Medical Education Learns from Andragogy_Chinese Journal of Evidence-Based Medicine

Authors：

 萬學紅 , 姚巡 , 卿平

Corresponding?author：

萬學紅, Email: xhwan929@163.com

Keywords：

成人教育學; 醫學教育; 以學生為中心; 自我導向學習; 學習環境

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Citation： 萬學紅,姚巡,卿平. Medical Education Learns from Andragogy. Chinese Journal of Evidence-Based Medicine, 2007, 07(5): 327-329. doi: Copy

1.	Shi PJ. To Promote Educational Reform in China and to Adapt to International Education Standard. Chin J Evid-Based Med, 2005, 5(7): 505-508.
2.	Quote in Pickering G W. BMJ, 1956, 2: 113-116.
3.	Tomorrow’s doctors: Recommendations on undergraduate medical education. London: General Medical Council. Available at: http://www.gmc-uk.org/education/undergraduate/tomdoc.pdf. Accessed April 24, 2007.
4.	石鵬建. 適應醫學教育標準國際化, 積極推進我國醫學教育改革. 中國循證醫學雜志, 2005, 5(7): 505-508.
5.	Malcolm Cox, Irby DM. “Continuity” as an Organizing Principle for Clinical Education Reform. N Engl J Med, 2007, 356(8): 858-866.
6.	Straus SE, Richardson WS, Glasziou P, et al. Evidence based medicine. How to practice and teach EBM. the third edition: Edinburgh: Churchill Livingstone, 2005: 31-65.
7.	Stagnaro-Green A. Applying adult learning principles to medical education in the United States. Medical Teacher, 2004, 26(1): 79-85.
8.	Baum KD, Axtell S. Trends in North American medical education. Keio J Med, 2005, 54(1): 22-28.
9.	Azila NM, Rogayah J, Zabidi-Hussin ZA. Curricular trends in Malaysian medical schools: innovations within. Ann Acad Med Singapore, 2006, 35(9): 647-654.
10.	Musick DW. Emerging trends in medical education: What are they? And why are they important? N C Med J, 2005, 66(3): 244-248.
11.	Majumder AA, D’Souza U, Rahman S. Trends in medical education: challenges and directions for need-based reforms of medical training in South-East Asia. Indian J Med Sci, 2004, 58(9): 369-380.
12.	Lam TP, Wan XH, Ip MS. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
13.	Sharan BM. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education. 2001: 3-14.
14.	Kaufman DM. Applying educational theory in practice. BMJ, 2003, 326(7382): 213-216.
15.	Milligan F. Beyond the rhetoric of problem-based learning: emancipatory limits and links with andragogy. Nurse Educ Today, 1999, 19(7): 548-555.
16.	Biley FC, Smith KL. Making sense of problem-based learning: the perceptions and experiences of undergraduate nursing students. Journal of Advanced Nursing, 1999, 30(5): 1205-1212.
17.	Newble DI. Don’t presume about experienced adult learners in medicine. BMJ, 2002, 325(7367): 779.
18.	Haslett, Lynn. 1969: McMaster University introduces problem-based learning in medical education. History of Education: Selected Moments of the 20th Century [online]. Available at: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1969mcmaster.html. Accessed Aprial 24, 2007.
19.	Miflin B. Adult learning, self-directed learning and problem-based learning: deconstructing the connections. Teaching in Higher Education, 2004, 9(1): 43-53.
20.	Littlewood S, Ypinazar V, Margolis SA, et al. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ, 2005, 331(7513): 387-391.
21.	Virjo I, Holmberg-Marttila D, Mattila K. Task-based learning (TBL) in undergraduate medical education. Med Teach, 2001, 23(1): 55-58.
22.	McNeil HP, Hughes CS, Toohey SM, et al. An innovative outcomes-based medical education program built on adult learning principles. Medical Teacher, 2006, 28(6): 527-534.
23.	MISCH DA. Andragogy and Medical Education: Are Medical Students Internally Motivated to Learn? Advances in Health Sciences Education, 2002, 7: 153-160.
24.	Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract, 2006, 11(4): 403-422.
25.	John R. Competency-based assessment and cultural compression in medical education: lessons from educational anthropology. Med Educ, 2005, 39(11): 1110-1117.
26.	McLachlan JC. The relationship between assessment and learning. Med Educ, 2006, 40(8): 716-717.
27.	Schuwirth L, Cantillon P. The need for outcome measures in medical education: Complex educational interventions demand complex and appropriate evaluations. BMJ, 2005, 331(7523): 977-978.
28.	Hafferty FW. Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine, 1998, 73(4): 403-407.
29.	Davis MH, Harden RM. Planning and implementing an undergraduate medical curriculum: the lessons learned. Med Teach, 2003, 25(6): 596-608.
30.	Aultman JM. Uncovering the hidden medical curriculum through a pedagogy of discomfort. Adv Health Sci Educ Theory Pract, 2005, 10(3): 263-273.
31.	.Williams G, Lau A. Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ, 2004, 329(7457): 92-94.

