Professional Documents
Culture Documents
Adult Learning Theories
Adult Learning Theories
Introduction
knows very well the subject, then, he will be able to teach it.
subsequently discussed.
Keywords
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Self
Actualisation
Esteem Needs
Self-esteem,
recognition, status
Social Needs
Safety Needs
learn.8
Security, Protection
Physiological Needs
describing motivation:
Hunger, Thirst
person.
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Authority,
expert
Near Match
Mismatch
Severe Mismatch
Learner Stages
Match
Dependent
Learner
Salesperson,
motivator
Facilitator
Delegator
Match
Interested
Learner
Involved
Learner
Match
Match
Self-directed
Learner
Match
topics.
end of life.
provided in the right place and at the right time. Given such
litigation.
points of kairos the trainee can most clearly recognise the nub
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divided into four distinct areas. These divisions allows for easier
understanding and management of knowledge (Figure 3).
Through this categorisation, various aspects of knowledge
can be addressed accordingly, though area 4 (The Unknown
called the Facade Area, and refers to what the person knows
about himself which the rest of the people do not know. This can
defined as:
put forward by Joseph Luft and Harry Ingham (hence: Joseph &
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framework:22
questions and dealing with ones own feelings when faced with
the trainer.
Conclusion
and family.
24,25
trained.
19
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Assess learner before clinical encounters, orient to the clinical site and preceptor
style and expectations
3. Problem-orientated
learning
Focus on a theme for clinic day to control variability inherent in office-based practice
(e.g., well-child visits).
4. Priming
Teacher-directed brief (12 minutes) orientation of learner to the patient and task(s)
immediately before entering the patients room.
5. Pattern recognition
The Aunt Minnie method emphasising learner report of chief complaint and
presumptive diagnosis rather than detailed case presentation.
8. Reflective modeling
9. Questioning
10. Feedback
Connects new elements to existing knowledge for both learner and teacher
References
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Teachers on their Teaching Skills, their Approach to Teaching and
the Approach to Learning of their Students. Active Learning in
Higher Education. 2004;5:87-100.
2. Amstuzt D. Adult Learning: Moving Towards more Inclusive
Theories and Practices. New directions in adult and continuing
education. 1999;82:19-32.
3. Knowles A. Andragogy in Action; Applying modern principles of
adult learning. San Francisco: Jossey-Bass; 1984.
4. Brookfield SD. Understanding and Facilitating Adult Learning.
Milton Keynes: Open University Press; 1986.
5. Walker M, Harris D. Principles of Adult Learning. In: Peyton
J, editor. Teaching and Learning in Medical Practice. First ed.
Guildford: Manticore Europe Limited; 1998. p. 21-41.
6. Cantillon P, Hutchinson L, Wood D editors. ABC of Learning and
Teaching in Medicine. Navarra: BMJ Publishing Group; 2003.
7. Chambers R, Wall D editors. Teaching Made Easy - A manual for
health professionals. Oxford: Radcliffe Medical Press Ltd.; 2000.
8. Khanchandani R. Motivation, reflection and learning Theoretical considerations and a new integrated model. Education
for Primary Care. 2001;12:249-57.
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22. George JH, Doto FX. A simple five-step method for teaching
clinical skills. Fam Med. 2001;33:577-8.
23. Royal College of General Practitioners. Good Medical Practice for
General Practitioners. First ed. Glasgow: Bell and Bain Ltd; 2002.
24. Neighbour R. The Inner Consultation. Second ed. Oxford:
Radcliffe Publishing; 2005.
25. Saunders C. A Personal Therapeutic Journey. British Medical
Journal. 1996;313:1599-601.
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