title: Adult learning principles and presentation pearls.
abstract: Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective.
authors.affiliation: Department of Ophthalmology, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina.
authors.forename: Ana G
authors.initials: AG
authors.lastname: Palis
authors.affiliation: Department of Ophthalmology, USC Eye Institute, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA.
authors.forename: Peter A
authors.initials: PA
authors.lastname: Quiros
mesh_terms: D000328:Adult; D002983:Clinical Competence / Q000592:standards; D004503:Education, Medical, Graduate / Q000592:standards*; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D007396:Internship and Residency; D009885:Ophthalmology / Q000193:education*; D018794:Problem-Based Learning / Q000379:methods*
keywords: Active Learning; Adult-Learning; Lectures