Adult Learning Principles Research Articles

Innovation in teaching-learning methods with an effective application of adult learning principles for the first year of allied health science courses

Background: In Indian context, most of the allied health science (AHS) courses are taught using an “apprenticeship model” rather than, structured, planned teaching methodologies. Aims and Objectives: This study was focused to reform the teaching methodology guidelines for faculty, to afford enthusiastic learning of AHS students in the classroom environment and evaluating their performance through formative and summative assessments. Materials and Methods: AHS students from Christian Medical College, Vellore, India (n = 33) were inducted into the study. The traditional lectures for gastro-intestinal tract had completed by physiology faculty. The diet-nutrition topic chose for horizontal integration between physiology and biochemistry subjects. This integrated module was handled by one of the biochemistry faculty and sessions were observed by two other faculties as observers from departments of physiology and biochemistry. The observers followed the guidelines to evaluate the teaching methodology through prevalidated checklist used a modified Likert scale. The degree of agreement between two observers was determined using Cohen’s kappa statistics. The students’ performance was evaluated with students paired “t” test for written test and viva voce marks based. Results: The results demonstrated that the inter-rater reliability calculated by the observers for teaching methodology on integrated session of the biochemistry faculty was significant with a score of 93%, with total criterion score of 28 and a matched criteria score of 26. As well proved an improvement in the students’ learning process, evidenced by better performance in the post-test and structured viva voce. Conclusion: The new innovative teaching methods exercised by the faculty, demonstrated enhanced performance of the students with horizontal integration, proving the robustness of this module.

Preparing the Leaders of Tomorrow: Learnings from a Two-Year Community of Practice in Fragility Fractures

ABSTRACT To facilitate the development of leadership competencies in a multidisciplinary group of 18 emerging bone experts from 6 European Countries and Brazil, to face future scenarios in the evolving field of fragility fractures, and to support secondary fracture prevention and improve patient outcomes. Changes brought by the COVID-19 pandemic have further highlighted this need. A 2.5-year community of practice (CoP) programme was established with two senior bone experts acting as mentors. The content was adapted during the COVID-19 pandemic. The education impact of the programme was assessed using an ethics-approved mixed-method design consisting of multiple sources of qualitative and quantitative data collected longitudinally. Quantitative data were analysed descriptively. Qualitative data underwent a thematic analysis. After participating in the programme, participants reported increased interprofessional collaboration and communication skills, better understanding of health economics and negotiation, application of adult learning principles to their work setting, development of competencies to critically appraise guidelines, enhanced abilities to facilitate behaviour change in others, and improved confidence leading their team through crisis situations. Although time was required for some physicians to get accustomed to the CoP concept and develop trust with other members, it was described as a beneficial real-world learning experience. An educational real-world CoP programme was effective in enhancing leadership competencies among future leaders in the bone field to improve care of fragility fracture patients. The results presented could guide the development of other CoPs in fragility fracture care as leadership competencies are increasingly required in that field.

The only chance for a 'bird's-eye view': General practice registrar experiences of direct observation.

Direct observation is a teaching and assessment method in general practice training, providing important and timely feedback to registrars on their clinical and consultation skills. Registrar perspectives on direct observation are essential for understanding its utility for learning. The aim of this study was to explore registrar experiences of direct observation to identify key considerations for using direct observation in general practice training. In-depth semi-structured interviews were conducted with seven general practice registrars in Victoria, across different stages of training. Data were analysed thematically RESULTS: The main themes identified related toregistrar engagement, supervisor engagement, practice engagement andtraining organisation engagement. Using the principles of adult learning and work-based learning, this study offers an understanding of the individual and workplace-based factors that affect registrar experience of direct observation and suggests some strategies for achieving best outcomes for registrar learning.

