Vicious circles of abuse, concentric circles of influence, life circles of identities combine with spirals of learning. These relationships mesh in/through/to spheres in uncertain ways. There are blurring lines between the circles and spirals as they move in/between each other. My research and teaching is cutting in/to a moment in student learning - a blob/node in the curriculum that acts with intensity, through affect, to effect the becoming doctor, often a lifetime. Conversations with doctors who have many years of experience indicate how Obstetrics changed them, stained them and remained with them - a memory/mark.
In the image above (created on my iPad using Sketches), I crack a peephole into my teaching experiences. This takes me along lines that touch/feel/see and explore students’ learning experiences. The darkness of this peephole is illuminated by the impact of sharing.
When I draw on students’ personal learning experiences from incidents in their Obstetrics rotation, I encourage them to engage in meaningful dialogue with their clinical partners who become their critical friends. Students voice their insights and their narratives to/with each other. There appear to be overlapping circles that are shifting darkness into light. Feedback indicates the positive responses as perspectives are changed and expanded. There is a refocus, like the changing lenses used by Ophthalmologists, sliding/slipping between/in/through each other to improve our vision, enhancing self-evaluation and open-mindedness (Costas & Kallick 1993).
Costa, A. & Kallick, B.1993. Through the Lens of a Critical Friend, Educational Leadership 51:2: 49–51.
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