Abstract
As educators, we are being encouraged to use adult learning theory when organising training. This paper describes the development of a course originally for trainees in psychiatry and the shift from a traditional model of training to one that incorporates new approaches to learning (Spencer & Jordan, 1999). We describe the move away from a didactic delivery of information to a multiprofessional, skills-based approach to the training of general psychiatric trainees.
Highlights
Using the new paradigms in learningWe are being encouraged to use adult learning theory when organising training
As educators, we are being encouraged to use adult learning theory when organising training
The importance of the support that trainees get from the group and the significance of the teaching experience for the specialist registrar, have been recognised as important benefits of the change of approach
Summary
We are being encouraged to use adult learning theory when organising training. This paper describes the development of a course originally for trainees in psychiatry and the shift from a traditional model of training to one that incorporates new approaches to learning (Spencer & Jordan, 1999). We describe the move away from a didactic delivery of information to a multiprofessional, skills-based approach to the training of general psychiatric trainees. Two main areas of development have been the introduction of multi-professional training and skills-based learning. The importance of the support that trainees get from the group and the significance of the teaching experience for the specialist registrar, have been recognised as important benefits of the change of approach
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