Question

The objective of adulting and trustable standers are to establish through basic theories​

Answer 1

Answer:

Background:

Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context.

Method and results:

A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory.

Outcome:

The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

Keywords: adult learning theories, social theories of learning, communities of practice, constructivist, healthcare professional education

Introduction

Educational philosophy and learning theory underpin all educational practices, because they provide the conceptual frameworks describing an individual’s acquisition of knowledge, skills, and attitudes to achieve changes in behavior, performance, or potential.1,2

The discussion of adult learning theories leads to a discussion of the term “andragogy” (andr- meaning “man”), which is different from the term pedagogy (paid-meaning “child”), while in both terms “agogos” means “leading.” The term “andragogy” was developed by Alexander Kapp,3 a German teacher, and was later linked to the work of Knowles,4 who argued that adults are differently experienced, motivated, oriented, and in need to learn, than children. Knowles’s ideas are particularly important in professional education, because they focus on identifying and dealing with differences between what learners already know and what they learn within the experiential component of their programs.5 It is important to note that the use of the term andragogy has been criticized because some principles of andragogy are similar to that of children’s learning, which makes the learning a lifelong “continuum” with different purposes at different stages.

Explanation:

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