Adult Learners Case Study

6194 Words 25 Pages
Figure 1. 3 Convergence of Interest Model [Modified from Saxton et. al.] (Saxton, 2009).

According to the educational experts from over 16 top pharmaceutical companies in Germany, the industry engagement in medical education can be grouped into four categories.
a) Industry-provided product specific training
b) Industry-provided professional development and medical disease education
c) Collaborative partnerships
d) Support to third party provided medical education

a) Industry-provided product specific training
The pharmaceutical companies know the importance of keeping the health care professionals updated with the knowledge about medicinal products in order to make rational clinical decisions. This above-mentioned category
…show more content…
So, in order to adjust and make effective changes in their attitudes and behaviors, these adult learners’ cognitive and social characteristics must be taken into account.

Characteristics of Adult Learners:
An effective instructor should always understand how adults learn best. As adults have special needs and requirements as learners, the process of learning can be quite complex. The different characteristics of adult learners recognised by Malcom Knowles are:
• Adults are autonomous and self-directed
Adults need to be steered by themselves towards any learning process. The best practice from the teachers should be being facilitators and involving the adult participants in their learning process. The needs and interests of the learners are very important here and the whole process should be designed accordingly to meet their expectations in order to best reflect the results.
• Adults have life experiences and
…show more content…
Level 3a – Learning:
Declarative Knowledge (knows)
Includes post-tests · Participants are tested based on the learning objectives
· In the absence of a pre-test, there is no guarantee that the learning occurred as a result of the activity

Level 3b – Learning: Procedural Knowledge (knows how) Includes pre-/post-tests, case based assessment · Provides immediate feedback on what learning (knowledge, attitudes, skills) has occurred at the time of a learner’s participation in an activity
· May not necessarily predict retention of the learning or change in performance

Level 4 – Learning: Competence (shows how) Includes case based-assessment and commitment to change measures · Measures application of learning to practice in educational setting
· Intent to change has high correlation with actual behaviour change
· Learning may or may not lead to actual behaviour change

Level 5 – Performance (does)
Follow-up assessment of practice change involving post-activity surveys, and quality and utilization measures, including chart reviews, electronic health records, health plan data · Measures whether the performance changes identified by learners at the time of the activity were made
· Provides rich information about intended as well as unintended consequences of

Related Documents