Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

Abstract

There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.

Learning approaches of graduate entry and undergraduate medical students, their experiences of learning, and motivations to learn: A mixed methods study

“…Reflection is not necessarily an inherent skill for students, therefore can be taught within the curriculum (Tsingos et al 2013). Taylor & Hamdy (2013)'s adult learning model suggests that reflection whilst learning should take place "in action" and "on action" (p. e1564) i.e. whilst learning new information, and whilst applying learning.…”

Role-Play Preceded by Fieldwork in the Teaching of Pharmacology: from “Raw Sap” to “Elaborated Sap”

“…Students passively receive information, analogous to raw sap absorbed by a tree: a substance that is not fit for their development or for their future. In this context, educational interventions should promote students' prior knowledge, the need to know, the thinking, the selforganization, the motivation and other essential aspects for adult learning 7 . Adults enjoy learning meaningful and purposeful things.…”

Undertaking Effective Continuing Professional Development Learning Experiences

“…Após concluir a faculdade de medicina e a formação em oftalmologia, o médico especialista é um estudante adulto que deve ser proficiente em reflexão e autoaprendizagem ao longo da vida ao conduzir o seu desenvolvimento profissional contínuo, pese embora nem sempre seja o caso. 4,5 O médico especialista enquanto construtor do seu DPC deve enquadrar os princípios da educação de adultos 6,7 , e ser impelido para aprender 1) pela sua necessidade de saber, 2) pelo seu autoconceito, 3) pelas suas experiências anteriores, 4) pela sua prontidão para aprender, 5) pela sua aprendizagem autoorientada e 6) pela sua motivação intrínseca. 6 O aluno adulto segue o ciclo de aprendizagem (Figura 1), que se inicia com a definição de objetivos individuais que derivam da reflexão sobre a comparação da prática clínica real num determinado momento com o ideal e a consequente identificação das lacunas.…”