Chronic Pelvic Pain: A Guide to Perform a Focused Physical Exam

<h3>Study Objective</h3> To educate health professionals about how to perform a focused physical exam for a chronic pelvic pain (CPP) patient, applying a trauma informed care model, especially when invasive procedures might be part of their treatment plan. <h3>Design</h3> An educational video was designed applying current adult learning principles and theories, in which we demonstrate a step-by-step guide on how to carry a focused physical exam to assess the CPP patient using evidence-based techniques and tests, to maximize data gathering and minimize unnecessary discomfort. <h3>Setting</h3> Ambulatory clinic/setting. <h3>Patients or Participants</h3> Gynecological patients suffering from CPP. <h3>Interventions</h3> A systematic, trauma-informed model approach to evaluate and elucidate visceral, musculoskeletal, and neurological sources of chronic pelvic pain. <h3>Measurements and Main Results</h3> An evidence-based educational video to provide clinicians a resource on how to complete a focused and systematic physical exam for patients with CPP. <h3>Conclusion</h3> CPP patients often have multiple co-occurring conditions, including musculoskeletal and neurological in origin. A timely identification of these conditions will lead to better treatment outcomes.

Promoting migrant HL, good practice in adult education and lessons learned for other interventions

Abstract Problem Migration is a global phenomenon, and migrants face myriad challenges, e.g., building context-specific health literacy (HL). To sustainably promote HL, translations, interpreters, or programs in other languages are insufficient. Courses that promote HL holistically are needed, e.g., second language courses. In the SCURA research project, part of the HLCA Consortium, we ethnographically studied language courses and developed interventions. The insights gained are relevant not only for courses promoting HL of migrants or in Germany but also for other target groups and countries. Description Based on extensive ethnographic research, we participatory created interventions to promote HL. As language courses promote HL to varying degrees but are severely limited by the rigid conditions and support, we identified strategies to improve HL therein and ensure uptake and sustainability: add-in, pimp-up, dive deeper. The multimodal intervention consists of an extensive collection of teaching ideas, materials to prepare and reflect on sessions, and a 6-part teacher training (in-house, online, and self-study course, based on adult learning principles). The 90-minutes sessions address Health in Language Courses, Health and Me, Using materials, Critically Analyzing Materials and Developing Empowering Activities, Promoting Family HL, and Mental HL. A hands-on tool was developed to help teachers intentionally promote the seven components of HL. Results The preliminary results of the ongoing evaluation showed that the flexibly adaptable and applicable offerings, the online workshop, and self-study courses, were well received. The teachers liked the choice of topics and the combination of short inputs and many recommendations for practice. Lessons The project’s success relies on knowing the context and setting, considering the needs of all stakeholders, and developing offerings that are a relief but not an additional burden, and that can be easily integrated into the program. Key messages • A thorough ethnographic understanding of the course is key to developing interventions that will be perceived to be appropriate and relevant. • HL promotion should integrate teachers’ HL, informal occasions on health information exchange, diverse and multilingual ways to engage with health information and a systematic, deliberate development.

Human Trafficking: Addressing the Chiasmic Training Gap Through a Train-the-Trainers Model.

