Differences in adult Learners and Adult Clinical learners
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Differences in adult Learners and Adult Clinical learners
Teaching Adult Learners/Clinicians Discussion Forum
When thinking about educating practicing clinicians, you’re not only thinking about teaching an adult learner, but also someone who likely is already slightly familiar with the topic/material you’re discussing. Therefore, it’s important to have some background understanding of the theoretical best approaches to teaching this subset of learner. Differences in adult Learners and Adult Clinical learners
Objectives:
- Understand potential differences between traditional adult learner and clinical adult learners
- Identify tips and pearls to make your presentations more relevant to the clinical learner
- Evaluate the literature to determine if there is consensus on best practice on delivery of CME (continuing medical Education)
Task:
- Prepare an initial post as it relates to the above stated assignment objectives. Thoroughly address and integrate discussion of all objectives into your post.
- Research will be required for this activity, be sure to cite your sources for full credit
- Engage in a discussion with multiple (2 or more) colleagues. Provide additional insights into your responses to the posts of colleagues as it relates to the assignment objectives that further demonstrate your mastery and understanding of the concepts. This may require additional research. If so, cite your sources. Differences in adult Learners and Adult Clinical learners
I have included a copy of two colleagues response for you to read and get some idea about the assignment and the response to two person. You can include your response to these 2 posts as well.
Differences in adult Learners and Adult Clinical learners
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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