Abstract
In the Department of Community Health, University of the Witwatersrand, self-directed learning materials have been used for fourthyear medical students since January 1983. Student feedback has been very positive and we have seen significant increases in marks when compared with conventional didactic handouts. It is believed that this teaching method has great potential for many other groups of adult learners — nurses among them.
Highlights
It is a generally recognised principle of adult educational theory that people learn best when they can: process, not passive recipients of truth which is poured into their rela tively empty heads
To return to the module pre sented here, we find a perfect example of the need to supplement modular teaching with a group ses sion
In this article we have discussed some of the principles of adult edu cation and seen how many of these can be applied with a modular teaching method
Summary
It is a generally recognised principle of adult educational theory that people learn best when they can: process, not passive recipients of truth which is poured into their rela tively empty heads. As one educationalist commented: Only the learner can learn This im plies that students must be viewed as active participants in the learning tional principles, and that students are often denied access to true learning experiences. Given that modular teaching is a relatively new idea in the Medical School, we try to prepare students mentally by giving them a handout: How to use a module. The content of this handout is provided here be cause it outlines some of the major educational principles we try to practise, and because it provides an overview of the sections in any module. It is hoped that the infor mation may be of use to nurse edu cators
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