facts, or principles. • Presenting to large groups. • Relaying large amounts of information. Benefits When are didactic methods optimal?

11. Has relevance to professional practice. • Promotes lifelong learning. • Use in licensing exams. • Valued by regulatory boards and agencies. Benefits Why incorporate critical learning?

12. Application CRITICAL THINKING IN THE CLASSROOM

13. Become a facilitator. • Seed discussion. • Encourage questions. • Challenge each other. • Focus on why and how. • Foster experimentation. • Provide feedback. Instructional Guidelines How do I incorporate critical thinking into established curriculum?

14. 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.

15. 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.

16. 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 Presentation

17. 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. Kinesiology Critical Learning Assessment

18. 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.

19. 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.

20. 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 Presentation

21. 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. Swedish Massage Critical Learning Assessment

22. 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.

23. 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.

24. 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 Presentation

25. 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. Ethics Critical Learning Assessment

26. How Are These Methods Different? Didactic Critical Learning • Attention • Recall • Recitation • Single path to understanding • Limited learning styles • Exploration • Creativity • Critical Analysis • Indirect paths to understanding • Multiple learning styles

27. Critical 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. Summary

28. Thank You! ABMP’s Education Team

29. 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