Purpose: Human trafficking is a global health problem, affecting the health of men, women, and children, and disproportionately affecting marginalized populations. At some point during their exploitation, those who experience trafficking will likely have contact with a health professional. 1 Unfortunately, many trafficking survivors report that contact with health professionals did not lead to safety and healing: their exploitation was not identified, they felt judged, or they feared arrest or/deportation. A holistic response to trafficking in the health care setting is critical, involving multidisciplinary coordination including social work, nursing, midlevel providers, and physicians. 2,3 The health care workforce is comprised of millions of practicing clinicians who have not been trained on responses to trafficking. Moreover, trafficking is not routinely a part of medical curricula. 4 Given the fact that trafficking is just beginning to come onto medicine’s radar, there are very few individuals with the combination of expertise in teaching skills and trauma-informed clinical trafficking approaches. 4 Simply put, there is a chiasmic gap between those health professionals who are and are not competent in caring for trafficked people and few people qualified to train them. 4 Approach: In 2019, 2020, and 2021, we conducted human trafficking health professional “train the trainers” for over 150 teachers. To promote a nonhierarchical environment of interprofessional learning, we used social cognitive constructivism, and experiential learning theory to scaffold participants’ knowledge. We leveraged technology to build community. Whatsapp and flipgrid connected participants and faculty before the program. Participants’ prior experiences informed confidential and respectful information sharing. Live case presentations were interwoven with prerecorded didactics, Zoom break-out case analyses, and Q&A sessions with trafficking survivors. Participants co-developed a didactic in groups for educating others about labor and sex trafficking, disclosure, and the law, facilitating integration of new knowledge with participants’ prior experiences and authentic work responsibilities. Groups then taught their didactics using newly acquired understanding of learning theory and received peer feedback on content, clarity, and engagement of their teaching. Pre–post retrospective surveys assessed changes in knowledge and skills, immediately and 3 months post program. Outcomes: As of 2021, over 150 physicians, medical students, nurses, social workers, public health workers, physician assistants, and psychologists from the United States, United Kingdom, Canada, and Trinidad/Tobago have graduated from the program. Three-month postprogram surveys indicated lasting, statistically significant behavior change in use of the SOAR framework, teaching with adult learning principles, and creating organizational trafficking protocols. Qualitative analysis revealed participants’ training in their communities has led to increased identification of patients experiencing trafficking. Significance: Our human trafficking health care “train-the-trainer” model empowers teachers to train others, improve their health systems, and community responses to trafficking. Our human trafficking health care “train-the-trainer” model can be scaled and implemented in regions around the United States to bridge the chiasmic gap between those health professionals who are and are not competent in caring for trafficked people and those qualified to train them.

Bringing adult learning principles to university–policy engagement training involving students and policy professionals

Within the knowledge exchange literature, there is growing recognition of the role that students have in contributing to knowledge exchange through university-based programmes. To add to this growing, but embryonic, knowledge base, this paper brings together reflections of policy engagement facilitators delivering an optional, online policy training course at UCL (University College London) and the University of Manchester, UK. Known as the Policy Boot Camp, it involved fifty policy professionals, from the civil service, think tanks, local government and the third sector, and three hundred students from undergraduate and master’s degree courses. We reflect on how we drew on the principles of andragogy to create our knowledge exchange programme, so that it was problem-focused, student-led, and interactive and collaborative in nature. We discuss if an intervention such as this can be a route to support more collaborative and fluid policymaking processes. Although our conclusions from this small-scale programme are tentative, we sketch out directions for future research that could contribute to evidencing the potential benefits of courses such as this.

ЗАСТОСУВАННЯ АНДРОГОГІЧНОГО ПІДХОДУ ПРИ ПІДГОТОВЦІ ФАХІВЦІВ У ЗВО

The article describes the relevance of the issue of the need for lifelong learning. The essence of the concepts "education", "adult education", "informal education", "informal education", "andragogy", "androgogic approach" is clarified. Characteristic features of adult education are singled out (acquiring education in adulthood; use of various forms of education in adulthood; long process of acquiring education in adulthood). It is emphasized that the content and structure of the andragogic approach include: requirements for activity, principles, forms and methods of organizing professional retraining and conditions for their effective application (taking into account individual characteristics, restructuring the technique of teacher interaction with students, independent study, joint activity, reliance on life and professional experience, development of educational needs, etc.). The stages of training are identified, according to which it is necessary to organize the training process within the framework of the andragogic approach (identification of a real problem for the solution of which training is necessary; diagnosis of the learner; planning of the training process; creation of conditions for the implementation of the training process; implementation of the training process; evaluation of the process and results training; correction of the training process. The components of the professional retraining model of the teacher in the post-graduate pedagogical education system based on the andragogic approach are proposed. They are considered the requirements for activities, methods and principles of adult learning. The principles of the andragogic approach are singled out, in particular: priority of independence; individualization; awareness of learning, actualization of its results, use of life experience, competences, etc.

Go NAPSACC On-Demand Trainings for Early Care and Education Providers: Development and Dissemination

Twenty-two on-demand nutrition training sessions were developed for Early Care and Education providers and disseminated in 21 states using the Go Nutrition and Physical Activity Self-Assessment for Child Care (Go NAPSACC) platform. The training was developed using the DESIGN (decide target behavior, explore determinants, select theory-based model, indicate objectives, generate education plans, and nail down the evaluation) procedure framework, adult learning principles, and behavior change techniques purposively disseminated. More than 96% of the nearly 3,000 providers who completed training in year 1 reported anticipated application of what they learned. On-demand training integrated into existing systems can potentially increase training access for hard-to-reach groups. Strategic promotion may be needed to encourage engagement of non-Child and Adult Care Food Program participating programs and completion of targeted modules.

