3. Chaos vs. Order
Ø 4Ps: “Chaordic Design Process”
– Purpose
– Principle
– Participant
– Practice
Source: chaordic.org
4. Purpose
• Why we have to do a fieldwork?
• Is studying in a classroom not enough?
– If so, why not?
5. Purpose: Brainstorming
• Fieldwork is an irreplaceable learning experience:
– To see the linkage between the “abstract” and the “concrete”.
– To learn not only “cognitive knowledge”, but also “attitude/Inspiration” and
“skills” (HEAD, HEART, HANDS).
– To understand “community” and learn a “context-specific” knowledge.
– To understand a “big picture” from seeing a small portion of Thailand’s health
system and health services system.
– To use both “deductive” vs. “inductive” learning skills.
– To see the “gap” of what/how people think/believe/feel vs. how health
professionals operate.
– To learn “holistic” medicine from people living in family/community
6. What Level of Our Learning?
Wisdom
• Why
Knowledge
• How
Informa8on
• What,
Who,
When,
Where
Data
• Number,
Text,
Picture,
Sound,
etc.
7. Principle
Ø “Up and down the ladder of abstraction”
นามธรรม:
•
•
•
•
แนวคิด (concepts)
ทฤษฎี (theories)
หลักการ (principles)
กลยุทธ์ (strategies)
รูปธรรม:
Source :influxentrepreneur.com/wendyelwell/
•
•
•
•
การเก็บข้อมูลและวิเคราะห์ข้อมูล (data)
กรณีศึกษา (case studies)
การทำงานภาคสนาม (fieldwork)
การนำเสนองาน (presentations)
9. Principle
1.
2.
3.
4.
5.
Climbing “the ladder of abstraction”
Learning by doing (“experience, not explanation.”)
Trying to learn as a “team” (not a group or individuals)
Creating “your own knowledge” (not just collecting “data
or information” & not just “adopting” others’ knowledge.)
Trying to learn from emerging opportunities in the field
(not just to fulfill the homework/assignment only
10. Participant
• In fieldwork, we can learn from:
– Patients, People (ชาวบ้าน), Faculty (อาจารย์), Hospital staffs,
Resource persons (วิทยากร)—via lecture, Q&A, group discussion, etc.
– Friends/colleagues—via working with each others, listening to your
friend’s different exposures AND your friend’s different thoughts/
interpretations of the same exposures.
– Yourself—via observing how each of you respond to experiences
and situations in the fieldwork, how your thoughts/beliefs have
changed, how you adapt, AND how you “grow”.
11. Practice
• Health determinants:
“Web of Causations”
Figure source: รายงานสรุปการศึกษาภาคสนาม โดยนักศึกษาแพทย์ คณะแพทยศาสตร์รพ.รามาธิบดี ชั้นปีที่ 3 กลุ่มกุฉินารายณ์ ปีการศึกษา 2555
12. Study Approaches
Positivism
Study tools
Critical Realism
Relativism/Interpretivism/
Social Constructionism
• Measurements
through survey, use
of archival and other
data records
• Statistical analysis
• Qualitative data
analysis (through
semi-structured
interview and rigid
interviewing
procedures)
• Multiple data
(review of
documents,
range of
interviewing
methods,
observation)
• Qualitative data
analysis
(through
in-depth
interviewing,
focus-group
interviewing,
documentary
review,
participant
observation,
life histories)
13. Theory U
X
Senge, P., Scharmer, C.O., Jaworski, J. & Flowers, B.S. (2004). Presence- Exploring Profound Change in People, Organizations and Society.
14. Going Deeper
• Multiple levels of how we can learn from the fieldwork:
– Downloading: To test our knowledge e.g. test hypotheses
– Observing (using “open mind”): To understand new
knowledge e.g. why and how do people think or behave in a
certain way?
– Sensing (using “open heart”): To empathize people we met
and create our own insight/knowledge
– Presencing (using “open will”)
15. Going Deeper
1. Know “what to ask & how to ask”
2. Need skills to identify “emerging opportunities to
learn” and “emerging themes”
16. Practice
• Be prepared, be prepared, be prepared.
• Even well prepared, practices in the field can always
be changed if necessary.
• However, any changes will be done according to our
agreed “proposes”, “participants”, and “principles”.