Adult learning theories and their application in medical and health science education

Adult Learning Theories and Their Application in Medical and Health Science Education Student’s Name Institutional Affiliation Adult Learning Theories and Their Application in Medical and Health Science Education Introduction It is noteworthy that institutions of higher learning in health and medicine schools embracing ideas and principles that align with theories of adult learning. Understanding and internalizing these principles make it easier for learners to employ strategies that reflect effective learning practices and adapt to the modern techniques and approaches used in teaching and learning across various educational levels in medical and health schools. The field of medicine and health sciences is inherently practical, requiring hands-on experience, application, simulation, and practical sessions that support adult learning theories. While theories might seem abstract and disconnected from medicine, they are actually integral. This marks the significance of examining the practical applications of theories, which is the primary focus of this chapter. This chapter explores various adult learning theories, including andragogy, experiential learning, transformative learning, and self-regulated learning, with their applications in medicine and health sciences. The chapter extends to discuss some of the challenges and limitations associated with utilizing adult learning theories in medical education, such as time constraints, resource limitations, and faculty development needs. Andragogy Andragogy is among the most prominent learning theories in the context of health sciences and medicine presently. The theory was developed by Malcolm Knowles. It holds significant importance in adult learning, particularly within the rigorous domain of medical and health sciences (IGI Global & Information Resources Management Association, 2021). Andragogy is anchored on four fundamental principles. The first principle is self-directed learning. Within this first principle, the proponents of andragogy acknowledge the independence and initiative commonly seen in medical professionals. The proponents of andragogy employ the principle of self-directed learning to promote learning through activities such as case studies, where learners actively seek solutions drawing from their own experiences (Halupa, 2015). The second principle of andragogy is experience-based learning. Given the practical nature of the medical field, andragogy integrates simulations, clinical rotations, and role-playing scenarios, which provide learners with opportunities to apply their knowledge in realistic settings and learn from hands-on experiences. The final principles of andragogy are problem-centered Learning and immediate application of knowledge. Considering the understanding that that real-world medical situations are rarely textbook-perfect, andragogy emphasizes problem-solving skills by presenting learners with elaborate medical cases to analyze and collaboratively work through. Also, in healthcare, timely application of knowledge is crucial. Andragogy ensures the relevance and applicability of acquired knowledge by focusing on learning objectives directly linked to real-world scenarios and current medical practices (Halupa, 2015). The above principles of Andragogy make it an ideal tool in steering learning in medicine and health sciences presently. The theory marks its popularity with the extensive focus on real-world application of what is learned in classes. There are multiple techniques that the proponents of andragogy propose to be employed in medicine and health sciences education. The first technique is the use of case studies. Through case studies, learners engage in the analysis of complex medical cases, utilizing their experiences and knowledge to diagnose, propose treatment, and reflect on the learning process (Bridges, 2016). The second technique is problem-based learning in which small groups are tasked to tackle authentic medical scenarios, conducting research, deliberating, and collaborating to find solutions, fostering critical thinking and teamwork. The third technique is the application of clinical rotations in which the learners apply theoretical knowledge in real healthcare settings, thereby encountering diverse medical situations directly and refining their practical skills under supervision. The final technique in andragogy is the application of self-directed learning modules. In this technique, tailored modules are employed to enable learners to focus on specific areas of interest or address knowledge gaps independently. The modules help with fostering self-paced and personalized learning. Andragogy comes with a range of advantages to the learners. Primary among the advantages is emphasis on enhanced knowledge retention. Andragogy emphasizes an active involvement and application reinforce understanding (Bridges, 2016). Such inputs make information readily accessible during real-world situations. The framework also enables learners to improve their critical thinking skills. That is, the framework is based on allowing learners to explore complex scenarios, collaborate on solutions, and reflect on experiences to nurture critical thinking and problem-solving abilities. Finally, andragogy is beneficial because it strengthens professional development. Its prospects such as continuous learning, adaptability to new circumstances, and reflective practice align with the lifelong learning expected of healthcare professionals. Experiential Learning Experiential learning is the other framework that is highly popular in education within medicine and health sciences bearing its unique attributes and benefits. The experiential learning theory was developed by David Kolb (Nestel et al., 2023). The theory suggests that learni...