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Learning And Teaching In Medical Education

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Discuss About The Implications For Learning And Teaching In Medical Education.




After reflecting on my story, my journey involved a transformation in learning which occurred through interactions with family, community, and culture. The learning outcomes are developed from the very childhood and are bettered with age. According to several studies in the past, I have found out that both the fun and the enjoyment plays a vital role in the learning procedure of a child and the learning procedure of an adult (Merriam & Bierema, 2013). In the course of learning, from my personal experience I can say that the role of a teacher plays an integral part in setting up the learning mood of the student. Here the student may be a child or that of a full grown adult.

It is the relationship and the bond between them that facilitates the process of learning. It is imperative and goes without saying that the process of learning is a two way process and can only be achieved if there is a stable connection between the teacher and the student (Taylor & Hamdy, 2013). As mentioned earlier, the fun and the enjoyment really facilitate the process of learning for the students. On the other hand, the process of learning among the children and the adults is also facilitated with the help of establishing a stable interactive framework.

The teachers who are engaged in providing valuable knowledge to the students have mostly been found talking about the safety, engagement and the social relationship. management, the learning procedure is one of the processes that are developed with the due course of time, the adult learners have been found speaking about the number of elements that play a major part in their experience program of fun and enjoyment (Smith & Pourchot, 2013).

These elements as described by the adult learners included the several processes that were established by the teachers, humour, array of activities that are undertaken, emotions, personal achievements, wellbeing, interactions and exchanges with several types of people along with the benefits relating to the self interest (Lucardie, 2014). I as a human being and an adult learner truly concur with the elements that have been mentioned as the elements of the learning activities by the adult learner groups. I feel that the above mentioned elements help the learner to form a basic mind set about the knowledge that they are gaining in the form of learning.


The role of fun and the enjoyment in the adult learning programmes are considered as the motivational factors that draws the adult learners to attend the respective learning classes and acquire knowledge and skills according to their capabilities. In addition to that, both the factors of fun and enjoyment are considered as the factors that are dedicated towards a mechanism that is devoted upon increasing the concentration levels among the adult learners. This also helped them in establishing a connection with the learning environment (Lucardie, 2014). I am completely in support with the crux of the idea because I have faced similar instances in the past where the fun and enjoyment factors enabled me to develop the levels of concentration thereby raiding the learning process.

The nature of average normal beings is to get inclined to a learning process that is relatively easier to have a grip than the learning processes that are complex in nature. This is why the child learners are imparted with knowledge that is much easier to perceive through process that involves the essential factors of fun and enjoyment (Edwards, Hanson & Raggatt, 2013). The same can be said about the adult learners because it is the human nature, though the process involving fun and enjoyment may be different to that of the children and the adults.

In my opinion, this notion is undeniable due to the fact that I have been a child learner in one point of my life and now also learning as an adult learner based upon the same factors of fun and enjoyment. As discussed earlier the combined efforts of the fun and enjoyment factors help in the business development of the socially connected environment (Foote, 2015). I personally have applied the techniques of learning in my life as well in which the influence of the family, surroundings and the culture had helped me to learn and stay connected to that of the social environment.

However, with the similarities of learning processes in that of the child and the adults there are few notable differences. These differences are not so vivid as compared to that of the learning processes found in the children and the adults but are something that can be reviewed invariably. The learning process of a child is a bit rigid in nature as the children are devoid of past experiences (Cox, 2015). In due course of time as the child grows, the learner learns from his mistakes and his past experiences that in turn makes the learning process much more fluent in the adult human beings.

There are a total of six key adult learning principles that underlines the analogy of the practice. These principles states that an adult learner requires to be very clear about the purpose of the learning, is completely self driven, has previous experiences about the work they have been entitled to do, depicts the signs of instantaneous actions for the fulfilment of the tasks that mostly related to life, imbibes a quick problem solving capability towards the genre of learning and is devoted towards continuous motivation towards learning (Roulston, 2010). These principles go similar to my principles of the learning process because I think that these are the principles that truly define a learner who is keen to acquire a new set of ideas.

From the above sections that has been discussed in this assignment, it is very clear that the learning process is a two way process and is dynamic in nature. Thus, I can conclude that the learning processes for both the child and the adult learners must be subjected to the factors relating to fun and enjoyment. It is so because these two are the factors that helps in the facilitation of the learning process thereby helping the adult learners to be motivated, stay concentrated and stay socially connected to the environment.



Cox, E. (2015). Coaching and adult learning: Theory and practice. New Directions for Adult and Continuing Education, 2015(148), 27-38.

Edwards, R., Hanson, A., & Raggatt, P. (2013). Boundaries of adult learning. Routledge.

Foote, L. S. (2015). Transformational learning: Reflections of an adult learning story. Adult learning, operations, 84-86.

Lucardie, D. (2014). The Impact of Fun and Enjoyment on Adult's Learning. Procedia-Social and Behavioral Sciences, 142, 439-446

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.

Roulston, K. (2010). ‘There is no end to learning’: Lifelong education and the joyful learner. International journal of music education, 28(4), 341-352.

Smith, M. C., & Pourchot, T. (2013). Adult learning and development: Perspectives from educational psychology. Routledge.

Taylor, D. C., & Hamdy, H. (2013). Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), e1561-e1572.

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