The adult learner: is it necessary to understand for teaching in anesthesiology.
Educators came to realize what internists and pediatricians have known all along: adults and children are not the same. They differ in physiology, pharmacology, and learning. To approach teaching of the adult learner as one would a child is likely to fail. To effectively design and execute a curriculum for the adult, the teacher must consider the role of personal experience, learning preparedness, learning orientation, and motivation to learn. Although these principles may seem novel, they represent good judgment when teaching the adult. The key factor for the educator is to determine the needs of the adult (which is typically based upon personal experience) and then design and implement a curriculum based upon these needs. This approach is backward from the approach used in children in which the curriculum is established without any input from the learner. One other means to improve success is to foster personal reflection upon the teaching by the adult learner. This reflection may develop from carefully phrased questions, from activities in applying the knowledge, or from within the learner. By helping the learner to reflect, the true goals of the teaching may be achieved and the teacher is rewarded by having a more knowledgeable provider, who is able to use and to question the new knowledge. The cycle of adult learning is completed but also starts again.
Gaiser
Robert R
RR
Hospital of the University of Pennsylvania, Philadelphia, Pennsylvania 19104, USA. GAISERR@UPHS.UPENN.EDU
D000328:Adult; D000367:Age Factors; D000776:Anesthesiology / Q000193:education*; D006801:Humans; D007858:Learning; D009042:Motivation; D013663:Teaching / Q000379:methods*