Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

References

• Ahlquist R. Manifestations of inequality: Overcoming resistance in a multicultural foundations course. Research and multicultural education, C Grant. Falmer Press, London 1992; 89–105
   Google Scholar
• Anderson LW, Kratwohl DR. A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. Longman, New York 2001
   Google Scholar
• Archer MS. The reflexive imperative in late modernity. Cambridge University Press, Cambridge 2012
   Google Scholar
• Atherton JS, 2011. Learning and teaching; Bloom's taxonomy [Online]. [Accessed 19 March 2011]. Available from http://www.learningandteaching.info/learning/bloomtax.htm
   Google Scholar
• Ausubel D. Educational psychologyy: A cognitive view. Holt, Rinehart & Winston, New York 1968
   Google Scholar
• Bandura A. Social learning theory. General Learning press, New York 1977
   Google Scholar
• Baskerville D, Goldblatt H. Learning to be a critical friend: From professional indifference through challenge to unguarded conversations. Camb J Educ 2009; 39: 205–221
   Google Scholar
• Belenky MF, Clinchy BM, Goldberger NR, Tarule JM. Women's ways of knowing: The development of self, voice and mind. Basic Books, New York 1997
   Google Scholar
• Bernstein B. Pedagogy, symbolic control and identity: Theory, research, critique. Rowman & Littlefield, Oxford 2000
   Google Scholar
• Biggs J, Kember D, Leung DYP. The revised two-factor study process questionnaire: R-SPQ-2F. Br J Educ Psychol 2001; 71: 133–149
   PubMed Web of Science ®Google Scholar
• Bloom BS, Engelhart MD, Furst EJ, Hill WH, Kratwohl DR. Taxonomy of educational objectives: The classification of educational goals. Handbook I, Cognitive domain. Longmans Green, New York 1956
   Google Scholar
• Brookfield SD. Transformative learning as ideology critique. Learning as transformation: Critical perspectives on a theory in progress. Kindle ed, Mezirow, J Associates. Jossey-Bass Inc, San Fransisco, CA 2000; 125–148
   Google Scholar
• Bruner J. Toward a theory of instruction. Belkap Press, Cambridge, MA 1966
   Google Scholar
• Choi J, Hannafin M. Situated cognition and learning environments: Roles, structures and implications for design. Educ Technol Res Dev 1995; 43: 53–69
   Web of Science ®Google Scholar
• Chomsky N. Reflections on language. Pantheon Books, New York 1975
   Google Scholar
• Coffield F, Moseley D, Hall E, Ecclestone K. Learning styles and pedagogy in post-16 learning: A sytematic and critical review. The Learning and Skills Research Centre, London 2004
   Google Scholar
• Cross K. Adults as learners: Increasing participation and facilitating learning. Josset-Bass, San Fransisco, CA 1981
   Google Scholar
• Durning SJ, Artino AR. Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52. Med Teach 2011; 33: 188–199
   PubMed Web of Science ®Google Scholar
• Duvivier RJ, Van Dalen J, Muijtjens AM, Moulaert VRMP, Van Der Vleuten CPM, Scherpbier AJJA. The role of deliberate practice in the acquisition of clinical skills. BMC Med Educ 2011; 11: 101
   PubMed Web of Science ®Google Scholar
• Ferguson KJ, Kreiter CD. Assessing the relationship between peer and facilitator evaluations in case-based learning. Med Educ 2007; 41: 906–908
   PubMed Web of Science ®Google Scholar
• Gagne RM, Briggs LJ, Wagner WW. Principles of instructional design. Harcourt Brace, Orlando, FL 1992
   Google Scholar
• Garrison DR. Self-directed learning: Toward a comprehensive model. Adult Educ Quart 1997; 48: 18–33
   Web of Science ®Google Scholar
• Hamdy H. Blueprinting for the assessment of health care professionals. Clin Teach 2006; 3: 175–179
   Google Scholar
• Hart R. Children's participation: From tokenship to citizenship. UNICEF, Innocenti Essays No. 4. Florence, Italy 1992
   Google Scholar
• Hoban JD, Lawson SR, Mazmanian PE, Best AM, Seibel HR. The self-directed learning readiness scale: A factor analysis study. Med Educ 2005; 39: 370–379
   PubMed Web of Science ®Google Scholar
• Jaques D. ABC of learning and teaching in medicine: Teaching small groups. Br Med J 2003; 326: 492–494
   PubMed Web of Science ®Google Scholar
• Knowles M. The adult learner: A neglected species. Gulf, Houston, TX 1988
   Google Scholar
• Knowles M, Holton EI, Swanson R. The adult learner:the definitive classic in adult education and human resource development. Elsevier, Burlington, MA 2005
   Google Scholar
• Kolb D. Experiental learning. Prentice-Hall, Englewood Cliffs, NJ 1984
   Google Scholar
• Kusurkar RA, Ten Cate OTJ. AM last page: Education is not filling a bucket, but lighting a fire: Self-determination theory and motivation in medical students. Acad Med 2013; 88: 904
   PubMedGoogle Scholar
• Land R, Meyer JHF, Smith J. Threshold concepts within the disciplines. Sense Publishers, Rotterdam and Taipei 2008
   Google Scholar
• Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Cambridge University Press, New York 1991
   Google Scholar
• Locke J. An essay concerning human understanding. Thomas Basset, London 1690
   Google Scholar
• Loyens SMM, Magda J, Rikers RMJP. Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ Psychol Rev 2008; 20: 411–427
   Web of Science ®Google Scholar
• Luft J, Ingham H. The JoHari window, a graphic model of interpersonal awareness. UCLA, Proceedings of the western training laboratory in group development. Los Angeles, CA 1955
   Google Scholar
• Maslow A. Motivation and personality. Harper and Row, New York, London 1954
