THE LEARNING PROCESS

The Learning Process



The Learning Process

Introduction

Education is one tool in the fight against cancer. Fully informed health care professionals and consumers can act more effectively to care for their patients, themselves, and their loved ones. It is vitally important that everyone learn how to decrease their risks for getting cancer, the importance of screening and early detection, and ways to access various treatment options.

All trainers should understand the principles of adult learning; however, cancer education poses some unique challenges. The word "cancer" still strikes fear in the hearts and minds of many people. Participants in your training sessions may come with a number of emotions, unresolved feelings, fears, and concerns that will influence their receptivity to the training content. They also may bring experiences, perspectives, and insights that will enrich the training. Thus, cancer education is not just a matter of presenting new information to a passive, receptive audience. The trainer must carefully consider the emotional context in which this education takes place.(Patierno, 1990, 78-79).

Malcolm Knowles often referred to as the "father of adult education," found that adult learning occurs best when it follows certain principles. If trainers follow these guidelines, they will greatly enhance the learning experience for participants. (Kolb, 1984, 254-258)

Arnold et al. among other adult educators, state that people retain:

20 percent of what they hear

30 percent of what they see

50 percent of what they see and hear

70 percent of what they see, hear, and say (e.g. discuss, explain to others)

90 percent of what they see, hear, say, and do

Therefore, for participants to retain what they learn in cancer education workshops, they need a chance not only to hear a lecture or discussion, see a demonstration or visual aids, and discuss the material, but they must also have an opportunity to do something with the new ...