TG DeWitt

Abstract

The challenge in medical education is transitioning the early learner from a teacher-centered, pedagogical learning environment to an andragogical environment that encourages both self-directed learning and internal motivation critical for a practicing clinician. The androgogical environment has the learner involved in planning and evaluating their learning, builds on experience, has immediate application, and is problem rather that topic centered. The governing bodies for medical education in the United States have changed the requirements for training programs and licensure encouraging andragogical approaches based on concepts of competencies and milestones. Achievement of competencies, including patient care, medical knowledge, practice-based learning and improvement, systems-based practice, interpersonal and communication skills, and professionalism, is supported by well-defined measurable milestones of performance that allow for feedback about progress and self-directed learning. These changes in the approach to medical education in the United States are designed to enhance the creation of physicians who are life-long learners.