Useful reference

1. Learning process, learning domains & principles of
adult learning
Dr. Ashok Mhaske
Medical Director & Professor in Surgery

2. What is Learning?
Inputs from participants

3. Learning
Change in the behaviour of learner

4. Learning
Input Output
Processing
Learning

5. Input Output
Processing
Learning
Feedback
Constructive feedback

6. Learning cycle
Assessments
Competencies/
Learning
Objectives
Teaching-learning methods/
Materials
Curriculum
Alignment

7. Learning Spiral
Experiencing
Doing
Registration
& analysis
Applying
Taking Action Reflection
Reflecting
New
Experience

8. COGNITIVE (acquisition of knowledge)
AFFECTIVE (feelings, emotions and attitudes)
PSYCHOMOTOR (acquisition of skills)

9. Domain of Communication
Should be kept in mind by educators while planning educational
objectives
Its applicable from day of Medical College teaching learning

10. COGNITIVE
(Knowledge)
AFFECTIVE
(Attitudes)
PSYCHOMOTOR
(Skills)
Evaluation Characterizing Origination
Synthesis Organizing Adaptation
Analysis Valuing Complex Overt
Response
Application Responding Mechanism
Comprehension Receiving Guided Response
Knowledge Set
Perception
Bloom’s 3 Domains of Learning
(Higher levels of proficiency are on top)

11. Cognitive
Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Recall
Problem
solving
Interpretation
BLOOM
TAXONOMY

12. Principles of adult learning

13. Activity think-pair-share
Describe a learning scenario where you learnt the best.
• Why you think it was best?
• If a Genie appears and grants you 3 wishes to make
learning better, what will you ask?
Think alone for 1 minute
Pair with your neighbor
Share with house

14. Children
Learn what they are told to
learn
View learning content as
important because adults
tell them it is
In educational setting,
children are much alike
Learn what they perceive to
be valuable
Have different ideas about
what is important to learn
Groups composed of differing
age, background, experience
Adults

15. Children
Readiness to learn linked
to development
Learn because it will be of
use in the future
Externally motivated
(grades, praise)
Readiness to learn linked to
need
More concerned about
immediate applicability
Internally motivated (self-
esteem, achievement)
Adults

16. Adult Learning
• Learning does not end after childhood
• Adults continue to learn new knowledge and
skills throughout their lifetimes
• Learning is associated with taking on new
roles and tasks in communities and in work

17. Adult Learning Principles
• Safe, non-threatening environment
• Learner an active contributor
• Build on existing knowledge
• Relevant content
• Participatory
• Problem centered approach
• Support for self directed learning
• Constructive feedback

18. Building on existing knowledge
• Ask students to think and write, build on prior
knowledge.
• Builds on and values existing perspectives,
knowledge and skills
• Links new knowledge to real-life contexts
Good technique to start the class

19. Safe nonthreatening environment
• Safe environment for experimentation and practice with new
information and skills
• Comfort
• Good health
• Sensory inputs
• Flexibility

20. Principles of adult learning
Adult education is relevant:
• New information and skills are relevant to workplaces and
communities
• Opportunities are available to apply knowledge and skills
immediately
• Learners are motivated to learn to fill new tasks and roles

21. Principles of adult learning
Adult education is participatory:
• Learners are actively engaged in learning process
• Creates opportunities to practice applying new knowledge and skills

22. Principles of adult learning
Adult education is supportive:
• Learners receive positive reinforcement such as praise and
encouragement
• Learners receive constructive feedback to help them improve their
knowledge and skills

23. Principles of adult learning
Adult education fosters opportunities for self-directed
learning:
• Learners take responsibility for what they want to learn
• Learners are active participants in the learning process
• During a course, learners move from dependent to self-
directed learners

24. Adults Retain…
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they hear, see and say
90% of what they hear, see, say and do

25. 27
Activity
Arrange for small group activity -3 groups as same in session -1
Select topic of your choice
-------------------------------------
Small group -Plan a teaching session of 5 minutes where you use
principles of adult learning. Group can choose teacher &
students amongst the group.
Large Group-demonstrate your planned session for 5 minutes in
large group, others will observe and comment

26. Follow the rules of Group Dynamics
• Group Leader
• Time Keeper (5 min)
• Recorder
• Reporter
During large group presentation, the prepared material
by a group should be visible to all other groups.

27. Large group presentation
Large group presentation-5 min per group

28. Adults learn best when….
• They feel valued and respected
• The learning experience is active and not passive
• The learning experience fulfills their needs
• They accept responsibility for their learning
• Their learning is self-directed and meaningful to
them
• Their learning addresses ideas, feelings and
actions

29. Adults learn best when….
• New material is related to what they know
• The training environment is conducive to
learning
• Learning is reinforced
• Learning is applied immediately
• Learning occurs in small groups
• The trainer values their contributions

30. Suggested readings
• Steinert Y, Snell LS. Interactive lecturing: strategies for increasing participation in large group presentations.
Medical Teacher. 1999; 21(1): 37-42.
• Begum J, Ali SI, Panda M. Introduction of interactive teaching for undergraduate students in community
medicine. Indian J Community Med 2020;45:72-6.
• Hurtubise L, Hall E, Sheridan L, Han H. The flipped classroom in medical education: Engaging students to
build competency. Journal of Medical Education and Curricular Development 2015:2 35–43
• Prithishkumar IJ, Michael SA. Understanding your student: using the VARK model. J Postgrad Med. 2014
Apr-Jun;60(2):183-6.
• Badyal DK, Singh T. Learning theories: The basics to learn in medical education. Int J of Applied Basic Med
Res 2017; 7 (Suppl1):S1-S3.

31. Thanks
Acknowledgments
NMC EXECUTIVE COMMITTEE ON FDP
• Dr. Aruna Vanikar, President UGMEB, Chairperson EC-FDP, NMC New Delhi
• Dr. Vijayendra Kumar, Member UGMEB, Co-Chair EC-FDP
• Dr. Praveen R Singh, Assistant Dean, Professor Anatomy & Convener, NC PSMC Karamsad, Convener EC-FDP
• Dr. Dinesh K Badyal, Vice-Principal, Professor Pharmacology, Convener NC CMC Ludhiana, Member EC-FDP
• Dr. Sunita Vagha, Dean, faculty of Medicine & Prof. & Head Pathology Datta Meghe IMS, Sawangi, Wardha, Member EC-FDP
• Dr. Praveen Iyer, Professor (Addl) Anatomy and Convener NC Seth GSMC & KEMH, Mumbai, Member EC-FDP
• Dr. Pankaj Shah, Prof. & Head Community Medicine and Co-Convener NC SRMC & RI, Chennai, Member EC-FDP
• Col. (Dr.) Naveen Chaudhary, Offg Senior Consultant, Academic Cell, UGMEB. Coordinator EC-FDP
This learning resource material is to aid the resource faculty to conduct the sessions in the course and they are
encouraged to use creativity, activities to engage participants and achieve the learning objectives of the session.
DO NOT share this material outside MEU/CC/NC/RC group, to any other group, or WhatsApp groups.