Regan-Smith M G
Department of Medicine, Dartmouth Medical School, Hanover, NH 03755, USA.
Int J Psychiatry Med. 1998;28(1):11-20. doi: 10.2190/A1CK-JY52-BK1G-442Y.
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.
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.
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.
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.
一种体验式学习模式表明，改变学习者的理解会促使学习者选择改变行为。为医学教育工作者设计了一个工作坊，以审视他们对学习的理解，从而改变他们作为教师的行为。本文描述了该工作坊，它是作为一次关于基层医疗从业者教育成功技巧会议的一部分而举办的。
18名医学教育工作者参加了该工作坊。教育工作者被要求反思近期的个人学习经历。小组讨论得出了有效学习的组成部分清单。然后这些学习组成部分被小组应用于与心理健康教育相关的三个假设任务。
确定了学习的三个通用特征的基本特点：教师、学习者和学习经历的特点。当将这些特点应用于假设任务时，出现的一个主要主题是关注学习者动机的重要性。
学习的基本组成部分及其应用证明了成人学习理论的重要性，在该理论中，对学习者来说，决定学什么、何时学以及如何学比教师更重要。这与传统医学教育形成对比，在传统医学教育中，教师决定学什么以及是否已经学会。为改善对执业基层医疗提供者的教育，需要从教学范式向学习范式转变。