33.5 CBT Supervision in Child and Adolescent Fellowship Training: A Milestone-Based Competency Model

The Accreditation Council for Graduate Medical Education (ACGME) mandates CBT training during child and adolescent psychiatry fellowship. Despite the training requirement, there is a lack of universally accepted standard methods for CBT supervision and training of psychiatrists. The high variability of CBT supervision across programs poses a challenge in meeting the milestone competencies designated by the current accreditation system for child and adolescent fellowships. We will share the milestone competency-based model for CBT training developed using well-defined principles of adult learning.

Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic

The online traditional and the online flipped classroom approaches have been adopted worldwide in higher education during the prolonged city lockdowns. Research has suggested that gamification is a technopedagogy which can be integrated into these approaches to promote learning outcomes. Hence, this study aims to uncover various risks and opportunities involved in adopting the online flipped and gamified classroom approaches, especially in terms of their impact on academic achievement, for ensuring sustainable adult education during the pandemic. We conducted a mixed-method study grounded in self-determination theory and adult learning principles, in which learners enrolled in a postgraduate business management programme were divided into three instructional conditions for one module: a gamified online flipped class (GOFC, n = 25), a nongamified online flipped class (NOFC, n = 24), and a gamified online traditional class (GOTC, n = 19). Quantitative and qualitative data from the learners, teachers, and teaching assistants were collected and analysed to compare academic achievement across the classes. Contrary to the expectations of gamification proponents, the learners in the nongamified online flipped class significantly outperformed those in the two gamified online classes. Qualitative findings revealed that technical support, professional training for teachers, and building learners’ sense of belonging to their classes were necessary to ensure the sustainability of learning in fully online classes. The findings, thus, have important implications for the effective implementation of these pedagogical approaches in adult education programmes in a fully online environment.

Impact of Routines and Rituals on Burden of Treatment, Patient Training, Cognitive Load, and Anxiety in Self-Injected Biologic Therapy

BackgroundSelf-injection of biologics is a mainstay of chronic disease treatment, yet the process of self-injection often causes persistent apprehension and anxiety, distinct from needle phobia. While literature alludes to the role that routines and rituals play in self-injection, there is no comprehensive study on the routines and rituals self-injectors employ, nor of the process by which they are discovered and ingrained.MethodsWe conducted a mixed-method, observational pilot ethnography study of 27 patients with plaque psoriasis, psoriatic arthritis, or ankylosing spondylitis with and without prior biologic self-injection experience. Patients submitted self-made videos, photos, and projective exercises of an actual biologic self-injection and completed validated instruments to assess burden of treatment. Videos and photos containing routine and ritual elements were thematically categorized based on functional and emotional benefit, and analyzed for differences based on current biologic, dosing frequency, time on current biologic, and burden of treatment measures.ResultsDuring patients’ initial at-home injections, training gaps became apparent, leading to a process of experimentation aimed at reducing pain/anxiety, increasing confidence, and building a consistent injection process. Routines were present in 27/27 (100%) patients and anchored the time, place, and process for injection, and incorporated approved use steps for the injection device. Ritual elements served as emotional coping strategies for patients and were present in 21/27 (77.8%) of patients.ConclusionOur findings suggest that providing patients device training using adult learning principles, teaching routines and rituals concurrently, and providing at-home opportunities for practice with a device trainer may be useful strategies to reduce anxiety, avoid unnecessary experimentation, and improve adherence to injection therapy. While further studies are needed to generalize our findings, we posit that routine and ritual elements can be incorporated into existing patient-clinician interactions or novel digital interventions through mobile medical applications, smart training devices, and connected injection ecosystems.

The New to Public Health Residency Program Supports Transition to Public Health Practice.

