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1. Self-Concept – Adults have a more self-concept than children. This autonomy allows them to take part in directing their own learning.

Doing needs assessments/check-ins with the group of learners will allow the content to reflect their current level of understanding and where they feel they need more learning

1. Past Learning Experience – Adults accumulate experiences that provide a rich resource to drawn from through experiential techniques.

Facilitating group discussion will allow for the exchange of information and knowledge to enhance learning activities and benefit all participants in the group

1. Readiness to Learn – Adults are primed to learn things they need to know, or do in their lives.

In the context of community paramedics, it's a choice to apply to be part of this division within the department - the learners are there because they want to serve the population in a different way and learn new tools to do this

1. Orientation to Learning – Adults want a practical, problem based approached to learning.

For the new community paramedics they have worked with this population as a road paramedic for a number of years and are familiar with the population, it is the new tools and assessments they need practical experience and instruction in using.

1. Driven by Internal Motivation – Adults are internally motivated to learn.

As stated in readiness to learn - these CPs are there by choice and the desire to broaden their scope of work and will be motivated to learn something new.

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Adult Learning Principles can be applied in a various ways when designing learning activities:

1. Self-Concept: Adults have a strong need to be self-directed in their learning, and they need to see the relevance of the content to their lives. The flexibility available in online learning, both synchronous and asynchronous, gives adults the freedom to choose a specific course, activity, time, and place to engage in the learning process and develop autonomy. Additionally, learning activities should be designed to promote self-direction and help learners connect the content to their own experiences and goals—in other words, personalized and customized activities. This can be done through activities such as goal-setting exercises, self-reflection prompts, and opportunities for learners to share their own experiences and insights.

2. Past Learning Experience: Adults bring a wealth of experience to the learning process, and this experience can be a valuable resource. Learning activities should be designed to build on learners' existing knowledge and skills and help them see how new information fits into their existing knowledge framework. This can be done through activities such as brainstorming sessions, discussion boards, and reflection on past experiences that draw on learners' real-life experiences. By doing this, instructors can help learners make connections between what they already know and what they are learning, which can enhance their understanding and retention of new information.

3. Readiness to Learn: Adults are motivated to learn when they perceive a need for the information and when they believe that they can apply the information to their lives. Instructors must ensure that learners understand why they need to learn the information and how it can benefit them personally. Learning activities should be designed to help learners see the relevance and applicability of the content and to create a sense of urgency or importance around the topic. This can be done through activities such as problem-solving exercises, simulations, and role-playing activities that help learners see how the content can be applied in real-life situations.

4. Orientation to Learning: Malcolm Knowles talked about the idea of an adult learner's orientation. He said that adults move away from subject-based learning, which focuses on just knowing about a concept, toward problem-based learning, which focuses on knowledge that helps solve problems in the real world. This concept is similar to readiness to learn. For teaching adult trainees problem-solving skills while preventing expensive workplace errors, scenario-based learning can be fantastic.

5. Driven by Internal Motivation: Adults are motivated to learn when they see the direct benefits of the learning for themselves. Learning activities should be designed to promote intrinsic motivation by helping learners see the personal benefits of the learning and by creating a sense of satisfaction and achievement when learners master the content. This can be done through activities such as goal-setting exercises, self-assessments, and opportunities for learners to showcase their learning to others. This approach can help to promote intrinsic motivation and enhance learning outcomes.

By promoting self-direction, building on learners' past experiences, promoting relevance and applicability, promoting learner autonomy, and fostering intrinsic motivation, educators can help learners achieve their learning goals and develop new skills and knowledge.

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Self-concept:

Begin activities with a needs assessment to allow learners to identify their own learning gaps.

Past learning experiences:

Start activities by allowing learners to bring forward their own past experiences to provide context and scaffolding to new learning.

Readiness to learn:

Design the activity around a real problem that they will encounter.

Orientation to learning:

The activity should mimic a practical approach to a problem that is important to the learners.

Internal motivation:

Learners best succeed when they have an internal drive to learn, and that cannot be forced onto them. An activity can start with helping learners identify their learning gaps to help drive internal motivation to improve their knowledge and skills.

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Laura

Adults need to know why they need to learn something: Learners be able to relate activities directly to their practice. Learning activities should build in the relationship with and the importance of the intended learning to the learner's current practice.
Example: Unfortunately, learning gaps are sometimes identified after sentinel events. Using my respiratory equipment learning as an example, imagine there was an incident where nursing staff was unable to properly set up a pediatric patient on a vent. As a result of this knowledge/skill gap, the patient may have needed to be manually bagged for 60 minutes before ORNGE arrived, or perhaps adult settings were improperly used and caused a pneumo. Learning about how to properly set up pediatric vent settings should come shortly after these types of events. Staff would (hopefully) see the importance of this learning given the recent issues with respiratory equipment and be more motivated to complete this learning.

