fieldwork 2014.1.22
DESCRIPTION
A mini-lecture for small group discussions on "fieldwork" for medical students_Community Medicine RACM302TRANSCRIPT
กลุ่มย่อยครั้งที่ 4: การทำงานภาคสนาม (Fieldwork) อ.บวรศม ลีระพันธ ์
RACM302: เวชศาสตร์ชุมชน กลุ่มกุฉินารายณ ์22 มกราคม 2557
Pix source: ecrins2010.blogspot.com
• วัตถุประสงค์ของการเรียน/ทำงานภาคสนาม (purposes)
• บุคคลที่เกี่ยวข้องกับการเรียน/ทำงานภาคสนาม (participants)
• หลักการเรียนรู้จากการทำงานภาคสนาม (principles)
• การวางแผนการทำงาน (practices)
Outline
Pix source: online.wsj.com
– Purpose
– Principle
– Participant
– Practice
Source: chaordic.org
Chaos vs. Order Ø 4Ps: “Chaordic Design Process”
• Why we have to do a fieldwork?
• Is studying in a classroom not enough?
– If so, why not?
Purpose
• Fieldwork is an irreplaceable learning experience: – To see the linkage between the “abstract” and the “concrete”.
– To learn not only “cognitive knowledge”, but also “attitude/Inspiration” and
“skills” (HEAD, HEART, HANDS).
– To understand “community” and learn a “context-specific” knowledge.
– To understand a “big picture” from seeing a small portion of Thailand’s health
system and health services system.
– To use both “deductive” vs. “inductive” learning skills.
– To see the “gap” of what/how people think/believe/feel vs. how health
professionals operate.
– To learn “holistic” medicine from people living in family/community
Purpose: Brainstorming
What Level of Our Learning?
• Why Wisdom
• How Knowledge
• What, Who, When, Where Informa8on
• Number, Text, Picture, Sound, etc. Data
Ø “Up and down the ladder of abstraction”
Source :influxentrepreneur.com/wendyelwell/
Principle
นามธรรม: • แนวคิด (concepts)
• ทฤษฎี (theories) • หลักการ (principles)
• กลยุทธ ์(strategies)
รูปธรรม: • การเก็บข้อมูลและวิเคราะห์ข้อมูล (data) • กรณีศึกษา (case studies)
• การทำงานภาคสนาม (fieldwork)
• การนำเสนองาน (presentations)
Ø “Experience, not explanation.”
Picture source: commonsenseatheism.com; variety.thaiza.com
Principle
EXPERIENCE
1. Climbing “the ladder of abstraction”
2. Learning by doing (“experience, not explanation.”)
3. Trying to learn as a “team” (not a group or individuals)
4. Creating “your own knowledge” (not just collecting “data
or information” & not just “adopting” others’ knowledge.)
5. Trying to learn from emerging opportunities in the field
(not just to fulfill the homework/assignment only
Principle
• In fieldwork, we can learn from: – Patients, People (ชาวบ้าน), Faculty (อาจารย์), Hospital staffs,
Resource persons (วิทยากร)—via lecture, Q&A, group discussion, etc.
– Friends/colleagues—via working with each others, listening to your friend’s different exposures AND your friend’s different thoughts/
interpretations of the same exposures.
– Yourself—via observing how each of you respond to experiences and situations in the fieldwork, how your thoughts/beliefs have
changed, how you adapt, AND how you “grow”.
Participant
Practice
• Health determinants: “Web of Causations”
Figure source: รายงานสรุปการศึกษาภาคสนาม โดยนักศึกษาแพทย์ คณะแพทยศาสตร์รพ.รามาธิบดี ชั้นปีที่ 3 กลุ่มกุฉินารายณ์ ปีการศึกษา 2555
Positivism Critical Realism Relativism/Interpretivism/Social Constructionism
Study tools • Measurements through survey, use of archival and other data records
• Statistical analysis • Qualitative data
analysis (through semi-structured interview and rigid interviewing procedures)
• Multiple data (review of documents, range of interviewing methods, observation)
• Qualitative data analysis (through in-depth interviewing, focus-group interviewing, documentary review, participant observation, life histories)
Study Approaches
Theory U
Senge, P., Scharmer, C.O., Jaworski, J. & Flowers, B.S. (2004). Presence- Exploring Profound Change in People, Organizations and Society.
X
Going Deeper
• Multiple levels of how we can learn from the fieldwork:
– Downloading: To test our knowledge e.g. test hypotheses
– Observing (using “open mind”): To understand new
knowledge e.g. why and how do people think or behave in a certain way?
– Sensing (using “open heart”): To empathize people we met and create our own insight/knowledge
– Presencing (using “open will”)
Going Deeper
1. Know “what to ask & how to ask”
2. Need skills to identify “emerging opportunities to learn” and “emerging themes”
• Be prepared, be prepared, be prepared.
• Even well prepared, practices in the field can always be changed if necessary.
• However, any changes will be done according to our agreed “proposes”, “participants”, and “principles”.
Practice