Training and retaining a competent public health workforce are challenging. Residency programs for new and transitioning professionals are effective in other fields but rare in governmental public health. The New to Public Health Residency Program is a residency program for professionals entering public health practice. On the basis of the Foundational Public Health Services model, the program was designed using adult learning principles and best practices from nurse residency programs. Content created by public health experts is delivered over 12 months through online course sessions that include interactive learning activities. Additional program components include monthly synchronous online discussions and support from a mentor. Residents apply their learning through implementation of an evidence-based practice project at their workplace. The program is accredited for continuing professional development contact hours. Agencies with limited resources to support new public health employees may find the New to Public Health Residency Program a vital training resource.

Beyond Mission Statements: A Conceptual Model for Getting Serious about Student Leader Development

Postsecondary institutions that purport to build leaders are ubiquitous. Graduates need skills for leadership effectiveness in complex, diverse, and dynamic organizational environments. Yet, given this need, the curriculum and co-curriculum dedicated to student leadership development is diffuse. Without specific outcomes, orientations to student leadership learning are inadequate, and the data supporting the success of the student leadership development enterprise is lacking. We propose a model for the leader development of undergraduates that describes what leadership education should exist to accomplish, which includes aspects of leadership skill mastery, adult learning principles, and outcomes grounded both in leadership theory and constructive developmental approaches. We describe each aspect of this conceptual model and illustrate how it might be enacted in diverse postsecondary contexts.

Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learne.

The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fast-growing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-to-practice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.

P101 Dissemination and Uptake of a Nutrition Training Library for ECE Providers Using Go NAPSACC

<h3>Objective</h3> To assess dissemination, uptake, and perceived usefulness of on-demand e-learning nutrition trainings for early care and education (ECE) providers over the first year of availability. <h3>Use of Theory or Research</h3> Guided by adult learning and nutrition education principles, 22 on-demand, interactive nutrition trainings (∼30-minutes each) were developed for ECE providers with diverse learning styles. Principles from Diffusion of Innovation Theory guided dissemination strategies. <h3>Target Audience</h3> Go NAP SACC participating programs across 21 states. <h3>Program Description</h3> Go NAPSACC provides a structured process and web-based tools to help improve the health of children. Providers have access to four content areas related to nutrition (i.e., child nutrition, oral health, breast/infant feeding, farm to ECE) covering a variety of topics (e.g., foods provided, feeding practices/environments, policy, etc.). In January 2021, Go NAPSACC launched and marketed a new on-demand training library. Process evaluation over the first year identified opportunities for improvement in dissemination. <h3>Evaluation Methods</h3> Data on reach, engagement, and perceived usefulness were captured using the Go NAPSACC platform. Online surveys were used to capture state-level dissemination strategies. <h3>Results</h3> In 2021, 7,211 trainings sessions were completed by 2,932 providers from 760 programs. The child nutrition foods provided training had the most completed sessions (701). The majority of programs completing trainings were center-based (45.4%) or family childcare homes (42.5%), not associated with military, faith-based, or native groups (89.6%), located in a metro area (63.6%), and Child and Adult Care Food Program participants (72.4%). Dissemination strategies for states with the greatest uptake included approval for professional development credit, embedding trainings within another project or system, use of existing listservs, and advertising on state/local agency websites. Majority of programs reported trainings were engaging (95.8%) and they will be able to apply what they learned (96.4%). <h3>Conclusions</h3> Go NAPSACC is a highly scalable platform for dissemination of on-demand nutrition trainings for ECE providers with potential to greatly increase the reach and accessibility of nutrition education for this critical population. <h3>Funding</h3> None

A Virtual World: New Graduate Education in the Era of COVID-19.

In this article, the authors share strategies of adult learning principles for successful transition to virtual learning for new graduate clinical nurses. Knowles' theory was used to redesign a simulation-based education approach to fulfill the diverse learning needs during the COVID-19 pandemic. The delivery of efficient, effective, and meaningful education was achieved by leveraging technology. This evidence-based strategy was delivered via a cost-effective virtual platform that offered improved accessibility and convenience of education without compromising the quality of the educational outcomes, participant engagement, or learner satisfaction. This virtual platform incorporating a variety of active learning strategies exhibited effective practices, engaging the new graduate clinical nurses and enhancing their acquiring, retaining, and applying knowledge in providing high-quality and safe patient care. It demonstrated the promise that virtual education holds for future programs to enhance professional development and build the nursing workforce. Nurse educators can be instrumental in advancing this virtual agenda. [J Contin Educ Nurs. 2022;53(7):307-311.].

