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critical thinking
the constant practice of considering all aspects of a situation when deciding what to believe or what to do
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empathy
sensitivity to the individual needs and reactions of patients
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learning style
the way an individual perceives and processes information to learn new material
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perceiving
how an individual looks at information and sees it as real
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processing
how an individual internalizes new information and makes it his or her own
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professional behaviors
actions that identify the medical assistant as a member of a health profession
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reflection
the process of considering new information and internalizing it to create new ways of examining information
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perception
is how you go about examining new material and making it real
. two types
- concrete perceivers
- abstract perceivers
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concrete perceivers
learn information through direct experience by doing, acting , sensing or feeling. they prefer to learn thing that mean something to them personally or have a connection they can see as useful
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abstract perceivers
take information through analysis, observations and reflection. they like to think about new material and analyze it before incorporating it into their learning. they prefer to learn step-by-step use this method to solve problems and deal with conflict
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active processors
make sense of the new material by jumping in and doing things immediately
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reflective processors
think about the information to observe and consider
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stage 1 learners have a
concrete reflective style of learning
. they want to know the purpose of information and must draw a personal connection with the content in order to learn it
. brainstorming and creative problem solving
. enjoys working in groups
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stage 2 learners have a
abstract reflective style of learning
. they are egar to learn just for the sheer pleasure of it. and prefer to learn as much factual material as possible
. likes organized lectures but dislikes group work
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stage 4 accommodators have a
concrete active style of learning
. they want to know how they can use what they learn to make a differene in their lives
. have leadership and prefer unstructured activities
. enjoys teaching and working in groups
. learn best when the material is applied to real-world problems
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stage 3 learners have a
abstract active style of learning prefer to experiment and test the knowledge they learn
. they want to know how it works and to apply
. their strengths are in promblem solving and decision making
. they learn hands on
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identify you main concern
- . what must you do to accomplish you goals?
- . plan time
- . use down time
- . guard time
- . discover time
- . assign time
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be organized
. what materials , books, research materials and supplies do you need for effective study time?
- how can you make the most of your time?
- . record time
- . use optimal time
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stop procrastinating
- . make the work meaningful
- . plan work deadlines
- . ask for help
- . prioritize
- . reward youself
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conflict management
. it is best to solve the conflict in a private place at the preschedule time
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assertive communication
. assertive communication allows you to honestly express your throughts and feelings and enables you to stand up for yourself in a reasonable and rational manner without an emoitional scene
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were are not born
assertive it is a behavior that must be learned
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passive or non-assertive individuals
. feel hurt when they are taken advantage of or are anxious about dealing with conflict
. non-assertive individuals internalize hurt and anxiety and eventually have an angry outburst because of all the built up stress
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aggressive individuals
- . take advantage of others
- . appear self-righteous and act in a superior way to get what they want
- . may humiliate or hurt others to achieve their goals or to have their own needs satisfied
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non-assertive behaviors
- . eyes down
- . shifting weight when talking
- . slumped posture
- . maybe I guess
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agressive behaviors
- . lean forward and point a finger when talking
- . raises voice or sound arrogant
- . you better
- . do it or else
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assertive actions
use an I sentence to clearly state how you feel about the situation
become specific about what a problem is
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assertive body language
- . 80% to 90% of a message is nonverbal
- . The I message must be accompanied by assertive behavior
- . eye contact
- . raise voice
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public health
- . prevent epidmics
- . promote healthy behaviors
- . responds to disasters
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mind maps
- . visual representations of the new material
- . helps you illustrate the main idea and surround it with important details
- . helpful for abstract , concrete learners
- . fishbone, spider, chain of events , cycle map
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