Archana Mishra

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Del curso dictado por The State University of New York

Ignite Your Everyday Creativity

181 calificaciones

The State University of New York

Ignite Your Everyday Creativity

181 calificaciones

Creativity is an essential skill for the 21st Century that is innate in all people and can be nurtured. We constantly need new and better ideas for almost every aspect of our professional and personal lives. The goal of this course is to help you recognize, develop and act upon the creativity that you already possess. We will accomplish this using three methods: b aware, b inspired, and b creative. Upon completion of this course participants will: Recognize the inherent creativity in yourself and others. Identify characteristics of a creative person that relate to yourself. Develop creative problem solving skills using the basic elements of the creative process. Examine qualities of a creative environment in real world settings. Evaluate an idea using the creative product criteria.

De la lección

Putting Ideas into Context

In this module, we will be featuring the skill "Put Ideas into Context". This skill is about putting smaller parts or experiences into a larger framework, or putting things together in meaningful ways. This is the perfect skill with which to bring our MOOC to a close. During this module, and as you continue on with your Everyday Creativity experiences, we would like you to think about everything that you have learned throughout this course. Try to apply the lessons to your everyday life. Remember, the learning doesn't end with this course! Creativity is a skill that can be constantly developed -- all you have to do is put what you've learned into context! As you go through this module's lessons, we would like you to consider the following things: * How might you apply what you have learned in this course to your everyday life?* When deliberately employing this skill, do you feel more creative? We encourage you to keep this description handy, as we will be asking you to apply this skill throughout the module.Ready? Let's get started!

Conoce a los instructores

Dr. Cyndi Burnett
Associate Professor
Creative Studies
Dr. John F Cabra
Associate Professor
Creative Studies

[MUSIC]

I felt that the students who struggled, struggled not because of

lack of knowledge, but more because of lack of self awareness.

And the first step, as usual, would be me going to

the people higher up and ask them if there was

a way I could find some time in the curriculum where I could teach this.

The initial response was, maybe you need more clinical work,

you've got too much free time on your hands.

So obviously it was a set back, but as you know, I'm pretty hard headed.

If I'm passionate about something, I don't stop and I didn't.

So I thought that I could at least use the time that I had

with the students to kind of test out this idea or theory of mine,

and ask the Associate Clockship Director for medical students.

There is curricula time for third and fourth years that I have

at my disposal where usually that was spent with didactic teaching.

But I think I learned

in my years as an educator, decades as an educator,

that it's not what you see or teach, it's what

the students takes away from the session is what real teaching is all about.

So having that student initiated learning is really the core of teaching.

And most of the time, when I find that it's been a productive session is when

I come out of the session really feeling that I learned something and

I see that my students are empowered.

Maybe not with the matter or the stuff that I taught them, but

to get them really enthusiastic about it and wanting to learn about it themselves.

Most of the classrooms in the medical school

are typical classroom with rows of seats there.

So we actually get a workout before the session because we take

out all the chairs put it in a round seating so

that everybody can see everyone and we made the environment more playful.

We do use flip charts, we use colored markers,

and it's just such a fun environment.

I wish I could do that for all my classes.

And actually I have adapted that even in my say interpreting chest x-ray or

teaching them about shock, horror, fluid and electrolytes.

I now tend to do in groups so that it helps so

that it's not an individual that's being picked at so the pressure is less.

It's more of a learning environment and they learn to collaborate and

work in groups because medicine is definitely a team sport.

You asked me about the mindset, and I don't know if I'm answering the question

right or not, but I'll give you an example from my personal life where,

I have two kids and when my son was growing up,

I would just see the positive in him and I would be encouraging all the time.

And my husband on the other hand was very critical.

So the same results or

the same activity he would do, and I would be all ga-ga over it, and

my husband, on the other hand, would notice things that he didn't do.

And this used to be always an experiment

because he felt I was being too lenient and I felt he was being too strict.

So, well my son ended up being pretty good.

And I didn't know whether it was my appreciativeness or

was it my husband's critique that ended up turning him into the person he is.

So we decided, when our daughter was born, who is 14 years younger,

to try and use the appreciative inquiry, or

the appreciative mindset, to nurture her.

And my husband agreed.

And I'm proud to say that she's really grown up into a wonderful kid.

So I've wanted, because we are taught in the medical field, to be problem solvers.

So we approach everything as a problem, and

it's really nice to be able to change that mindset and

go from the solution aspect of it.

And that was one thing that I felt was the major change in my mindset where, and

I think it, in a way, was also in my patient interactions.

Because it allowed me to see my patient as a person more than as a disease

entity because we were starting with solutions in the interaction.

Instead of lambasting my patient about the obesity part of it,

I would ask them about what was some fun activity that they did,

what were some of the things that they could do.

And that's something that really opened my eyes and made me have fun

during my patient encounters because my patients taught me so much.

And I think that is one thing that I tried

to make my students understand that the disease part of it.

Disease can be understood in scientific terms, but illness is a human event, and

to see that person behind the illness is really what is important.

Because we may not be able to cure people, but we can at least make them feel better.

And I think that appreciative mindset has

percolated a lot of the way I even practice medicine,

and I feel it's what I try to inculcate in my students.

Because now it's not if a student has a problem that I email them or call them,

but I try to send these intimate emails or

face-to-face calls asking them what went well or

what was good about this encounter.

And I think slowly but surely It could lead to a cultural change.

I keep saying that you know, there are times after the session where the students

come up, and I may be, you make me feel that I can change the world.

But when I walk into the clinic and I see disgruntled physicians or

disgruntled nursing staff, that brings me down.

And I always say you have to be the change that you want to see in the world.

You may not be able to change the world, but you can change how you respond to it.

And that's something which I feel is what really has been my driving force.

And I hope that I can get like minded people together, and

ultimately make that culture change that I've been striving to do.

[MUSIC]

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