Adults learn best when the topic is of immediate value: We should endeavour to time learning activities to when they will be relevant.
Example: do not force learning about a new EHR program six months before its implementation. I have had to go through this before as a "super user". When the time came for implementation, no one remembered anything and users admitted to not paying attention in the learning sessions.

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1.    Self-Concept – Adults have a more self-concept than children. This autonomy allows them to take part in directing their own learning.

- The e-module learning activity is asynchronous and can be done at a time when it fits the learner’s schedule (in this case faculty). They can also choose which EPA to improve upon as an example for evaluation.

2.    Past Learning Experience – Adults accumulate experiences that provide a rich resource to drawn from through experiential techniques.

- In the F2F/virtual feedback simulation, faculty would likely initially use techniques for evaluation from their prior background as trainees. Expert evaluation facilitators would use this background to build upon.

3.    Readiness to Learn – Adults are primed to learn things they need to know, or do in their lives.

- CBD curriculum is a fairly new curriculum so my educational intervention would be timely and applicable to their current practices.

4.    Orientation to Learning – Adults want a practical, problem based approached to learning.

- The evaluation simulations are an especially practical, coaching-based method to approach improving evaluation effectiveness. This is a problem-based form of active learning.

5.    Driven by Internal Motivation – Adults are internally motivated to learn.

- Although faculty may be skeptical about EPAs, understanding how they can improve their catalytic effect for learning can act as an internal motivator that they are contributing the education trainees in a more effective way.

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My reflection is on 4 Principles of Androgogy.1.Adults need to know why they need to learn something. In my teaching exeprience, letting the trainers "know they don't know " is always the first step and most important part. 2. Adults learn experientially. A two hours lecture can not be totally abosorbed. However, when adding to their own working cases, they can learn quickly with application. 3. Adults approach learning in a task oriented, problem-solving manner. When I start working, I noticed that no one care too much about the grade. In a medical course, physcians are more likely to ask how can I treat my patient with this new therapy instead of how do you arrange our assignment. 4.Adults learn best when the topic is of immediate value. This principle helps me with the first principle. When addressing the value of the course, short time return is more attractive against long term reward. Even the latter is why we are organizing this course.

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My reflection is on 4 Principles of Androgogy.1.Adults need to know why they need to learn something. In my teaching exeprience, letting the trainers "know they don't know " is always the first step and most important part. 2. Adults learn experientially. A two hours lecture can not be totally abosorbed. However, when adding to their own working cases, they can learn quickly with application. 3. Adults approach learning in a task oriented, problem-solving manner. When I start working, I noticed that no one care too much about the grade. In a medical course, physcians are more likely to ask how can I treat my patient with this new therapy instead of how do you arrange our assignment. 4.Adults learn best when the topic is of immediate value. This principle helps me with the first principle. When addressing the value of the course, short time return is more attractive against long term reward. Even the latter is why we are organizing this course.

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Mishka D-L

How can the Adult Learning Principles be applied when designing learning activities

Self-Concept – Adults have a more self-concept than children. This autonomy allows them to take part in directing their own learning.
Allow learners flexibility and independence with their learning activity.

Past Learning Experience – Adults accumulate experiences that provide a rich resource to drawn from through experiential techniques.
Incorporating activities that allow learners to use/reflect on their past experience. Allow them the opportunity for learners to work together and share experiences.

Readiness to Learn – Adults are primed to learn things they need to know, or do in their lives.
Ensure that the learners understand the practical application of the learning activity to the overall learning goal and to their lives.

Orientation to Learning – Adults want a practical, problem based approached to learning.
Ensure that the learning activity is not overcomplicated, but that it is applicable to their lives and gives them practice dealing with the problems they may face in their life.

Driven by Internal Motivation – Adults are internally motivated to learn.
It is important to have activities that make learners reflect on what they do not know and what they need to learn.

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Adult learners present self-directed with internal motivation. They desire practicality and immediacy of application. Designing problem-based learning activities that draw on their rich experiences to provide them with the knowledge and skills they seek will optimize the chances for success.

As an adult learner pursuing my MPH, I connect to these principles deeply. With each course I take, I am applying my skills and experience as a clinician to my learnings, and am selecting projects that will help me reach my learning goals. I can see how different learning activities from my courses have been more effective based on how well they recognize my perspective as an adult learner, and have been designed with this in mind. Any learning that I do at this stage is to make me a better physician and improve the care and teaching that I provide.