Health, education, pedagogy, andragogy, adult education, health education

BACKGROUND: In the world of technology, when today's student is approaching the on-line /distance learning in the open universities and doing on-line self-assessment, the classroom learning is vanishing slowly. Globally, teachers are taking efforts to improve the pedagogy by implementing effective methods to retain the classroom teaching and student attendance. The present study aims at shedding some light on the need of changing the adult education strategies (andragogy), which can effectively improve the student attendance for lectures...

Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction...

DEVELOPMENT: The concept of 'andragogy' is the basis of the adult education which is different from pedagogy in several aspects, particularly in the autonomy of the adult learner in choosing the educational programmes and the methodologies and sites in where learning occurs. This happens very often in the worksite. The professionals have to learn permanently during their active lives in order to maintain their competence updated. In this sense, continuing education correlates with continuing professional development, which is an attempt to enlarge the traditional domains of continuing education...

Patient education approaches are currently derived from a biomedical 'acute' model characterized by the sequence of health, disease, and recovery resulting from our professional intervention. Unfortunately, this model proves to be totally inadequate when applied to a chronic disease such as kidney failure. Our patients never fully regain their health and may continue to worsen under our care, even after many state-of-the-art treatments. The solution is represented in acquiring a new professional identity, shifting from the 'biomedical' acute model to a 'bio-psycho-social-educational model'...