Fostering Curiosity: Using the Educator–Learner Relationship to Promote a Facilitative Learning Environment

Abstract

“The Teaching Alliance: A Perspective on the Good Teacher and Effective Learning” begins with the concept that teaching is an inherent part of the role of a physician and psychotherapist. Few clinicians ever specifically focus on the development of teaching skills, whereas, psychotherapists generally view the practice of psychotherapy as a quest in life–long learning, thus seek conferences, supervision groups, and other educational opportunities to enhance therapeutic skills. Good psychotherapists are curious about the psychodynamic forces that may be contributing to a patient’s problems and strive to instill a sense of curiosity within the patient, yet in medical education, curiosity has been lost all too frequently by students as well as educators. The comparison of an educator and learner to the psychotherapeutic relationship allows us to more closely examine the critical elements of the teacher–student relationship, in addition to acknowledging the complexities that arise from transference and countertransference experiences. The authors’ definition of the teaching alliance is superb, acknowledging the challenges that will arise if a student, much like a patient, is not motivated to learn. A good teacher, like a therapist, will attempt to discover the roadblocks to learning through instilling curiosity, ultimately enhancing the teaching alliance. A good teacher establishes the learning context, just as a therapist establishes the safe environment of a therapeutic relationship. Indeed, if a student is tentative or fearful of making a mistake or of humiliation, adequate learning will not take place. Teaching is active, with the spoken language generally being the primary mode in the educational process; however, a teacher does indeed impart knowledge without speaking—the nonverbals of attentively listening to a patient or a student, giving a nod of encouragement Psychiatry 70(3) Fall 2007 205