ABSTRACT
A better understanding of the principles of adult education can enable all healthcare professionals to become lifelong learners, capable of enjoying teaching and learning. M. S Knowles has identified seven principles of adult learning which facilitate the shift of responsibility for change to the learner, and which need to be addressed by organisers of adult learning programmes. Establish a physical and psychological climate or ethos of learning. Involve learners in formulating their own learning objectives. Help learners apply qualitative evaluation methods to their learning. R. D Macleod and A. Nash found that the majority of general practitioners were uncomfortable with experiential methods and preferred didactic teaching. Good learners are: selective but also experimental, prepared to share knowledge with others, able to accept both praise and constructive suggestions for improvement and broad minded. Drawing on the experiences of teachers and learners, the Palliative Care Education Group Gloucestershire team have developed a philosophy which aims to create the best possible learning environment.
