Adult Learning Concept Map Assignment

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Final Paper Concept Map

My Philosophy of Adult Education Process in Medical Education

Role of leader

Assess learning

Help learners to apply learning through provision of experiential opportunities

Enhance learning by providing supplemental information/corrective information to self-discovery learning

Provide an encouraging environment for learning

Role of learner

Give feedback regarding course material

Reflect on what has been experienced and taught (think about life application)

Maintain effort and motivation toward learning process

Methodology

Transformative

Simulation

Technology

Self-directed

Experiential

Purpose

Encourage empathy with patients

Development of skills needed for life-long learning

Acquisition of knowledge and skills needed to accomplish goals

Transformative Learning

4. Assist in application

3. Encourage meaningful reflection

2. Use technology as able to allow students to have meaningful experiences

1. Aid students as they walk through Mezitrow's process

Limited training for teachers in becoming change agents

Unclear if transformations are permanent

unclear "what is transformed"

Difficult to assess if transformative learning has occured

Allows for development of empathy in providers in addition to knowledge acquisition

Use of technology

Method for change

Social transformation

Relationship to Medical Education

Use of technology as an agent for transformative learning

Mezitrow's process mirrored in educational process

Purpose of medical education is to change people through educational process

Change the way in which learners approach problems

Change the way in which learners approach patients

Basic Principles

Importance of reflection

Sites of learning

Community

Workplace

Classroom/Online

Individual

Mezitrow - cognitive, rational process

Reflection

Premise

Why we perceive/think/feel/act

how we perform functions of thinking/feeling/acting

Content

What we perceive/think/feel/act upon

Process

Reintegrate new perspective

Build competence

Acquire skills

Plan a course of action

Explore options

Recognition of problem and a way to change

Assess assumptions

Questioning/Self-exam

Disorienting dilemma

Assessment of alternative perspectives

Critique of previous assumptions

Making meaning through experience

Shaping of people through learning opportunities

Self Directed Learning

Strengths/Limitations

Limitations

Some adult learning is mandated and learners not self-motivated

Not all adults desire to be self-directed

Strengths

Flexibility

Increases motivation

Allows students to pursue topics of interest

4 Guidelines

4. Use reflective techniques with experiential learning

3. Develop self-directed learning contract

2. Assess student goals from learning process

1. Assess level of learners "self-directedness"

Costa and Kallick Criteria

Self-directed learner attributes:

Self- modifying

Self-monitoring

Self-managing

Relationship to medical education

Scanning type of SDL in maintenance phase

Voluntary type of SDL project in medical school

Focus on experiential learning (clerkships)

Basic principles

Works best when experiential

Goals

Emancipatory

Encourage transfomational learning (critical reflection)

Become increasingly self-directed in the learning process

Aspiration to gain knowledge/skills

4 Types of SDL projects

Scanning - Searching for new learning on an ongoing basis

Voluntary - Helps learner to achieve goals

Synergistic - Inspired by opportunity

Induced - Mandated learning

SDL as a Process

Learner is responsible for own learning

Approach to learning

Mediated by opportunities

SDL as personal attribute

Learners have a predisoposition to SDL

Learners are autonomous

Knowles

SDL is the "hallmark of adult learning"

Learners become increasingly self directed as they mature

6 Step Process

6. Evaluate outcomes

5. Determine and implement learning strategies

4. Identify resources needed for learning

3. Determine goals of learning

2. Determine learning needs

1. Set climate