1. Shi PJ. To Promote Educational Reform in China and to Adapt to International Education Standard. Chin J Evid-Based Med, 2005, 5(7): 505-508.
2. Quote in Pickering G W. BMJ, 1956, 2: 113-116.
3. Tomorrow’s doctors: Recommendations on undergraduate medical education. London: General Medical Council. Available at: http://www.gmc-uk.org/education/undergraduate/tomdoc.pdf. Accessed April 24, 2007.
4. 石鵬建. 適應醫學教育標準國際化, 積極推進我國醫學教育改革. 中國循證醫學雜志, 2005, 5(7): 505-508.
5. Malcolm Cox, Irby DM. “Continuity” as an Organizing Principle for Clinical Education Reform. N Engl J Med, 2007, 356(8): 858-866.
6. Straus SE, Richardson WS, Glasziou P, et al. Evidence based medicine. How to practice and teach EBM. the third edition: Edinburgh: Churchill Livingstone, 2005: 31-65.
7. Stagnaro-Green A. Applying adult learning principles to medical education in the United States. Medical Teacher, 2004, 26(1): 79-85.
8. Baum KD, Axtell S. Trends in North American medical education. Keio J Med, 2005, 54(1): 22-28.
9. Azila NM, Rogayah J, Zabidi-Hussin ZA. Curricular trends in Malaysian medical schools: innovations within. Ann Acad Med Singapore, 2006, 35(9): 647-654.
10. Musick DW. Emerging trends in medical education: What are they? And why are they important? N C Med J, 2005, 66(3): 244-248.
11. Majumder AA, D’Souza U, Rahman S. Trends in medical education: challenges and directions for need-based reforms of medical training in South-East Asia. Indian J Med Sci, 2004, 58(9): 369-380.
12. Lam TP, Wan XH, Ip MS. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
13. Sharan BM. Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult and Continuing Education. 2001: 3-14.
14. Kaufman DM. Applying educational theory in practice. BMJ, 2003, 326(7382): 213-216.
15. Milligan F. Beyond the rhetoric of problem-based learning: emancipatory limits and links with andragogy. Nurse Educ Today, 1999, 19(7): 548-555.
16. Biley FC, Smith KL. Making sense of problem-based learning: the perceptions and experiences of undergraduate nursing students. Journal of Advanced Nursing, 1999, 30(5): 1205-1212.
17. Newble DI. Don’t presume about experienced adult learners in medicine. BMJ, 2002, 325(7367): 779.
18. Haslett, Lynn. 1969: McMaster University introduces problem-based learning in medical education. History of Education: Selected Moments of the 20th Century [online]. Available at: http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1969mcmaster.html. Accessed Aprial 24, 2007.
19. Miflin B. Adult learning, self-directed learning and problem-based learning: deconstructing the connections. Teaching in Higher Education, 2004, 9(1): 43-53.
20. Littlewood S, Ypinazar V, Margolis SA, et al. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ, 2005, 331(7513): 387-391.
21. Virjo I, Holmberg-Marttila D, Mattila K. Task-based learning (TBL) in undergraduate medical education. Med Teach, 2001, 23(1): 55-58.
22. McNeil HP, Hughes CS, Toohey SM, et al. An innovative outcomes-based medical education program built on adult learning principles. Medical Teacher, 2006, 28(6): 527-534.
23. MISCH DA. Andragogy and Medical Education: Are Medical Students Internally Motivated to Learn? Advances in Health Sciences Education, 2002, 7: 153-160.
24. Mamede S, Schmidt HG, Norman GR. Innovations in problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract, 2006, 11(4): 403-422.
25. John R. Competency-based assessment and cultural compression in medical education: lessons from educational anthropology. Med Educ, 2005, 39(11): 1110-1117.
26. McLachlan JC. The relationship between assessment and learning. Med Educ, 2006, 40(8): 716-717.
27. Schuwirth L, Cantillon P. The need for outcome measures in medical education: Complex educational interventions demand complex and appropriate evaluations. BMJ, 2005, 331(7523): 977-978.
28. Hafferty FW. Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine, 1998, 73(4): 403-407.
29. Davis MH, Harden RM. Planning and implementing an undergraduate medical curriculum: the lessons learned. Med Teach, 2003, 25(6): 596-608.
30. Aultman JM. Uncovering the hidden medical curriculum through a pedagogy of discomfort. Adv Health Sci Educ Theory Pract, 2005, 10(3): 263-273.
31. .Williams G, Lau A. Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ, 2004, 329(7457): 92-94.

Chinese Journal of Evidence-Based Medicine

Medical Education Learns from Andragogy

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