MEDICAL EDUCATION

Pdf version

Notes for the Primary Care Teachers
HOW DO ADULTS LEARN?

Interactive Learning
Didactic teaching is useful for children but adults prefer and learn better when learning is interactive. They can ask questions, contribute answers and provide stimulating discussion using their previous knowledge and experiences. The effective mentors should keep in mind that adult learners have different learning styles and learn at different paces. Hence the use of handouts and materials can allow for learning to start before the session and to continue at learners’ own time and pace. ¹

Conducive learning environment
With adult learners, creating a conducive educational environment is as important as what is taught and shared.4  The mentor’s role in creating the correct learning climate can make or break a useful learning experience. Adult learners are more sensitive to their surrounding and discomforts. The adult learner has hearing, sight and bladder problems due to the physiological process of aging.

When planning a learning session, consider the acoustics of the room. An almost excellent course I attended recently was marred by periodic screeching interruptions from passing trains. Try to minimize sounds from inside or outside that will distract and detract from learning. The older presbyopic adults read better with large fonts in presentations and handouts. Artistic fonts are beautiful to look at but difficult to read. Colours should contrast and stand out.

Adult learners are more sensitive to extremes of temperature. Learners cannot concentrate if they are too hot or cold. Aging also affect attention span and bladder control. Provide adequate short breaks in between and ensure there are adequate toilet facilities nearby.

Adult learners can learn more if they can discuss among each other and learn from each other. For sitting arrangement, learners should not only face the teacher but should be able to interact easily with other learners. Chairs should be ergonomic and supportive of the aging spines.

Besides physical factors, the learning environment includes the “mental climate”. Learning sessions where there is constant fear of being questioned and found wanting, can be intimidating to learners. Being sensitive to the effects of negative feedback and using buzz groups to answer questions can take away this learning anxiety.⁴

In conclusion, to be an effective mentor of adults, you need to know their special characteristics which impact on how and what you teach. Adult learners are independent, self-directed and self-motivated with experiential knowledge. A good mentor should be learner centred and deliver interactive learning that is problem-based, relevant and immediately applicable to learners’ daily practice. He should provide a learning environment that is physically and emotionally conducive for adults.

REFERENCES

1. Kaufman DM. ABC of learning and teaching in medicine: Applying educational theory in practice. BMJ. 2003;326:213-6 [PubMed] [Full text]
2. Spencer J, Jordan RK. Learner centred approaches in medical education. BMJ. 1999;318:1280-3 [PubMed] [Full text]
3. Shaughnessy AF, Slawson DC. Are we providing doctors with the training and tools for lifelong learning? Interview by Abi Berger. BMJ. 1999;319:1280 [PubMed] [Full text]
4. Hutchinson L. ABC of learning and teaching in medicine: Educational Environment. BMJ. 2003;326:810-2 [PubMed] [Full text]

FURTHER READING

1. Knowles MS and Associates. Andragogy In Action: Applying Modern Principles off Adult Learning. 1984. San Francisco: Jossey­Bass.
2. Knowles M. The Adult Learner: A Neglected Species. 1990. Houston, TX: Gulf Publishing.
3. ABC’s of Medical Education. A series of 14 short articles on many aspects of medical education. BMJ. 2003; 326. http://bmj.bmjjournals.com/ . Accessed 26th July 2006.