Implications of adult education theories for medical school faculty development programmes

Abstract

Adult education principles have impacted the approach used by many faculty development programmes. Underlying themes of immediacy of application, task centered opportunities to practice skills, and feedback on efforts are common to most popular approaches. Less common are instances where the need to know is initially communicated, or provision of opportunities to direct course content. Incorporation of sound adult educational principles into the design of faculty development programmes should enhance its reception by the faculty, and increase its value to the school.