Adult Learning :Theory and Practice

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Adult Learning Theory and Practice

• David Shackles
• 2003

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These are my principles and if you dont like
them.. .I have others. Groucho Marx
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"In times of change learners inherit the earth
while the learned find themselves beautifully
equipped to deal with a world that no longer
exists." Eric Hoffer
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Outline of the session

• Brainstorm What is adult learning?
• Differences between andragogy and pedagogy?
• What stage are GP registrars at?
• Teaching styles
• Elements of Education
• An application for practice

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Characteristics of Adult Learners

• They are not beginners but in a continuing
  process of growth
• They bring with them a unique package of
  experience and values
• They come to education with intentions
• They bring expectations about the learning
  process
• They have competing interests realities of their
  lives
• They already have their own set patterns of
  learning

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• Autonomous and self directed
• Goal orientated
• Need to integrate new ideas with what they
  already know
• Must see a reason for learning something
• Tend to prefer self directed and self designed
  projects
• Want personalised and problem orientated learning

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Adult education is most productive when

• The learners are engaged in the design of
  learning
• The learners are encouraged to be self directed
• The educator functions as a facilitator rather
  than a didactic instructor
• The individual learners needs and learning
  styles are taken into account
• A climate conductive to learning is established
• The learners past experiences are used in the
  learning process
• Learning activities seem to have some relevance
  to the learners circumstances

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Learner

• Child
• Adult

• Dependent
• Self directed

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Teacher

• Consultant?
• GP Trainer?

• Authority/Expert?
• Facilitator?

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Four Elements of Learning

• Motivation
• Reinforcement
• Retention
• Transference

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The One Minute TeacherFive Micro skills for
clinical teaching.

• Get a commitment
• What do you think is going on with this patient?
• What do you want to do?
• Probe for underlying reasoning
• What led to your diagnosis or decision?
• What else did you consider?
• Reinforce what was right
• Be specific!

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The One Minute TeacherFive Micro skills for
clinical teaching.

• 4. Teach General Rules
• The key features of this illness are
• The natural progression is
• 5. Correct mistakes
• Next time this happens try this

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Try it out.

• Working in triads
• Learner uses a case from practice or one of the
  scenarios provided.
• Teacher uses as many of the micro skills as they
  can to teach on the topic provided
• Observer take notes on the dialogue cues and
  responses and feeds back to the teacher.

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Case presentation and Use of Micro skills

• Teach
• Reinforce what was right
• Teach general rules
• Correct mistakes

• Diagnose Patient
• Listen
• Clarify

• Diagnose Learner
• Get a commitment
• Probe for evidence

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The Learning Cycle
Having an Experience
Reviewing
Planning

Concluding