A theory-based curriculum design for remediation of residents’ communication skills

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A learner centered curriculum solidly based on adult educational principles can help teach patient-centered interviewing skills. Kolb's experiential cycle (Kolb 1984) models the natural and logical sequence of experiencing, teaching, and learning interviewing skills. Kolb's experiential cycle has multiple intercalations with many important educational theories. An experiential cycle-based curriculum encourages a variety of strategies and activities which in turn we suggest will increase the likelihood of a robust and flexible learning environment that can be responsive to the needs of individual learners.

Figure 1. Kolb's model of experiential learning, overlapped with Knowles principles of andragogy.

Table 1.  Knowles’ assumptions of adult learning

Knowles’ assumptions of adult learning:
The adult learner is independent and self-directing.
The adult learner comes with a background of experiences. These can be used as a resource for learning.
The adult learner will seek out educational experiences that integrate well with everyday life.
Adult learners desire immediate, problem centered approaches, and may seek educational options in response to a specific need.
Adult learners often respond to internal motivation, rather than external. This is in contrast to young learners who are often compelled to learn.

Figure 2. Kolb's model of experiential learning, overlapped with Bandura's theory of self-efficacy.

Figure 3. Kolb's model of experiential learning, overlapped with Schön's theory of reflective practice.

Figure 4. Kolb's model of experiential learning, with some educational activities noted for remedial curriculum in interviewing skills.

Kolb DA. Experiential learning: Experience as the source of learning and development. Prentice-Hall, Englewood Cliffs, NJ 1984

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