Practical examples of how adult learning theories can be applied in medical and health science education

Practical Examples of How Adult Learning Theories Can Be Applied in Medical and Health Science Education Student’s Name Institutional Affiliation Practical Examples of How Adult Learning Theories Can Be Applied in Medical and Health Science Education Introduction The ever-evolving need for knowledge and skills in healthcare stimulates the demand for dynamic approaches to education for various learner groups. Adult learners, for instance, need learning techniques that conform to their target of knowledge and skills acquisition and application. To that extent, the emergence of various learning theories has enhanced the ability of those learners to achieve their targets. Unlike the conventional learning techniques that fostered passive knowledge acquisition strategies, contemporary adult learning theories emphasize self-directed and experience-based approaches to achieve the learning objective. The theories are capitalizing on the increasing wealth of knowledge and the demand for practical skills to instill the required skills into learners. Moreover, accommodating the different principles of adult learning theories into the actual learning settings creates new learning settings with improved pursuance of problem-solving, critical thinking, and the ability to use the knowledge gained in the classroom in real-world applications. To that extent, this chapter explores examples of the practical application of various adult learning theories in healthcare. The analysis is vital as it helps to outline how educators and learners can utilize the key adult learning theories, including andragogy, experiential learning, and self-regulated learning, in real classroom activities like active participation, engagements through discussion groups, problem-based tutorials, relationship developments, resource utilization, supporting other stakeholders in learning settings, and investing in academic resources. Active Participation of the Teacher (Andragogy) Andragogy is among the learning theoretical frameworks in adult learning in healthcare. Its application is widespread considering its emphasis on translating what learners gain in classrooms into real-world applications (Swanwick, 2019). The inputs of andragogy in learning are outlined in its various principles. The first principle is self-directed learning. Self-directed learning principles demand that learners take more control of their learning experiences. As such, the application of self-directed learning can be marked with the use of case studies in learning settings or the persuasion of learners to employ their own experiences in solving various challenges (Mu & Hatch, 2022). The second principle of the theory is experience-based learning. The second principle stems from the practical nature of medical practice. This principle emphasizes the inputs of simulations, clinical rotations, and role-playing scenarios that offer learners the platform to advance their learning skills in real-world settings (Halupa, 2015). The other principles of andragogy include problem-centered learning and immediate application of knowledge that are collectively vital in translating the skills into actual clinical settings. The above principles of andragogy resonate with multiple aspects of the active participation of the teacher. Even though andragogy stipulates emphasis on student-centered learning, the role of the teacher is not completely relegated in the learning settings (Swanwick, 2019). The role of the teacher has only been enhanced to relate to the needs of the learners. Principally, the principles of andragogy demand that teachers abandon their conventional passive participation in learning to accommodate active learning prospects. These demands of the adult learning theories are informed by the understanding that emphasis on interactive learning sessions makes the learners gain and retain more knowledge and skills as opposed to the conventional techniques that were unidirectional and heavily reliant on teacher inputs alone (Halupa, 2015). Some of the examples of interactive inputs that the adult learning theories propose to the effect of teacher participation include collaborative note-taking, where students co-create summaries, or short quizzes interspersed throughout the lecture, encouraging active participation and knowledge consolidation (IGI Global & Information Resources Management Association, 2021). Further, teachers can instigate open-ended questions to allow learners to explore their critical thinking skills and connect the new information gained with the existing knowledge. The above examples are constituted in the dialogue approach to learning. In adult learning theories, this dialogue, not monologue, is vital in deepening the understanding of the learners, validating learner experiences, and fostering collaboration. Discussion Groups and Problem-Based Tutorials (Experiential Learning) Experiential learning is the other notable framework whose applications in medicine and health sciences are becoming more prominent. Experiential learning theory was developed by David Kolb and has been ap...