Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83
By David C M Taylor, H. Hamdy. Medical Teacher, 2013
994 citations recorded by the source corpus.
There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.
Subfields: Education, Public Health, Environmental and Occupational Health
View Paper: https://www.semanticscholar.org/paper/1284258743158992119debcf62459780e0122081
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Citations in the corpus
- Self-Directed Learning: A Core Concept in Adult Education (2020, background): “Humanistic theory has as a purpose to produce individuals who have the potential for self-actualization and are self-directed and internally motivated ([39], p.”
- Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, background): “…prior knowledge; (2) comparing new information with what they already know; and (3) elaborating knowledge, i.e. incorporating new elements into schemata already stored in LTM or obtaining already schematized information from other people such as supervisors or peers (Taylor & Hamdy 2013).”