... of neighboursâ. David Hume (1711-1776). Hume, D. (1888). Treatise of human nature. Oxford, England: Clarendon. (Original work published 1777) ...
What are the desirable characteristics of the future of family medicine?
COMPLEX INTERACTING PARTS of SOCIETY › Living within society and acting as part of it
ADAPTIVE › Adapting ourselves and the profession to new
developments in changing societies and environments
OPEN MINDED › No fixed and conserved ideas
EMERGING › New visions about new directions to go
Individual Reflection What do I understand by 'curiosity’? › Why has it been important to me in my clinical or
educational work to date?
Share your reflections in groups of 3/4
“ … an intense, intrinsically motivated appetite for information.” Cicero 143‐106 BCE The curious mind [is] constantly alert and exploring [and] seeking material for thought, as a vigorous and healthy body is on the qui vive for nutriment. … Such curiosity is the only sure guarantee of acquisition of primary facts.” John Dewey (1859–1952)
“Love of knowledge”
and/ or “Insatisiable desire for
knowing the actions and circumstances of neighbours” David Hume (1711‐1776)
Hume, D. (1888). Treatise of human nature. Oxford, England: Clarendon. (Original work published 1777)
“an innate attitude of sincere, widely applied interest in other persons encountered and in things observed, [curiosity] is associated with a desire to know more.” Schattner, A. (2015). "Curiosity. Are you curious enough to read on?" Journal of the Royal Society of Medicine 108(5): 160‐164
1. 2. 3. 4. 5. 6. 7.
Omnipresent – not just clinical Target independent – applies to everyday issues, often small details Lifelong, not temporary or occasional Friendly, not intrusive – likely to elicit a warm response Bidirectional – outwards, but also inwards: reflection, reflexivity and mindfulness Pleasurable – not a nagging duty Always leads to thought & action: not just passive
Schattner, A. (2015). "Curiosity. Are you curious enough to read on?" Journal of the Royal Society of Medicine 108(5): 160‐164
“… intellectual curiosity is the third pillar of academic performance, after intelligence and effort” Sophie von Stumm, Benedikt Hell and Tomas Chamorro‐Premuzic. The Hungry Mind. Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspectives on Psychological Science 2011;6(6):574‐588
“… intellectual curiosity is the driver of clinical practice/health education required for successful outcomes in the complex adaptive systen that is healthcare” (Sturmberg, Price, Kissling 2015)
To Debate ??
Consist of agents that are linked in a network Are bounded Are sensitive to initial conditions Agents are interdependent and learn Interactions of agents in a system have emergent behaviours, i.e. show unpredictable outcomes resulting in › Unintended negative consequences › Amplified positive effects
Feedback loops result in › Reinforcing (vicious cycles) behaviour › Self‐stabilising behaviour
How and why do you think curiosity is
important in your clinical &/or health education practice? How would you look to either promote curiosity or assess curiosity in your clinical or educational practice? In light of this what type of questions would you ask? (perhaps list some?)
Is there a difference?
If so, are they important to achieving
your desired outcomes?
› Emotional Reaction – reflectiveness
Curiosity : ?HOW‐questions
Inquisitiveness / interest : ? WHY‐questions
How … ? › Cognitive Response – putting the
pieces together › Explorative Response – what can I do to make a change
Why … ? › Emotional Reaction – justification › Cognitive Response – listing reasons › Explorative Response – large blocked
Foster explanations that translate expert
knowledge in lay language Create respect Builds trust Convey a deep interest in the other Encourage self‐reflection and mindfulness
IQ – intelligent quotient EQ – emotional quotient CQ – curiosity quotient
Epistemic Curiosity › …individual differences in seeking out opportunities for
intellectual engagement, acquiring facts and knowledge, or simply the “drive to know” › Epistemic curiosity can therefore focus on how we know, not just on what we know.
Ontic (Perceptual) Curiosity › …is evoked by visual, auditory, and tactile stimulation and
refers to a “drive to experience and feel” › researchers may ask whether a phenomenon really exists (an ontic issue) › And ‘is my knowledge of this thing justified and verifiable? Berlyne 1943, Ellaway 2013
Children ask an endless series of “why?” questions. This “why” is not aimed at a precise, scientific explanation [thus in reality they ask HOW] but illustrates the mastery of gathering and processing information, both of which constitute “the germ of intellectual curiosity.” Dewey 1910
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