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Still others must actually undergo the experience of trying to perform procedures themselves under guidance to learn effectively.
Looking back at some of my clinical experiences, I can recall instances where I took an approach to patient education that was based mainly on my convenience and preference rather than on an assessment of what teaching approach would be most beneficial to patients. More recently, I have tried to incorporate adult learning theory into patient education in connection with post-surgical follow-up self-care and wound care, among other areas. For example, I have recently begun asking patients whether they would prefer to have informational resources in printed form, or whether they would prefer to observe demonstrations. When patients indicate their desire to observe clinical procedures, I also offer them the opportunity to try the procedures under my guidance, taking advantage of the fact that some of them may learn best from experiential learning scenarios. In particular, I can recall a situation where I provided only a verbal explanation of...
However, as soon as I provided the opportunity for experiential learning, the same patient quickly learned exactly what I tried to teach initially strictly through verbal explanation.
References
Brookfield, S. (1995). Adult learning: An overview. In The International Encyclopedia of Education (Ed. A.Tuinjman). Oxford: Pergamon Press.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137 -- 159.
Clardy, A. (2005, August 1). Andragogy: Adult learning and education at its best. Online Submission, (ERIC Document Reproduction Service No. ED492132). Retrieved
August 27, 2009, from ERIC database. (ERIC database)
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