The Adult Learner Rediscovered: Psychiatry Residents' Push for Cognitive-Behavioral Therapy Training and a Learner-Driven Model of Educational Change

Autor/in	Cassidy, Keri-Leigh
Titel	The Adult Learner Rediscovered: Psychiatry Residents' Push for Cognitive-Behavioral Therapy Training and a Learner-Driven Model of Educational Change
Quelle	In: Academic Psychiatry, 28 (2004) 3, S.215-220 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
Schlagwörter	Learning Theories; Psychiatry; Learning Motivation; Adult Learning; Adult Students; Educational Change; Therapy; Cognitive Restructuring; Behavior Modification; Graduate Medical Education; Medical Students; Student Attitudes; Surveys; Supervisor Supervisee Relationship + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Psychiatrie; Motivation for studies; Lernmotivation; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungsreform; Therapie; Behaviour modification; Verhaltensänderung; Schülerverhalten; Survey; Umfrage; Befragung
Abstract	Objective: This study surveyed residents' experiences learning an emerging area of demand in psychiatry at a time when there is a lag in training resources. Unexpectedly, the data generated useful evidence in support of adult learning theory. The result is a post hoc examination of learner attitudes and activities during the spread of a new medical content domain. Implications of the results for adult learning theory are considered. Methods: A survey evaluating interest, motivation, perceptions, and barriers toward learning cognitive-behavioral therapy (CBT) was given to 85 psychiatry residents at a single institution, with a 95% return rate and even distribution across years of training. Results: The vast majority of residents were highly interested and motivated to learn CBT. One hundred percent considered CBT clinically useful, and 99% anticipated using it in future practice. Consistent with the model of adult learning theory, reasons for seeking CBT training tended to focus on personal interest (86%), motivation (81%), and opinion of its clinical usefulness (68%). Only a minority considered training requirements a motivation for seeking training (44%). The most commonly reported difficulty in gaining exposure to CBT was supervisor availability (65%). Conclusions: Residents exhibited qualities of adult learners for whom personal interests were more important than training requirements with regard to seeking training in new modes of treatment. In the wake of recent theoretical scrutiny of adult learning and its applicability to undergraduate medicine, these results suggest that postgraduate medicine might be uniquely suited to the study of adult learning theory. (As Provided).
Anmerkungen	American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10