24AY-MEDI102 Health Professions Education Learning Theories PDF

9/8/24 MEDI102 Health Professions Education Learning Theories Dr. Banan Mukhalalati, MBA, PhD Associate Professor, College of Pharm...

9/8/24 MEDI102 Health Professions Education Learning Theories Dr. Banan Mukhalalati, MBA, PhD Associate Professor, College of Pharmacy 8 September 2024 0 Learning Outcomes Define learning and learning theories Explain the significance of studying about learning theories Appreciate the differences in adult learning from child learning Discuss the characteristics of each leaning theory that differentiate it from other theories Identify the scholars who originated and developed each learning theory Indicate the role of educator during the application of each learning theory 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 1 1 What is Learning? What are Learning Theories? Learning is the acquisition of knowledge, skills, and attitude to achieve changes in behaviour, performance or potential Learning theories are conceptual frameworks that lead to the acquisition of knowledge, skills and attitude to achieve changes in behaviour, performance or potential Adult learning theories are derived from educational psychology theories of learning - Obtained 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 2 2 1  9/8/24 Why Learning Theories? Provide a basis to understand, explain, describe and predict the learning process 9 S Benchmark learning, knowledge, and teaching. Can be applied by educators according to different learner needs and contexts, by making informed decisions about choosing the right instructional and assessment practices Help students to understand why various teaching models are used by educators Help you as a student to become an educator? 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 3 3 BS andragogy man lending kupp Adult Learning Theories man leading Adult learning theories: andragogy The term ‘andragogy’ (andr- meaning ‘man’) could be differentiated from the term pedagogy (paid-meaning ‘child’), and ‘agogos’ in both terms means ‘leading’ (Kapp , 1833) Adults are differently experienced, motivated, oriented, and in need to learn, than children (Knowles, 1988) Some principles of andragogy are similar to that of children’s learning, which makes the learning a life-long “continuum” with different purposes at different stages Adult learning theories are derived from educational psychology theories of learning 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 4 4 Characteristic of Adult Learning Adults: Are independent and self directing Have (various degrees of) experience Integrate learning to the demand of their everyday life Are more interested in immediate problem centered approaches Are motivated more by internal than external drives Value mutual respect 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 5 5 2  9/8/24 1. Instrumental Learning Theories 1. Behavioural theories 2. Cognitivism T4, 3. Experiential learning 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 6 6 1.1. Behavioural Theories Scholars: Thorndike (1911), Watson 1913, Pavlov (1927), Skinner (1954) Focus on how a stimulus in the external environment leads to an individual’s change of behaviour Positive consequences, or reinforcers, strengthen behaviour and enhance learning, while negative consequences, or punishers, weaken it Educators are responsible for controlling the learning environment, to achieve a specific response: teacher-centred approach to teaching https://study.com/academy/lesson/behavior-learning-theories-lesson-quiz.html Behavior Learning: Theories & Concept 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 7 7 1.1. Behavioural Theories-application Medical, health and pharmacy education Teachers demonstrate desired behaviours, and learners observe these behaviours. Educators then observe learners and evaluate their competence using scoring rubrics to provide reinforcement 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 8 8 3  9/8/24 1.2. Cognitivism Scholars: Piaget (1952), Bruner (1966) Focuses on the learner’s internal environment and cognitive structures, rather than the context or external environment Learning primarily takes place in formal education through verbal or written instructions through accumulation of explicit and identifiable knowledge Learning occurs through mental and psychological processes, such as insight, information processing, perceptions, reflection, motivation, metacognition and memory The teacher directs the learner’s mental capacity - https://study.com/academy/lesson/cognitive-perspective-of-learning-information-processing.html Cognitive Perspective of Learning & Information Processing 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 9 9 1.2. Cognitivism-application Medical education Design conceptual material systems, such as concept maps Concept maps help students to recall foundational concepts and understand their complicated relationships 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 10 10 1.3. Experiential Learning Scholar: Kolb (1984) Focuses on the idea that learners learn when they interact with the authentic environment, through experience ⑪ ② Learning cycle four phases are: concrete experience, reflective observation, abstract ⑤ conceptualisation and active experimentation ⑪ Educators are responsible for facilitating and organising opportunities for learners to learn from real experiences in real contexts https://study.com/academy/lesson/what-is-experiential-learning-definition-theories-examples.html What is Experiential Learning? - Definition, Theories & Examples 3 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 11 11 4  9/8/24 1.3. Experiential Learning-Application Professional healthcare education Practice of professional skills in real life contexts 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 12 12 2. Humanistic Theories/ Facilitative Learning Theories Scholars: Rogers (1963), Maslow (1968), Knowles (1988) Learning is self-directed Adults plan, manage, and assess their own learning to accomplish their potential, values, self-motivation, goals and independence in learning Learning takes place for the purpose of self-actualisation and self-fulfilment, so that learners reach their maximum achievable potential Learning is student-centred and personalised Educators are facilitators of learning https://study.com/academy/lesson/self-direct-learning-definition-strategies.html Self-Directed Learning: Definition & Strategies 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 13 13 2. Humanistic Theories/ Facilitative Learning Theories- application Professional healthcare education Technology-based education that focus on self-direction and self-assessment Continuous professional