Dobrovolny Jackie, Stevens James, Medina Leticia V
University of Colorado, Denver and Health Sciences Center, Department of Pathology, 12281 E. Villanova Drive, Aurora, CO 80014, USA.
ILAR J. 2007;48(2):75-89. doi: 10.1093/ilar.48.2.75.
The essence of learning is change; learning is the process by which learners customize new information to make it personally meaningful and relevant. Training is the process of helping students make those changes. Research indicates that adults learn differently than children or adolescents and that adults consistently use the following six learning strategies: prior experiences; conversations; metacognition; reflection; authentic experiences; and images, pictures, or other types of visuals. Each of these learning strategies can be combined with the other strategies and often build upon each other. A recent study on how health care professionals learn indicated that the learning strategy they used most often was reflection, which supports learning before, during, and after training. Numerous examples are provided in this article describing how to integrate each of the six adult learning strategies into laboratory animal science training. While lectures and other types of direct instruction are appropriate, they are inadequate and ineffective unless they are integrated with and support adult learning strategies. Both the US Department of Agriculture regulations and the Public Health Service Policy mandate that research institutions must ensure that all personnel involved in animal care, treatment, or use are qualified to perform their duties. Applying adult learning strategies to training for the laboratory animal science community will enhance learning and improve both the science and the humane care of the animals, which is a goal our community must continuously strive to achieve.
学习的本质是改变；学习是学习者对新信息进行定制，使其具有个人意义和相关性的过程。培训是帮助学生实现这些改变的过程。研究表明，成年人的学习方式与儿童或青少年不同，成年人始终会运用以下六种学习策略：先前经验；对话；元认知；反思；真实体验；以及图像、图片或其他类型的视觉资料。这些学习策略中的每一种都可以与其他策略相结合，并且常常相互促进。最近一项关于医疗保健专业人员学习方式的研究表明，他们最常使用的学习策略是反思，这有助于在培训前、培训期间和培训后进行学习。本文提供了大量示例，描述了如何将六种成人学习策略中的每一种融入实验动物科学培训中。虽然讲座和其他类型的直接教学是合适的，但除非它们与成人学习策略相结合并提供支持，否则是不够的且无效的。美国农业部法规和公共卫生服务政策都规定，研究机构必须确保所有参与动物护理、治疗或使用的人员都有资格履行其职责。将成人学习策略应用于实验动物科学界的培训将提高学习效果，并改善动物科学及对动物的人道护理，这是我们这个群体必须不断努力实现的目标。
