Learning Approaches to Healthcare

Learning Approaches to Healthcare



Learning Approaches to Healthcare

Usually, students tend to integrate different approaches to learning in relation to the environment they occupy. In the context of healthcare environment, circumstances and situations may provide a certain way of thinking among participants depending on the issue or subject occurring at the time (Hylin, Lonka, & Ponzer, 2011). Personally, the main approach to learning that I find beneficial to my understanding involves critical thinking. Normally, different models of critical thinking focus on the singular aspect of embracing objectivity and pragmatism over bias and assumption. With critical thinking, it is rather important to look at a matter or subject without bias. Detaching the personal self from an issue under debate allows one to focus clearly on the matter at hand. In addition, looking at the subject objectively enables the individual to assess the benefits and the demerits evident. Alternately, the form of critical thinking should not just focus on embracing objectivity. Accordingly, learning via this approach should involve the exploration of questions regarding current knowledge for problems or concerns that are not delineated clearly. With this assertion, the cons that underlie this form of thinking are based on the absence of clear-cut or straightforward answers (Carter, 2011). The field of healthcare tends to exude different matters that tend to be complex. For instance, issues surrounding the ethical concerns of euthanasia are usually disputable due to their inclination towards complexity and lack of a clear and direct solution. In this case, critical thinking takes considerable time especially if one is determined to attain a reasonable solution that gratifies the disputing parties. However, in other cases, this form of critical thinking may be unable to resolve the issue at hand. Failing to produce a straightforward answer will only complicate the concern further. Despite the cons of this approach, I have not engaged in the use of other models of critical thinking.


Carter, S. (2013). Facilitating learning in healthcare. Chicago, IL: Pharmaceutical Press.

Hylin, U., Lonka, K., & Ponzer, S. (2011). Students’ approaches to learning in clinical interprofessional context. Medical Teacher, 33(4), 204-210.

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