rev.ct3 adult learning
TRANSCRIPT
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Adult Learning Principles:
How will adults learn and retain themost on my clinical teaching service?
Olivia Sheehan, Ph.D.
Robbin Kirkland, Ph.D.CORE Faculty Development
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Learning Objectives
Participants will be able to: discuss adult learning principles and
describe characteristics of adult learners
describe teaching strategies that willstimulate adult learners
identify additional ways of incorporatingadult learning principles in trainingexperiences.
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Conditions and Strategies
Concept or View of theLearner
Learner cannot beviewed as empty head
or tabula rasa sincehe/she does bring someknowledge
Through discussion andobservation, try toassess the learnerscurrent knowledge and
skill level
Develop a checklist ofknowledge and skills
that can be assessed atsome point.
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Conditions and Strategies Self-Directed Learning
(Learners tend to) Have a need to direct
some of their ownlearning
Be partners in thelearning experience
At the beginning of therotation, provide anorientation todiscuss/negotiatemutual expectations
and needs Learner: what do I want
to know?
Preceptor: what do Iexpect the learner toknow? any otherexperiences?
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Conditions and Strategies Learning Climate
(Learners learn bestwhen) They are respected as
persons and their
viewpoints are respected They can listen to and
respond to theviewpoints of others
There is freedom ofexpression w/o ridicule There is mutual support Discussion and problem
solving are encouraged
Treatment of thelearners is essential topositive growth anddevelopment.
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Conditions and Strategies
Identification of Needs Should be an ongoing
process
Evaluation andfeedback should befrequent
Have learner generatean ongoingdevelopment plan (canbe reviewed at any time
during the rotation)
Pre-test/post-test
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Conditions and Strategies
Teachers/PreceptorsRole
Serves as a resourceperson one who shares
experience andknowledge
Serves asguide/facilitator in the
learning process onewho stimulates learningbeyond the immediateexperience
Challenge the trainee toexceed the expectationsand be accountable forsome of his/her own
learning.
Ask more questions andexplore learners
reasoning (e.g. applythe microskills model ofclinical teaching)
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Conditions and Strategies Evaluation of Learning
(Learners like to) Examine their progress in
conjunction with theirexpectations
Have a sense of theirown progress in thelearning process
Want to be a partner inthe assessment of theirlearning experience.
Engage in informal(regular basis) andformal feedback(periodical basis) which
could translate into apowerful mentoringrelationship
Have learners provide aself-assessment
View the evaluation asquality improvement
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Conditions and Strategies Sharing of Knowledge
and Experience (Mostlearners) Share what they know,
what they have learned,
and what they arecurrently learning See this sharing as an
opportunity to comparethoughts with others thatopen the door forcollaborativeprojects/learningactivities
Time to articulate/share Small Group Journal club can be
used as a forum for
articulating knowledgeand experience Morning and noon
report presentations
Mini-lecture, discussion,and presentationsduring rounds
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Conditions and Strategies Outcomes with Practical
Implications (Learnersenjoy learningsituations)
Where what is learnedcan be applied or used intraining situations andinformation is used tosolve current or futureproblems
Where knowledge can bepersonally orprofessionally enriching
Skills Lab
Case-based
Clinical casepresentations
Role-playing
Simulations
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Conditions that Enhance
Adult Learning: Summary
Where learners are actively engaged andallowed to be a part of the learningexperience.
Where personal discovery and skill building isencouraged.
Where differences (including points of view)
are welcomed. Where people feel respected and accepted.
Where evaluation is primarily self-evaluation.
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Conditions that Enhance
Adult Learning: Summary Where feedback is encouraged. Where people are encouraged to trust
themselves and their insights. Where the content/information shared is
relevant and usable either personally orprofessionally.
Where the learning agenda is co-established
by the learner and facilitator. Where the learning experiences is made
enjoyable and fun.
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Take-Home Quiz
Read the following scenario andrespond to the questions. Pleasesubmit your completed assignment by
e-mail [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected] -
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Scenario
You have a first year resident and a 4th
year medical student assigned to theservice. How would you structure the
rotation so that these two adult learnersretain the most from your clinical
teaching service? (apply the conditionsand strategies discussed in the PPT).