development (CPD) programs, which are designed to support life long learning 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 14 14 5  9/8/24 3. Transformative Learning Theories/ Critical Reflection Scholar: Mezirow (1978, 1990, 1997) Focus on transformation of meaning, context and long-standing propositions Learners are empowered to identify and challenge the validity of their embedded assumptions: “frames of reference” Learning occurs when new knowledge becomes integrated into existing knowledge Learners maintain their original embedded assumptions, but continue to challenge and change some of their perspectives, beliefs, and prior assumptions 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 15 15 3. Transformative Learning Theories/ Critical Reflection- application Health profession education: Critical incident analysis and group discussions, where teachers encourage learners to reflect on their assumptions and beliefs, share ideas and examine specific reflective practices 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 16 16 4. Reflective Models Scholar: Schön (1987) Reflection on action: learners think about and evaluate the level of relevance or rigour of the activities , views, and processes they have used after they happen Reflection in action: reflection on the difference between previous knowledge and new experiences while the activity and thinking are happening , which will lead the learners to test their own knowledge, through investigation The feedback of educator about the reflective practice and thinking helps learners to identify their strengths, weaknesses, and learning needs https://study.com/academy/lesson/reflective-learning-definition-style-theory.html Reflective learning 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 17 17 6  9/8/24 4. Reflective Models-Application Professional healthcare education Reflective models encourage the development of reflective practice and learning systems, which develop a learner’s knowledge and skills 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 18 18 5. Social Theories of Learning 1. Zone of proximal development, Vygotsky (1978) 2. Situated cognition, Lave and Wenger (1991) 3. Communities of Practice, Wenger (1998) 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 19 19 5. Social Theories of Learning- Cont. Combines Integrate the concept of behaviour modelling with those of cognitive learning 1 Facilitators of learning: social interaction, the person, context, community, and the desired - behaviour Teachers are responsible for providing a supporting learning environment, and clarifying the expected behaviours https://study.com/academy/lesson/zone-of-proximal-development-and-scaffolding-in-the- classroom.html Zone of Proximal Development and Scaffolding in the Classroom 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 20 20 7  9/8/24 5. Social Theories of Learning- Application Health profession education: Trainee physicians learn to perform particular responsibilities in a specific manner during their practical training, by observing the behaviours and performance modelled by their preceptors, and then adopting them 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 21 21 Communities of Practice Communities of Practice are groups of people who share a passion, defined by knowledge rather than task, for something they do, and learn how to do it better as they interact regularly 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 22 22 6. Motivational Models Scholars: Ryan and Deci (2000), Weiner (1992), Cross (1981) Imply that adult learning is associated with two fundamental elements: motivation and reflection https://study.com/academy/lesson/using-intrinsic-and-extrinsic-motivation-to-enhance- learning.html Using Intrinsic and Extrinsic Motivation to Enhance Learning 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 23 23 8  9/8/24 6. Motivational Models-Application Health profession education Intrinsic motivation can be enhanced by meeting students’ needs, by facilitating positive relationships, and by providing students with constructive feedback 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 24 24 7. Constructivism Scholars: Ausubel (1968), Piaget (1952), Vygotsky (1978) Focuses on that individuals perceive, interpret and explain the same object differently and construct new knowledge through the interaction with their previous knowledge Constructivist theory approaches learning holistically, focusing comprehensively on the internal cognitive mechanisms and on social interaction The teacher is a facilitator who guides learners using student-centred instruction, so that students have active rather than passive roles https://study.com/academy/lesson/constructivism-overview-practical-teaching- examples.html Constructivism overview and practical teaching examples 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 25 25 7. Constructivism- Application Professional healthcare education Constructivism guided medical education strategies, such as group discussions, journal clubs, problem based learning, and team based learning. Application taught concepts in real situations through knowledge recontextualisation 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 26 26 9  9/8/24 Learning Outcomes Define learning and learning theories Explain the significance of studying about learning theories Appreciate the differences in adult learning from child learning Discuss the characteristics of each leaning theory that differentiate from other theories Identify the scholars who originated and developed each learning theories Indicate the role of educator during the application of each learning theory 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 27 27 References Mukhalalati, B. (2016). Examining the disconnect between learning theories and educational practices in the Pharm.D. programme at Qatar University: a case study (Doctoral dissertation, University ofBath). Available from: http:// opus.bath.ac.uk/56680/ or ProQuest database: https:// 0search.proquest.com. mylibrary.qu.edu.qa/docview/ 2001105336/417383825 F64085PQ /1?accountid=13370 Mukhalalati B., Taylor A. Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal of Medical Education and Curricular Development. 2019, 6: 1–10 Taylor DCM, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher. 2013;35(11):e1561-e72. Arab M, Ghavami B, Lakeh MA, Esmaeilpoor S, Yaghmaie M, Hosseini-Zijoud S-M. Learning Theory: Narrative Review. International Journal of Medical Reviews. 2015;2(3):291-5. Torre DM, Daley BJ, Sebastian JL, Elnicki DM. Overview of current learning theories for medical educators. The American journal of medicine. 2006;119(10):903-7. www.Study.com 9/8/24 24AY_FS_Learning Theories_BM_L1 &L2 28 28 10