Teachers' Experiential Learning about Learning

Abstract

Objective:

An experiential model of learning suggests that changing a learner's understanding will lead to the learner choosing to change behavior. A workshop was designed for medical educators to examine their understanding of learning in order to change their behavior as teachers. This article describes that workshop which was presented as part of a conference on successful techniques for education of primary care practitioners.

Method:

Eighteen medical educators participated in the workshop. The educators were instructed to reflect on a recent personal learning experience. Group discussion led to production of a list of components of effective learning. These learning components were then applied in small groups to three hypothetical tasks related to mental health education.

Results:

Essential characteristics of three generic features of learning were identified: characteristics of the teacher, learner, and learning experience. When these characteristics were then applied to the hypothetical tasks, a major theme that emerged was a focus on the importance of learner motivation.

Conclusions:

The essential components of learning and their application demonstrate the importance of adult learning theory in which it is more important for the learner than for the teacher to determine what, when, and how to learn. This is in contrast to traditional medical education in which the teacher decides what to learn and if it has been learned. To improve education for practicing primary care providers, a shift from a teaching paradigm to a learning paradigm is indicated.