   Google Scholar
• Maudsley G. Medical students' expectations and experience as learners in a problem-based curriculum: A ‘mixed methods' research approach. Doctor of Medicine. The University of Liverpool, Liverpool, UK 2005
   Google Scholar
• Maudsley G, Taylor DCM. Learning professionalism in a problem-based curriculum. Teaching medical professionalism, RL Creuss, SR Creuss, Y Steinert. Cambridge University Press, New York 2009; 211–224
   Google Scholar
• Merriam SB, Caffarella RS, Baumgartner LM. Learning in adulthood: A comprehensive guide. Jossey-Bass, San Fransisco, CA 2007
   Google Scholar
• Meyer JHF, Land R. Threshold concepts and troublesome knowledge: An introduction. Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, JHF Meyer, R Land. Routledge, London, UK 2006; 3–18
   Google Scholar
• Meyer JHF, Land R, Baillie C. Threshold concepts and transformational learning. Sense Publishers, Rotterdam and Taipei 2010
   Google Scholar
• Mezirow JE. Perspective transformation. Adult Education (USA) 1978; 28: 100–110
   Web of Science ®Google Scholar
• Mezirow JE. Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass, San Fransisco, CA 1990
   Google Scholar
• Mezirow JE. Transformative learning: Theory to practice. In defense of the lifeworld, MR Welton. Suny Press, New York 1995; 36–70
   Google Scholar
• Michaelsen LK, Knight AB, Fink LD. Team based learning: A transformative use of small groups in college teaching. Stylus Publishing, Sterling, VA 2002
   Google Scholar
• Miller GE. The assessment of clinical skills/competance/performance. Acad Med 1990; 63: S63–S67
   Google Scholar
• Newble DI, Clarke RM. The approaches to learning of students in a traditional and in an innovative problem-based medical school. Med Educ 1986; 20: 267–273
   PubMed Web of Science ®Google Scholar
• Newble DI, Entwistle NJ. Learning styles and approaches: Implications for medical education. Med Educ 1986; 20: 162–175
   PubMed Web of Science ®Google Scholar
• Norman G, Eva KW, Brooks L, Hamstra S. Expertise in medicine and surgery. The Cambridge handbook of expertise and expert performance, KA Ericsson, N Charness, PJ Feltovich, RR Hoffman. Cambridge University Press, Cambridge 2006; 339–353
   Google Scholar
• Norman GR. The adult learner: A mythical species. Acad Med 1999; 74: 886–889
   PubMed Web of Science ®Google Scholar
• Norman GR, Schmidt HG. The psychological basis of problem-based learning: A review of the evidence. Acad Med 1992; 67: 557–565
   PubMed Web of Science ®Google Scholar
• Perry WG, Jr. Forms of ethical and intellectual development in the college years. Jossey-Bass, San Fransisco, CA 1999
   Google Scholar
• Peters R. The concept of motivation. Routledge, London 1966
   Google Scholar
• Piaget J. The origins of intelligence in children. International University Press, New York 1952
   Google Scholar
• Regan-Smith M, Obenshain S, Woodwarth C, Richards B, Zeits H, Small PJ. Rote learning in medical school. J Am Med Assoc 1994; 272: 1380–1381
   PubMedGoogle Scholar
• Ryan RM, Deci EL. Self-determination theory and facilitation of intrinsic motivation, social development and well being. Am Psychol 2000; 55: 68–78
   PubMed Web of Science ®Google Scholar
• Schön D. The reflective practitioner: How professionals think in action. Temple Smith, London 1983
   Google Scholar
• Schön D. Educating the reflective practitioner. Jossey-Bass, San Francisco, CA 1987
   Google Scholar
• Skinner B. The science of learning and the art of teaching. Harvard Educ Rev 1954; 24: 86–97
   Web of Science ®Google Scholar
• Sobral DT. What kind of motivation drives medical students' learning quests?. Med Educ 2004; 38: 950–957
   PubMed Web of Science ®Google Scholar
• Stein B, Littlefield J, Bransford J, Persampieri M. Elaboration and knowledge acquisition. Mem Cogn 1984; 12: 522–529
   PubMed Web of Science ®Google Scholar
• Sungur S, Tekkaya C. Effects of problem-based learning and traditional instruction on self-regulated learning. J Educ Res 2006; 99: 307–320
   Web of Science ®Google Scholar
• Taylor DCM, Miflin B. Problem-based learning: Where are we now?. Med Teach 2008; 30: 742–763
   PubMed Web of Science ®Google Scholar
• Ten Cate OTJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Med Teach 2011; 33: 961–973
   PubMed Web of Science ®Google Scholar
• Thorndike E. Animal intelligence. Macmillan, New York 1911
   Google Scholar
• Vygotsky L. Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA 1978
   Google Scholar
• Vygotsky LS. Interaction between learning and development (1978). From Mind and Society. Readings on the development of children, M Gauvin, M Cole. W.H.Freeman and Company, Cambridge, MA; Harvard University Press, New York, NY 1997; 79–91
   Google Scholar
• Weiner B. Human motivation: Metaphors, theories, and research. SAGE, Newbury Park, CA 1992
   Google Scholar
• Wenger E. Communities of practice: Learning, meaning, and identity. Cambridge University Press, New York, NY 1998
   Google Scholar
• Wilson AP. The promise of situated cognitionAn update on adult learning theory, SB Merriam. Jossey-Bass, San Fransisco, CA 1993
   Google Scholar
• Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE guide no. 63. Med Teach 2012; 34: 102–115
   PubMed Web of Science ®Google Scholar
• Zimmerman BJ. Becoming a self-regulated learner: An overview. Theory Pract 2002; 41: 64–70
   Web of Science ®Google Scholar