1. Principles of Adult Education
Eamonn M. M. Quigley, MD, FACG
Houston Methodist Hospital
Weill Cornell Medical College

2. Childhood Education Adult Learning Compulsory Teacher initiated
Teacher motivated
Teacher directed
Teacher assessed
Non reflective
Non critical
Motivation
Learner centered
Relevant
Clear goals
Feedback
Experiential reflection
Development

3. Average Retention Rate
The Learning Pyramid
Average Retention Rate 5%
Lecture
Reading
Audiovisual
Demonstration
Discussion Group
Practice by Doing
Teach Others
10%
20%
30%
50%
75%
80%

4. Teaching Ethos Tell me and I forget Show me and I remember
Involve me and I learn
Benjamin Franklin

5. “Education is about lighting fires
not filling buckets. ”
W. B. Yeats

6. Adult Education
Make it Fun!

7. Adult learners are most successful when:
The learning is purposeful, meaningful and relevant
The learner is actively involved
Objectives are identified
Positive feedback is given
The learner is reflective

8. Bloom’s Taxonomy of Cognitive Skills
Bloom, B. S. (1956). 
Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1; Cognitive Domain.
New York: David McKay Co. Inc.: pp. 7-8.Bloom B. 1956

9. Bloom’s Taxonomy Revisited

10. Aims, Objectives and Learning Outcomes
Aims (general) are overall statements of what you hope the educational event will achieve.
“The aim of this course is to give an introduction to educational methods in gastroenterology.”
Objectives (specific) are statements of what you will present to the participants.
“To present current methods of how to train in endoscopy.”
Learning outcomes are a set of statements setting out what the participants should be able to do or understand by the end of the event.
“By the end of this course you will be able to conduct small group discussions on gastroenterology topics.”

11. Aims, Objectives and Learning Outcomes
Personal Learning
Outcomes
Completion of instructional process
Statement of change for learner
Measurable
Assist trainer in planning
Course Aims
Pre-set
Outline course agenda
Defined by trainer
Group activity helps

12. Why set learning outcomes?
When learners understand how the acquisition of certain knowledge or skill will enable them to perform better in life, they enter into instructional situations with a clearer sense of purpose and see what they learn as more personal.
Knowles: The Adult Learner, A Neglected Species

13. Setting Learning Outcomes
Specific
Measurable
Achievable
Relevant
Timely (time limited)
…and learner-centred

14. Setting Learning Outcomes
Specific
Measurable
Achievable
Relevant
Timely (time limited)
Economical
Realistic
Reviewed then modified through feedback
…and learner-centred

15. Writing Learning Outcomes
Begin with a statement addressed directly to the participant:
“When you have completed this course you should be able to:”
Avoid vague words such as:
Appreciate
Know
Be aware of

16. Writing Learning Outcomes
Use words describing activities which can be observed, such as:
State, Describe, Explain
Identify, Analyse, Compare
Demonstrate, Plan, Develop, Use

17. Adults learn more effectively where relationships:
Promote mutual respect
Are encouraging and supportive
Accept diverse opinions
but
Challenge ideas
Clarify difficult concepts

18. Factors Influencing Learning
Subject matter
Motivation
Learner (ability, knowledge)
Teacher (commitment, preparation, skill)
Resource quality
Environmental limitations

19. Limitations or Constraints
Time
Workload
Interest
Financial
Environment

20. The Teacher Should Therefore:
Help define needs
Ensure relevance
Contribute expertise
Encourage reflection
Provide positive feedback

21. Learning Methods
Lecture
Discussion
open
closed
Experiential

22. A Lecture Is Best For: Revision of core material
Making general points specific for a particular group
Persuading or comparing or contrasting different points of view
Imparting small amounts of new material not readily found elsewhere
Identification of links between different learning approaches

23. Format
Set
Dialogue
Closure

24. Set What is their present level of knowledge?
What do you want them to learn?
What linkages can you establish with their previous knowledge/experience?
Can you control the environment/seating?
Timing

25. Dialogue Get your timing right!
Break it down into separate parcels to keep interest going
Pause for audience interaction
Keep eye contact
Make the learner think and reflect

26. Closure Take and answer questions before the end
Remember questions may be the only form of feedback that you get
Keep eye contact
Summarise your talk – “take home message”
Terminate

27. Questions
Yes/No
Closed - e.g. causes of
Open - your opinion of

28. Discussion Closed Open Content-centered Process-centered
Knowledge-based
Acquiring facts
Resolving ambiguity/dilemmas
Acquiring information
Open
Process-centered
Experience-based
Reflecting on practice
Clarifying views

29. Open Discussion Answers should be positively accepted and then:
Related to the group agenda
Reflected to an individual or group (“What do you think?”)
Developed (“What would follow from that?”)
Directed to another member

30. Positive Critique Adults do not readily accept negative criticism
Positive critique enhances the learning environment
What did you do well?
What could be done better?

31. Feedback Timing First hand Specific Action not person Non judgemental
Consistent
With guidance
Private

32. Evaluate your own teaching!
Ask yourself – positive feedback, students’ progress, reflection
Ask learners – 3 things you learned today, oral/written evaluation
Ask a colleague – peer review

33. Active reflection How did I make the learning points?
Why did I do it in this way?
What went well and what could be done better?
How has it influenced me?
What will I do differently as a result?
When will I do it?
How will I know I have done it?

34. Questions?

35. Adult Education Theory
Adults learn best when:
They are motivated
The learning is relevant
The aims and objectives are clear
They are actively involved
A variety of learning methods is used

36. Adults Learn Best When:
They are able to reflect on their experience
It is done in “negotiated” time
They get feedback
It is FUN!