When developing a training session based on adult learning principles, it is crucial to engage learners actively and make the learning experience as practical and relevant as possible. Here’s why option A is the best approach:
Active Participation:
Adult learners benefit most from hands-on learning where they can apply concepts immediately. Practicing facilitation during the class allows participants to actively engage with the material, which enhances learning retention.
Immediate Application:
Adult learning theory emphasizes the importance of immediate application of skills. By facilitating within the group during class, participants can receive instant feedback, allowing them to refine their skills in real-time.
Experiential Learning:
This approach aligns with Kolb’s experiential learning cycle, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. Facilitating in class provides the concrete experience and opportunity for reflective observation.
Peer Learning and Feedback:
Practicing in a group setting allows for peer learning, where participants can observe others and learn from their approaches. Feedback from peers and the facilitator is also crucial in developing effective facilitation skills.
Other options (B, C, and D) are more passive approaches, which are less effective in adult learning as they do not engage participants in the active, experiential learning process that is critical for skill development.
[References:, NAHQ’s Principles of Adult Learning in Healthcare Education, NAHQ Guide to Effective Training and Education in Healthcare, , =========, , , , ]
