Andragogy (Adult Learning)

oai:ojs.pkp.sfu.ca:article/1Adult learning is frequently taken as a separate domain having very little connection to learning in childhood and adolescence. Adults have special needs and requirement as learners. In this editorial an attempt has been made to examine critically, how adult learning is different, in the light of Knowles five assumptions of andragogy and various learning theories.1, 2 It also highlights how learning principles derived can be used in actual practice to improve patient outcome. It explores three important issues embedded in Knowles five assumptions; (1) what are important characteristics of an adult learner? (2) What can learning/teaching strategies be used for effective learning in adults? And (3) how an effective teacher can enhance learning in adults