Skip to main content
Log in

Role of Adult Learning Theory in Evaluating and Designing Strategies for Teaching Residents in Ambulatory Settings

Advances in Health Sciences Education Aims and scope Submit manuscript

Abstract

Background: As more patient care moves into the outpatient arena, teaching medical residents in this setting has become of critical importance. Ambulatory teaching is especially challenging due to highly variable, unpredictable learning needs and little time for teaching. Recent literature suggests many strategies for effective teaching; however, most are not grounded in education theory.

Summary: Using precepts of Adult Learning Theory, we review the literature on educational strategies for teaching medical residents in ambulatory settings. Many well known strategies apply the principle of learner involvement in setting educational goals; however, few strategies use principles such as explicit evaluation of task relevance or learner skill practice.

Conclusions: We assert that Adult Learning Theory can be used to evaluate the expected effectiveness of suggested strategies for teaching medical residents in ambulatory settings. Furthermore, development and evaluation of new educational strategies should be grounded in sound theoretical models to enhance the likelihood of more effective teaching.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Beder, H.W. & Darkenwald, G.G. (1982). Differences between teaching adults and pre-adults: Some propositions and findings. Adult Education 32: 142–155.

    Google Scholar 

  • Bhatt, H.R. & Mendelson, T. (1998). Teaching behaviors in the ambulatory care setting: Are residents interested in what preceptors are teaching? Journal of General Internal Medicine 13: 84.

    Google Scholar 

  • Bowen J.L. & Carline, J. (1997). Learning in the social context of ambulatory care clinics. Academic Medicine 72: 187–190.

    Google Scholar 

  • Branch, W.T. (1990). Teaching models in an ambulatory training program. Journal of General Internal Medicine 5: S15–S26.

    Google Scholar 

  • Cross, K.P. (1981). Adults as Learners. San Francisco: Jossey-Bass.

    Google Scholar 

  • Ferenchick, G., Simpson, D., Blackman, J., DaRosa, D. & Dunnington, G. (1997). Strategies for efficient and effective teaching in the ambulatory care setting. Academic Medicine 72: 277–280.

    Google Scholar 

  • Gordon, M.J. (1992). Self-assessment programs and their implications for health professions training. Academic Medicine 57: 672–679.

    Google Scholar 

  • Green, M.L. & Ellis, P.J. (1997). Impact of an evidence-based medicine curriculum based on adult learning theory. Journal of General Internal Medicine 12: 742–750.

    Google Scholar 

  • Halperin, A.K. & Kaufman, A. (1990). Ambulatory medical education: A reconsideration of sites and teachers. Journal of General Internal Medicine 5: S35–S44.

    Google Scholar 

  • Hewson, M.G. (1992). Clinical teaching in the ambulatory setting. Journal of General Internal Medicine 7: 76–82.

    Google Scholar 

  • Irby, D.M. (1995). Teaching and learning in ambulatory care settings: A thematic review of the literature. Academic Medicine 70: 898–931.

    Google Scholar 

  • Knowles, M. (1970). The Modern Practice of Adult Education. New York, NY: Association Press.

    Google Scholar 

  • Lawrence, R.S. (1988). The goals for medical education in the ambulatory setting. Journal of General Internal Medicine 3: S15–S25.

    Google Scholar 

  • Lawrence, R.S. (1990). Medical education in ambulatory settings. Archives of Internal Medicine 150: 2008–2009.

    Google Scholar 

  • Lesky L.G. & Borkan, S.C. (1990). Strategies to improve teaching in the ambulatory medicine setting. Archives of Internal Medicine 150: 2133–2137.

    Google Scholar 

  • Lesky, L.G. & Hershman, W.Y. (1995). Practical approaches to a major educational challenge: Training students in the ambulatory setting. Archives of Internal Medicine 155: 897–904.

    Google Scholar 

  • McGee, S.R. & Irby, D.M. (1997). Teaching in the outpatient clinic: Practical tips. Journal of General Internal Medicine 12: S34–S40.

    Google Scholar 

  • Neher, J.O., Gordon, K.C., Meyer, B. & Stevens N. (1992). A five-step “microskills” model of clinical teaching. Journal of the American Board of Family Practice 5: 419–424.

    Google Scholar 

  • Pololi, L., Potter, S. & Ewing Garber, C. (1998). A competency-based preventive medicine teaching module for medical students. Teaching and Learning in Medicine 10: 109–115.

    Google Scholar 

  • Pratt, D. & Magill, M.K. (1983). Educational contracts: A basis for effective clinical teaching. Journal of Medical Education 58: 462–467.

    Google Scholar 

  • Schroeder, S.A. (1988). Expanding the site of clinical education: Moving beyond the hospital walls. Journal of General Internal Medicine 3: S5–S14.

    Google Scholar 

  • Skeff, K.M. (1988). Enhancing teaching effectiveness and vitality in the ambulatory setting. Journal of General Internal Medicine 3: S26–S33.

    Google Scholar 

  • Skeff, K.M., Stratos, G.A., Berman, J. & Bergen, M.R. (1992). Improving clinical teaching: Evaluation of a national dissemination program. Archives of Internal Medicine 152: 1156–1161.

    Google Scholar 

  • Smith, C.S. & Irby, D.M. (1997). The roles of experience and reflection in ambulatory care education. Academic Medicine 72: 32–35.

    Google Scholar 

  • Stritter, F.T. & Baker, R.M. (1982). Resident preferences for the clinical teaching of ambulatory care. Journal of Medical Education 57: 33–41.

    Google Scholar 

  • Thomasson, C., Levinson, W., Acheson, K., Chan, W., Lindquist, M., Palac, D. & Young, G. (1994). Teaching tips for clinician-teachers. Journal of General Internal Medicine 9: 349–353.

    Google Scholar 

  • Tibbles, L. (1985). The accuracy of supervisors' perceptions of family practice residents' educational needs. Family Medicine 17: 13–16.

    Google Scholar 

  • Wooliscroft, J.O. & Schwenk, T.L. (1989). Teaching and learning in the ambulatory setting. Academic Medicine 64: 644–668.

    Google Scholar 

  • Worrell, J.D., McGinn, A., Black, E., Holloway, N. & Ney, P. (1996). The RN-BSN student: developing a model of empowerment. Journal of Nursing Education 35: 127–130.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Laidley, T.L., Braddock, C.H. Role of Adult Learning Theory in Evaluating and Designing Strategies for Teaching Residents in Ambulatory Settings. Adv Health Sci Educ Theory Pract 5, 43–54 (2000). https://doi.org/10.1023/A:1009863211233

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1009863211233

Navigation