Final Paper Concept Map

Basic principles

Knowles

6 Step Process

1. Set climate

2. Determine learning needs

3. Determine goals of learning

4. Identify resources needed for learning

5. Determine and implement learning strategies

6. Evaluate outcomes

Learners become increasingly self directed as they mature

SDL is the "hallmark of adult learning"

SDL as personal attribute

Learners are autonomous

Learners have a predisoposition to SDL

SDL as a Process

Mediated by opportunities

Approach to learning

Learner is responsible for own learning

4 Types of SDL projects

Induced - Mandated learning

Synergistic - Inspired by opportunity

Voluntary - Helps learner to achieve goals

Scanning - Searching for new learning on an ongoing basis

Goals

Aspiration to gain knowledge/skills

Become increasingly self-directed in the learning process

Encourage transfomational learning (critical reflection)

Emancipatory

Works best when experiential

Relationship to medical education

Focus on experiential learning (clerkships)

Voluntary type of SDL project in medical school

Scanning type of SDL in maintenance phase

4 Guidelines

1. Assess level of learners "self-directedness"

Self-directed learner attributes:

Self-managing

Self-monitoring

Self- modifying

Costa and Kallick Criteria

2. Assess student goals from learning process

3. Develop self-directed learning contract

4. Use reflective techniques with experiential learning

Strengths/Limitations

Strengths

Allows students to pursue topics of interest

Increases motivation

Flexibility

Limitations

Not all adults desire to be self-directed

Some adult learning is mandated and learners not self-motivated

Basic Principles

Shaping of people through learning opportunities

Making meaning through experience

Mezitrow - cognitive, rational process

Critique of previous assumptions

Assessment of alternative perspectives

Process

Disorienting dilemma

Questioning/Self-exam

Assess assumptions

Recognition of problem and a way to change

Explore options

Plan a course of action

Acquire skills

Build competence

Reintegrate new perspective

Reflection

Content

What we perceive/think/feel/act upon

Process

how we perform functions of thinking/feeling/acting

Premise

Why we perceive/think/feel/act

Sites of learning

Individual

Classroom/Online

Workplace

Community

Importance of reflection

Relationship to Medical Education

Purpose of medical education is to change people through educational process

Change the way in which learners approach patients

Change the way in which learners approach problems

Mezitrow's process mirrored in educational process

Use of technology as an agent for transformative learning

Strengths/Limitations

Strengths

Method for change

Social transformation

Use of technology

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

Limitations

Difficult to assess if transformative learning has occured

unclear "what is transformed"

Unclear if transformations are permanent

Limited training for teachers in becoming change agents

4 Guidelines

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

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

3. Encourage meaningful reflection

4. Assist in application

Purpose

Acquisition of knowledge and skills needed to accomplish goals

Development of skills needed for life-long learning

Encourage empathy with patients

Methodology

Experiential

Self-directed

Transformative

Technology

Simulation

Reflection

Role of learner

Maintain effort and motivation toward learning process

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

Give feedback regarding course material

Role of leader

Provide an encouraging environment for learning

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

Help learners to apply learning through provision of experiential opportunities

Assess learning