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Education
Introduction

Objectives
At the end of this module, participants should be able to:
•   Explain the principles of adult learning
•   List the differences between adult and childhood learning
•   Plan learning activities for an educational event
•   Describe the advantages and disadvantages of curriculum educational methods
•   State the role of feedback in educational events

In this presentation I have included most of the basic principles of adult
learning. These include the reasons why different approaches to learning and
teaching are more successful for adults. The place of lectures, open
discussions and closed discussions are evaluated in the context of group
learning and advice given as to the best method to employ. Participants already
possess a wealth of teaching experience and growth of this knowledge provides
the potential to markedly improve your own teaching practice. Employing a
variety of teaching approaches will help to maintain interest and motivation
throughout this course for all participants.

Feedback and positive critiquing are dealt with in detail and the presentation
ends with some thought-provoking active reflection!



References:
Peyton JWR, editor. Teaching and Learning in Medical Practice. Rickmansworth, UK: Manticore
Europe Limited, 1998.
Farrow R. ABC of Learning and Teaching in Medicine: Creating Teaching Materials. British Medical
Journal. 2003. 326: 921-923.
Kaufman DM. ABC of Learning and Teaching in Medicine: Applying educational theory in practice.
British Medical Journal. 2003. 326: 213 – 216.
Wyer PC, Keitz S, Hatala R, hayward R, Barratt A, Montori V, Wooltorton E, Guyatt G. Tips for
learning and teaching evidence based medicine. Canadian Medical Association Journal 2004: 353.
Sackett DL, Richardson WS, Rosenberg W, Haynes RB. Evidence-base medicine. How to practice
and teach EBM. Churchill Livingstone Edinburgh.
                                                           rd
Newball, D & Cannon R. A Handbook for Medical Teachers, 3 Edition. London: Kluwer Academic
Publishers, 1996.

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Education introduction

  • 1. Education Introduction Objectives At the end of this module, participants should be able to: • Explain the principles of adult learning • List the differences between adult and childhood learning • Plan learning activities for an educational event • Describe the advantages and disadvantages of curriculum educational methods • State the role of feedback in educational events In this presentation I have included most of the basic principles of adult learning. These include the reasons why different approaches to learning and teaching are more successful for adults. The place of lectures, open discussions and closed discussions are evaluated in the context of group learning and advice given as to the best method to employ. Participants already possess a wealth of teaching experience and growth of this knowledge provides the potential to markedly improve your own teaching practice. Employing a variety of teaching approaches will help to maintain interest and motivation throughout this course for all participants. Feedback and positive critiquing are dealt with in detail and the presentation ends with some thought-provoking active reflection! References: Peyton JWR, editor. Teaching and Learning in Medical Practice. Rickmansworth, UK: Manticore Europe Limited, 1998. Farrow R. ABC of Learning and Teaching in Medicine: Creating Teaching Materials. British Medical Journal. 2003. 326: 921-923. Kaufman DM. ABC of Learning and Teaching in Medicine: Applying educational theory in practice. British Medical Journal. 2003. 326: 213 – 216. Wyer PC, Keitz S, Hatala R, hayward R, Barratt A, Montori V, Wooltorton E, Guyatt G. Tips for learning and teaching evidence based medicine. Canadian Medical Association Journal 2004: 353. Sackett DL, Richardson WS, Rosenberg W, Haynes RB. Evidence-base medicine. How to practice and teach EBM. Churchill Livingstone Edinburgh. rd Newball, D & Cannon R. A Handbook for Medical Teachers, 3 Edition. London: Kluwer Academic Publishers, 1996.