Adult Teaching Premises and Practices

1.0 Continuing Education Credit Hour

1.0 AMA PRA Category 1 Credit(s)™

Category: Education Fundamentals

Adult education is a set of time tested practices and not a theory. This module explores techniques for creating adult centered learning environments, and introduces a model for presenting instruction that encourages learners to take responsibility for their learning. Interacting with adults, treating your learners as adults, and promoting responsible learning in your learners - what could be more satisfying than that?

Author

David Stein, Ph.D.

Dr. Stein  is an associate professor of adult education in the College of Education and Human Ecology, The Ohio State University.  He also coordinates the School Nurse Licensure Program and has served as Director of Hospital Wide Education and Training at the Ohio State University Wexner Medical Center and at Nationwide Children’s Hospital in Columbus. Dr. Stein’s area of research and scholarship focuses on creating effective learning environments for adult learners in face to face and online classrooms.  

John D. Mahan, M.D.

Dr. Mahan is a Professor of Pediatrics in the OSU College of Medicine and serves as Vice Chair for Education in the Department of Pediatrics.  He practices as a Pediatric Nephrologist and continues to serve as General Pediatric Residency Program Director and Pediatric Fellowship Program Director at Nationwide Children’s Hospital/OSU, Columbus, Ohio.

As Assistant Dean, Faculty Development and through the Center for Faculty Advancement, Mentoring and Engagement, he oversees a team of medical educators devoted to promoting best educational practices in medicine, online faculty development through FD4ME, and promoting contributions to medical education scholarship by the faculty of the OSU College of Medicine. He has presented on medical education topics at workshops and symposia at the annual AAMC, ACGME, Pediatric Academic Societies Meeting, Association of Pediatric Program Directors Meeting, American Society of Pediatric Nephrology Meeting, American Society of Nephrology Meeting, International Pediatric Nephrology Association and the Annual Dialysis Conference. 

He was a member of the Federation of Pediatric Organizations Strategic Visioning Summit (2013) and is a recipient of the ACGME Parker Palmer Courage to Teach Award (2013), OSU College of Medicine Faculty Teaching Award (2006), elected to the Alpha Omega Honor Society (Drexel University) (2012), elected to the Arthur Gold Humanism Society (2013) and recipient of the Nationwide Children’s Hospital Career Achievement Award (2014).  He has served as Senior Editor of the FD4ME Online Faculty Development Program since 2010. 

Objectives

  1. Describe FOUR important features of the adult learner: 1) readiness to learn; 2) responsibility for learning; 3) integrating learning efforts with professional and personal activities; and 4) active engagement with educational content and instructors to produce meaningful learning.
  2. Define the impact of the THREE key components of adult teaching (developing a Product, it is about a Process, and it is about Potential) on helping adult learners gain knowledge and mastery.
  3. Describe how and why adults bring their emotions and expectations into learning situations and how learning is affected by these contextual elements.
  4. Differentiate between the FOUR types of Learning Tasks: Inductive Tasks, Input Tasks, Implementation Tasks and Integration Tasks.

Online Module

When completing the on-line module you will be presented with learning objectives, brief cases, questions for reflection (not scored), and interactive lessons with hyperlinks to engage you along the way. Once you complete the lessons, you will be presented with the Module Evaluation and then the Post Test (which requires a score of 70%), followed by the opportunity to print your Continuing Education Certificate. Modules remain available for your future reference once you have completed them.

Continuing Medical Education Disclosure

Adult Teaching Premises and Practice

Description

This enduring material will discuss the following:

Adult Teaching Premises and Practice

Adult education is a set of time tested practices and not a theory.  This module explores techniques for creating adult centered learning environments, and introduces a model for presenting instruction that encourages learners to take responsibility for their learning.  Interacting with adults, treating your learners as adults, and promoting responsible learning in your learners - what could be more satisfying than that?

Planning Committee

The following planning committee members have no relevant financial relationships with commercial interests to disclose.

John Mahan, MD

Heather Brod

Aubre Smith

 

John Mahan also discloses the following:

Grant/Research Support - Abbott Nutrition; Genentech

Consultant/Speaker Bureau - Abbott Nutrition

 

Heather Brod also discloses the following:

Advisory Board Membership –Healthcare Businesswomen’s Association  

 

Their educational unit does not have a financial interest or affiliation with an organization that may receive direct benefit from the subject of the proposed CME activity, and they will not be personally compensated for their role in the planning or execution of this proposed CME activity by an organization other than The Ohio State University:

John Mahan, MD

Heather Brod

Aubre Smith

 

Original Release Date: 7-15-13

Review Date: 1-24-17 Note: No changes were made.

New Release Date: 3-7-17

Original Planning Committee

 

Authors


David Stein, Ph.D.

Dr. Stein  is an associate professor of adult education in the College of Education and Human Ecology, The Ohio State University.  He also coordinates the School Nurse Licensure Program and has served as Director of Hospital Wide Education and Training at the Ohio State University Wexner Medical Center and at Nationwide Children’s Hospital in Columbus. Dr. Stein’s area of research and scholarship focuses on creating effective learning environments for adult learners in face to face and online classrooms.


John D. Mahan, M.D.

Dr. Mahan is a Pediatric Nephrologist and continues to serve as General Pediatric Residency Program Director and Pediatric Fellowship program Director at Nationwide Children’s Hospital/OSU, Columbus, Ohio. As Assistant Dean, Faculty Development and through the Center for Faculty Advancement, Mentoring and Engagement, he oversees a team of medical educators devoted to promoting best educational practices enduring contributions to medical education scholarship by the faculty of the OSU College of Medicine.

 

Speaker Disclosures

The following presenters for this educational activity disclose that they have no relevant relationships with commercial interests to disclose.

Their presentations will not include discussion of unapproved or “off-label” usage of commercial products and/or services.

 

David Stein, Ph.D.

John D. Mahan, M.D.

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For Objectives section:

Participants who complete this module will be able to:

  1. Describe FOUR important features of the adult learner. 
  2. Define the impact of the THREE key components of adult teaching (developing a Product, it is about a Process, and it is about Potential) on helping adult learners gain knowledge and mastery.  
  3. Describe how and why adults bring their emotions and expectations into learning situations and how learning is affected by these contextual elements.  
  4. Differentiate between the FOUR types of Learning Tasks: Inductive Tasks, Input Tasks, Implementation Tasks and Integration Tasks.  

Accreditation Statement

The Ohio State University Center for Continuing Medical Education (CCME) is accredited by the Accreditation Council for Continuing Medical Education (ACCME®) to provide continuing medical education for physicians.

AMA Credit Designation Statement

The Ohio State University Center for Continuing Medical Education designates this enduring material for a maximum of 1 AMA PRA Category 1 Credit(s)™.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. Credit is only awarded after successful completion of post-test with a minimum of 75%.