The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to: - How learning occurs - The role of the educator - Integration within medical education

1. Adult Learning Theory
Dr Sonia Bussey
School of Medical Education, Newcastle University

2. Presentation aim and overview
• The aim of this presentation is to provide a (very!) brief introduction
to six prevalent learning theories relevant to medical education, with
specific reference to:
•How learning occurs
•The role of the educator
•Integration within medical education

3. Adult Learning Theories
There are six overarching learning theories particularly relevant to
medical education:
1. Behaviourism
2. Cognitivism
3. Constructivism
4. Humanism
5. Social learning theory
6. Connectivism

4. Behaviourism
• Definition - Behavioural change in a desired direction in response to
reinforcement (Torre et al, 2006).
• Learning occurs as a result of how various stimuli (reinforcement) are
presented or arranged in the external environment.
• Educator’s role is to manipulate the environment for learners to elicit a
desired response (formative assessment and reward).
• Useful for teaching where competencies or the demonstration of technical
or psychomotor skills is central (not focussing on knowledge, more
objectively observable behaviour).

5. Behaviourist learning
outcomes can usually be
objectively assessed by a
marker or observer as
met, partially met or not
yet met.
Suited to
practical
tasks
Desirable
behaviour is
rewarded

6. Cognitivism
• Definition - The focus of learning is the learner’s internal environment and
cognitive structures, where learners seek to understand knowledge by
attributing meaning (Torre et al, 2006).
• Learning occurs through formation of concepts, schemas and frameworks
– linking ideas together.
• Educator’s role is to help learners ‘learn how to learn’ (facilitating
metacognition).
• Useful for the construction of concept maps and the development of
reflective thinking.

7. Links are made
between concepts
Learning
happens via the
learner’s
cognitive
processes
Often
associated
with self-
directed
reading

8. Constructivism
• Definition - Knowledge is formed within the learner by critically examining
learning activities and experiences and using them to shape knowledge and
beliefs (Torre et al, 2006).
• Learning occurs by individuals developing meaning, achieving
understanding, and assigning significance to experiences.
• Educator’s role is to assist learners to understand how they developed
certain assumptions (facilitation of reflection).
• Useful for reflective journals, practice narratives and portfolio
development. Refining clinical skills.

9. New knowledge, skills and
understanding are built on
the foundations of
previous experience
Constructivist learning theory is most
commonly associated with learning that
happens in a clinical setting

10. Humanism
• Definition - learning is viewed as a personal act which is needed for the
learner to achieve their full potential (Torre et al, 2006).
• Learning occurs through personal activity by the learner in relation to their
own needs, with the ultimate aim of self-actualization and self-fulfilment.
• Educators role is to facilitate the development and growth of the overall
learner (student-centred facilitation).
• Useful for encouraging the learner to become autonomous and self-
directed.

11. A humanist
teacher
helps
learners to
grow…
Learner
Teacher
… in whichever way is best
suited to help that student to
achieve their full potential.
The student is the central focus

12. Social Learning Theory
• Definition - Learning is influenced by the interactions with, and
observations of, others in a social context. For learners to acquire new
knowledge or skills, they must imitate and reinforce the observed
behaviour by rehearsing it (Miller, 1941).
• Learning occurs through observation, role modelling and rehearsal.
• Educators role is to demonstrate new practices, guide behaviours and
provide learners with opportunities to practice new skills (role modelling).
• Useful for collaborative learning, teaching with case studies and
mentoring.

13. Learning can
occur through
interaction with
all people…
…in both formal and informal settings.

14. Connectivism
• Definition - a conceptual framework which views learning as a network
experience, influenced by technology and socialisation (Siemens, 2006).
• Learning occurs through social and/or technological interaction, including
networking, skills learned through employment and experience with new
tools in technology.
• Educators role is to facilitate networking and IT ethos, skills and
opportunities (networking and role-modelling).
• Useful for learning after formal education has been completed.

15. Connectivism is concerned with
learning through the creation of
social networks, either
electronically or in person

16. Reflective activity
Consider (either individually or in conversation with others:
The learning theory
you currently use
the most
A learning theory
you would like to
use more often

17. Further reading
• General overview - Torre, Dario M. et al. (2006) Overview of Current
Learning Theories for Medical Educators. The American Journal of
Medicine, Volume 119, Issue 10, 903 – 907
https://www.amjmed.com/article/S0002-9343(06)00837-0/pdf
• Connectivism – Goldie, J. G. S. (2016) Connectivism: a knowledge
learning theory for the digital age? Medical Teacher, 38(10), pp. 1064-
1069. http://eprints.gla.ac.uk/118043/9/118043.pdf

18. References
• Miller NE, Dollard JC. Social Learning and Imitation. New Haven, CT: Yale
University Press, 1941.
• Siemens G (2006). Connectivism. Learning theory or pastime for the self-amused?
Retrieved from http://www.elearnspace.org/Articles/connectivism_self-
amused.htm
• Torre, Dario M. et al. (2006) Overview of Current Learning Theories for Medical
Educators. The American Journal of Medicine, Volume 119, Issue 10, 903 – 907
https://www.amjmed.com/article/S0002-9343(06)00837-0/pdf
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