8/19/2019 The Art of Teaching Medical Technology

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SN 32 Francis Gabriel G. Quiatchon

2BMT

 THE ART OF TEACHNG ME!CA" TECHNO"OG#

For $an% %ears &eo&le ha'e been (ebatin) *hether teachin) $e(icaltechnolo)% is $ore incline( to art or to science+ an( *hich o, these t*o *oul( be

$ore e-ecti'e to use in teachin) the el( o, Me(ical Technolo)%. E'en ha( a har(

ti$e (eci(in) *hich is the $ore e-ecti'e *a% o, teachin) as the el(s o, art an(

science are ,ore'er intert*ine( in the s%ste$ o, e(ucation. As ta/en ,ro$ Sa(hu

0an(a1s Medicine: Science or Art?, teachin) it is an art+ base( on science. But

a,ter rea(in) se'eral other articles re)ar(in) the to&ic+ *oul( sa% teachin) Me(ical

 Technolo)% *oul( be better o- as an art. t $i)ht see$ to be a *eir( choice co$in)

,ro$ a stu(ent o, a course that is bo$bar(e( an( ri((le( *ith scientic stu(ies an(

technical ter$inolo)ies. #es+ it is o((+ because there is reall% little to no art in the

subect. Ho*e'er+ *hat 1$ sa%in) is that teachin) it $ust in'ol'e art+ the creati'it%o, the teacher an( not ust s/ill alone in or(er to i)nite the interest o, the learners.

!es&ite the linear orientation o, the course+ 'er% (irect an( e4act+ the stu(ents

$ust also be tau)ht ho* to be 5e4ible (es&ite that+ an( there is no better *a% ,or

the$ to be li/e that than to ha'e a teacher *ho teaches the subect as an art. Ta/en

,ro$ !ennis 6eis$an1s An Essay on the Art and Science of Teaching+ i, the subect

is alrea(% technical an( hea'%+ an( the teacher (oes not inte)rate art into teachin)

it+ e7cient learnin) $a% not ta/e &lace. The ,act that e'er% stu(ent is uni8ue $ust

also be consi(ere(. Each stu(ent has their o*n set o, ca&abilities an( s&ecialties.

 Ta/en ,ro$ 6eis$an1s essa% a)ain+ Eective teaching entails transmitting the

subject matter on a number of dierent “freuencies! to accommodate the

heterogeneous nature of ho" students learn# Each stu(ent has their o*n learnin)st%le that suits the$+ an( not all stu(ents &ossess su&erior intellect. The teacher

$ust ha'e an a(a&ti'e teachin) st%le so as to acco$$o(ate the nee(s o, the

stu(ents+ an( this is the art o, teachin). This is i$&ortant because al$ost all the

in,or$ation tau)ht in this course are alrea(% (i7cult+ so stu(ents nee( so$e ,or$

o, hel& in or(er to easil% absorb all the in,or$ation the teacher is ,ee(in) the$.

Base( on $% o*n e4&erience+ ha'e encountere( lots o, 'er% intelli)ent &ro,essors.

coul( sa% that the% are intelli)ent because o, all the /no*le()e the% &ossess an(

tr% to i$&art to us. Ho*e'er+ $ost o, the$ ,ail to a&&l% art in teachin). The% *oul(

 ust blurt out all the in,or$ation state( in the s%llabus an( that1s it. So$eho* the%

(on1t ta/e into account ho* the stu(ents *oul( absorb the$+ let alone care aboutho* intereste( the% are in learnin). t is a 'er% bi) ,actor because robotic teachin)

is usuall% an ine7cient *a% to learn the intellect o, the &ro,essors are *aste(+ an(

the o&&ortunit% ,or the stu(ents to a&&l% in their li'es the thin)s the% learn 'anish.

Me(ical Technolo)% stu(ents *oul( not be in ,ront o, the &en an( &a&er ,ore'er.

 The% nee( so$ethin) that *oul( ins&ire the$ not ust to beco$e intelli)ent Me(ical

 Technolo)ists+ but Me(Techs *ith a heart+ an( this is *h% the art o, teachin) is

i$&ortant.