The paradox of appreciative inquiry (AI) – advancing new approaches to problem-based learning in occupational therapy education

Roberts, Gwilym Wyn 2011. The paradox of appreciative inquiry (AI) – advancing new approaches to problem-based learning in occupational therapy education. Presented at: Celebrating the Past and Embracing the Future: Evolution and Innovation in Problem-based Learning, Cumbria, UK, 30-31 March 2011. pp. 34-35.

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Abstract

Following 8 years of student evaluation, this paper presents the rationale for introducing AI as an added concept to the traditional application of PBL on an Occupational Therapy (OT) undergraduate programme. Whilst PBL is extensively used on the full-time OT programme at Cardiff University, it is noted from course evaluation that the traditional approach to problem solving is to look for the problem, do a diagnosis, and find a solution. The primary focus therefore is on what is wrong or broken; since we tend to look for problems, we find them (Cooperider & Strivastva. 1987). This approach is consistent with a historical attitude to the medical model that sees human systems as machines and parts (people) as interchangeable. There is often a belief that we can fix anything and there is a right answer or solution to any problem or challenge. When evaluating students perceptions of PBL concerns were identified that the focus on problem solving inhibits creativity amongst students and creates excessive levels of anxiety around the need to always solve the problem. This is particularly important when the excessive focus on the problem often creates anxiety when a problem cannot be solved – (fear of failure) The aim of introducing AI as an added concept to PBL is to challenge this belief. AI suggests that students not only look for the challenges and problems, but also look for what works with clients and systems within health and social care. The same notion will apply to the student learning experience (Roberts: 2010). Students following a PBL approach will have practice in the art of problem solving and in being part of the solution. However it is felt that they often have little practice looking for what works and finding ways to do more of that. Approaching PBL with an appreciative eye will give students much more of a positive, openly creative, holistic, person centred approach to their challenges (Hammond and Royal 1998). The idea then in a PBL trigger/scenario is to approach problems/challenges with an appreciative eye. Cooperider.D & Strivastva.R (1987). Appreciative Inquiry in „Organisational Life‟. In Woodman, ,Pasmore (Eds) Research on Organisational Change and Development,Vol1,JA1 Press. ISBN 0-89232-749-9 Hammond,S & Royal,C (1998). Lessons from the Filed: Applying Appreciative Inquiry. ISBN 966537300.Practical Press.Thin Book Publishing Co Roberts,G.W ( 2010) . Advancing New Approaches To Learning and Teaching. Introducing Appreciative Inquiry To A Problem Based Learning Curriculum. The Journal of Applied Research in Higher Education. Vol 2. No 1

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Completion
Status:	Unpublished
Schools:	Healthcare Sciences
Subjects:	L Education > LB Theory and practice of education R Medicine > RM Therapeutics. Pharmacology
Last Modified:	03 Feb 2017 03:04
URI:	https://orca.cardiff.ac.uk/id/eprint/17561

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