BSCAH foundation training is recognised by ESH, and the ISH. ESH and ISH set the standards for basic hypnosis training for health care professionals, and they recognise BSCAH's course as meeting the core requirements. The core foundation course comprises six face to face days of teaching, with self practice encouraged.
Do you think BSCAH could cover their syllabus whilst reducing the amount of face to face time needed, and still providing an excellent educational experience?
The links below are not endorsed or recommended by BSCAH but are just chosen as examples
Flipping the classroom would be one useful approach. This gives students background information to read, interact with, and think about, before face to face sessions which are then used to solve problems. Do you think this would help in hypnosis?
— Salim R. Rezaie, MD (@srrezaie) September 19, 2013 ">http://
What happens if then you interact online, closely emulating the way you would interact in a classroom? The learning then becomes "blended", with a mix of self directed and guided learning, coupled with the chance to learn and explore problems with peers.
There are thousands of examples or this working well.
This resource on teaching pedagogy for expert educators is free, and encourages discussion. It's a great example of how there can be more knowledge built when you encourage discussion.
Change School builds on a community, a social movement for change. They distribute lots of information, in lots of "social" ways - thoroughly utilising twitter, facebook and their well designed website.
The Hypnosis Motivation Institute delivers free, and paid for, hypnosis training online. Their methodology is a bit different, and they focus mostly on filming face to face sessions.
The London school goes a bit further, and delivers training and links, but also gives you the option to submit an essay to be marked, consolidating your knowledge.
My workplace has piloted using google classroom as a free tool to give junior doctors basic knowledge on key paediatric presentations (use the code v6yoz5 if you'd like to join in). This is an example of asynchronous learning, where students learn at their own pace.
So what are the advantages of introducing an online component? I see it as a more standardised element of core learning, with fewer demands on the time of the teachers. The students can learn at their own pace so diaries are easier aligned. With less face to face time the overheads for room hire etc. are lower. The disadvantages? Well, just like students can sleep through lectures, so they can skip through the online materials. The face to face time is more intense, as practice and discussion time is much more intense.
What do you think?
Just looked at the link to the Futurelearn course, might give it a go. Thanks.
Thanks Julie - adobe connect sounds like we should look into it! I agree that there are online hypnosis posibilities!! https://www.futurelearn.com/courses/integrating-mental-and-physical-health-depression-and-anxiety/ is a more hypnosis course that looks good - just catching up on it now! I'm sure you'll enjoy the diploma!
Thanks for the blog and ideas Charlotte. I think blended learning is the way to go. As an Open University Tutor of 20+ years, I was horrified when we 'went online' and, in many cases, lost all paper-based learning materials. Even worse, from my point of view, was never meeting my students but instead running tutorials online, via a platform called Adobe Connect, a bit like Skype for Business. However: although I still miss these elements of teaching, I do acknowledge the advantages of some learning methods being online. It is more accessible for many students and cheaper for the organisation and students, as you note. As hypnosis is very much about human interaction and interpersonal skills, I would have to be persuaded that no face-to-face teaching/learning is as good as F2F but I do think that there are possibilities that could and maybe should be explored. I'm just about to start the BSCAH Diploma in Clinical Hypnosis at Birmingham City University and am really looking forward to learning with lecturers and other students in a real rather than virtual room. Julie Hirst (Public Health Specialist).