Understanding and Facilitating Moral Learning in Adults

Do primary care teams have easy access to information in GP training practices?

“…It would seem likely that this information had got lost in the huge amounts of information with which every practice is constantly bombarded. We know that adults learn best when they can see immediate benefits for their own working 6 and perhaps targeting information in this way may increase the uptake. We know that getting practice guidelines into primary care requires more than just dissemination, 12 a multitude of differing methods need to be in place.…”

“…5 This agrees with adult learning theory, that adults learn when topics are real and relevant to their daily working. 6 We also know that the learning needs of GPs in training, 'GP registrars', are driven by the assessments in their training programme. 7 All of these activities are facilitated by the almost universal presence of Internet access in their consulting rooms.…”

Understanding Clinical Teachers: Looking Beyond Assessment Scores

“…16 Clinical teachers should also know basic skills like asking questions, diagnosing learners, utilizing teaching frameworks, and giving meaningful feedback. 15 Finally, master teachers seem to prefer facilitating discussions over transmitting knowledge, [17][18][19] and they promote learner growth by balancing challenge and support. 20 Despite the abundance of research on clinical teaching, a limitation of many previous studies has been the use of Published online August 11, 2010 heterogeneous samples of teachers.…”

Perceptions regarding sustainable agricultural practices associated with weed management: implications to agricultural extension education

“…Adults have been known to seek knowledge directed towards solving problems (Knowles, 1980). As Brookfield (1986) urged, the teaching and learning process involves complex interaction. Therefore, a variety of teachinglearning principles should be applied which include different approaches of teaching methods, techniques and instructional tools appropriate to the adult setting.…”

“…Cross (1981) contended that the andragogy model does not lead to researchable questions that will advance knowledge in adult education. Brookfield (1986), while crediting Knowles for the concepts of self-directedness, questions some of the underlying assumptions of andragogy and the problem-centered characteristic of the adult learner. Brookfield (1986) further warns that the teaching and learning process requires a complex interaction that is not fixed as many educators tend to believe.…”