Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83
Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83
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DOI：
10.3109/0142159x.2013.828153
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发表时间：
2013-01-01
期刊：
影响因子：
4.7
通讯作者：
Hamdy, Hossam
中科院分区：
文献类型：
--
作者：
Taylor, David C. M.;Hamdy, Hossam
有许多理论可以解释成年人是如何学习的，每一种都有自己的优点。本指南解释和探讨了更常用的方法，以及如何使用它们来加强学生和教师的学习。该指南提供了一个将许多理论结合成流程图的模型，任何计划学习的人都可以遵循该流程图。该图式可用于课程规划层面，也可用于个人学习层面。在模式的每个阶段，指南确定了学习者和教育者的责任。该机构的作用是确保有足够的时间和资源进行有效的学习。该指南是为那些刚接触教育的人设计的，希望它能够解决理解和应用共同学习理论方面的困难，同时也创造了就如何使用这些理论进行辩论的机会。
There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.