Service-Learning Programs and Projects for Medical Students Engaged With the Community.

IntroductionThe medical school curriculum has changed from using the term “pedagogy” to framing adult learning theories with the goal of applying knowledge to a clinical situation or real-life experiences. Service-learning programs (SLPs) in medical schools illustrate one of several adult learning principles and practices now used in today’s curriculum that better prepare medical students for working with a variety of patients. ObjectiveThe researchers’ aim was to assess medical students’ learning experiences while participating with nonprofit organizations during a curricula-designed SLP.MethodThe authors analyzed 60 reflective essays over a three-year academic period from 192 medical students placed in teams of two to four. A qualitative study with a thematic analysis research design was employed in our study. This iterative approach allowed the researchers to identify themes and interpret meaning. The study was completed in 2020 using data from 2017-2020.ResultsFour major themes and one overarching theme emerged that reflect adult learning theories including: (1) transfer learning of one’s skills and knowledge to community and practice; (2) articulate a variety of ways to communicate with multiple, diverse community audiences; (3) employ a creative process for quality improvement strategies; (4) create positive trusting and rewarding relationships that highlight an enhanced level of conduct and professionalism. An overarching theme found was: collaboration emerges almost without forethought. Medical educators may find that replicating this SLP into the curriculum infrastructure provides agency and student buy-in. We established an SLP as part of the medical school curriculum that brings privilege and reward to students and to the community. Reflection provides for meaningfulness from SLP and helps students identify how experiential learning affects their professional development as members of the community and future health care providers.ConclusionImplementing SLPs into any medical school curriculum strengthens the adult learning theoretical delivery approach. Disseminating projects and lessons learned to and from the community also showcases experiential learning opportunities for medical students and other professionals. Many aspects of awareness from the medical students’ engagement during the SLP emerged. They learned about specific aspects of community engagement and found it a privilege to give and take many lessons from the experiences and opportunities.

Nontechnical skills for the surgery clerkship in the operating room based on adult learning principles in Taiwan.

Medical education has traditionally been rooted in the teaching of medical knowledge and surgical technique in the operating room, with little attention to the nontechnical skills (NTS) that include situational awareness, decision-making, teamwork and communication, and leadership. Under the guidance of adult learning principles, the aim of this study is to evaluate the learning outcomes of the NTS program for the surgery clerkship in the operation room in Taiwan. Self-directed learning principles were practiced during this 2-week subspecialty rotation. The learners were randomly divided into two groups: the control group (the learners and teachers deciding together what should be learnt) and the intervention group (the same as the control group and the formal NTS program implemented during the second week). A 12-item quantitative questionnaire including both the 6-item Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and the 6-item adult learning characteristics was completed twice: before and after rotation. From Oct 2020 to May 2021, 16 medical students received NTS training and 16 were training-naïve. For those undergoing NTS training, six core competencies significantly improved on a 6-point scale. Moreover, total score differences (post-training - pre-training) in core competency had significant correlations to the differences in adult learning characteristics (r=0.648, p=0.007). The NTS program could be feasibly integrated into core objectives of the basic surgical clerkships, with the improvement in adult learning motivation in the learners helping to facilitate NTS training under the competency-based surgical training program.

The Science of Learning and Art of Education in Cardiology Fellowship.

The science of learning, bolstered by the foundational principles of adult learning, has evolved to allow for a more sophisticated understanding of how humans acquire knowledge. To optimize learning outcomes, cardiology educators should be familiar with these concepts and apply them routinely when teaching trainees. This paper presents an overview of the neurobiology of learning and adult learning principles and offers examples of ways in which this science can be applied in cardiology fellowships. Both fellows and educators benefit from the science of learning and its artistic application to education.