Andragogy: Learning Biography about Clinical Oncology - Essay Example

? Learning biography about Clinical Oncology al affiliation Learning biography about Clinical Oncology Analysts and researchers in the field of Clinical Oncology argue that, as time progresses, there is a great likelihood that all stakeholders in the field have to learn new skills mandatory for successful acquisition of skills in the field. Studies indicate that, there have been massive developments in the field of Clinical Oncology (Casciato and Territo, 2008). For instance, developments in novel psychotherapies and better diagnostic equipment have been developed thus, a transformation in the teaching of skills related to the field. In order to meet the goals and objectives of clinical solutions, Brookfield (2005) argues that there is a dire need to instill change in the field of Oncology; both in terms of the work force change and techniques of handling various clinical trials. For a total transformation of the field of Clinical Oncology, it is important that the training programs are improved. In the current form of training, there is a great niche in the number of programs that are comprehensive in terms of methods of instruction in molecular and clinical oncology. In response, it is mandatory that novel approaches are applied in this field. For teaching and learning to be productive in the field of Clinical Oncology, there is a need to have a supple curriculum that allows for teaching methodologies that are all inclusive in terms of research and teaching in Clinical Oncology. Analysts propose novel teaching approaches like one-on- one teaching, e-learning so as to have flexibility and incorporate all learners in the teaching and learning process. In the study of Clinical Oncology, various adult learning theories are applied. Among the theories of adult learning include; Andragogy. This model of adult learning theory motivates learners of Clinical Oncology in that; the model self directs learners towards their own learning. Ames and Ames (2000) argue that, in this model, learners govern the way in which they gain knowledge of and grasp concepts in the particular fields of study. Through, this model learners are in a position to grasp concepts in life, that allow them dictate their own means of learning (Edwards, 2005). In the field of Clinical Oncology it is important that learners grasp concepts that direct their own forms of learning. In Clinical Oncology, it is expected, that learners are well motivated and exposed to forms of learning that direct their own life experiences. Andragogy is linked to the ability to allow learners solve problems that they may face in their respective fields of learning. In this context, therefore, learners are in a position to discern the necessary skills required of them during the field of medical oncologists. Andragogy is directed towards solving problems rather than inculcating theoretical skills in the learners (Reynolds and Vince, 2007). In line to this argument, learners are subjected towards learning of concepts that relate medical oncology on a practical angle. It is important that learners in this field are exposed to practical aspects of learning concepts. For the Andragogy theory to be applied in the learning setting, it is important that learners are exposed to the concepts that are relevant to their areas of specialization. Analysts argue that adult learners must have a one on one contact with the contents of instruction. Statistics also indicate that, adult learners must be involved in the planning of their modes and contents of instruction. In the field, of Clinical Oncology, adult learners must be exposed to administration of therapy to individuals; for instance, radiotherapy, and chemotherapy amongst others. Andragogy allows for this practical view of adult learning in the field of Clinical Oncology. Learners are given an opportunity to learn through mistakes as well as experience in Clinical Oncology. Practically, learners are given prior introduction on how to deal with patients. First, learners are allowed to review patients’ files as the first task in Clinical Oncology. The second task is to plan for the radiation treatment program, thirdly, diagnose the patient and finally scrutinize the progress of the patient under medication. From the above, Andragogy allows patients have a one on one contact with their patients; thus, develop touch with their careers. A repetition of this process allows for learners pave their way towards licensed, well confident radiologists. From this argument, it is justified to argue that Andragogy drives learners towards successful completion of their courses and test the learnt skills in the field of medical oncology. Instructors keep in mind the different levels of learning by the learners, as well as assume their roles as mere instructors; with learners self directed towards grasping of concepts (Foley, 2004). Action learning theory is yet another theory of adult learning. Action learning works on the principles that, adult learners are more concerned with their future careers, or rather real occupations, over instruction concepts in the classroom setting. Merriam (2010) argues that, in some instances, learners are bound to get extremely bored with concepts taught in class especially if they are not directed towards the occupation in question. Through action learning, learning in Clinical Oncology became extremely easy, through comparisons to the area of study; consequently develop people with skills to work in the related field. Tennant (2006) argues that action learning has been credited with the ability to bring work place in the classroom setting, a factor that allows learners gain expertise in the course of study. In the field of Clinical Oncology, it has not been easy throughout the course without motivations behind learning. Lucas (2001) argues that dissimilar to children, adult learners have a huge load of responsibilities on their shoulders; learning should, therefore, be made interesting to suit all learners in the learning setting. Stakeholders in the educational context argue that, it is important that learners are presented with opportunities that allow for a sense of balance between their learning life and normal life. From this argument, it is warranted to argue that my experience in Clinical Oncology has proven to be an uphill task. Quite a number of barriers have hindered my progress in the pursue of my career, ranging from misinformation, lack of confidence- that almost leads to despair-, clashing schedules amongst others. In order to endure as a nurse in the Clinical Ontology ward, motivation is required for completion of tasks in the course. For my competence ability, I am now a registered nurse with the power to work with all that pertains to my job. Just as, Galton and Fiorentino (2002) argue, adult learners always need to learn new skills in order to survive in a classroom setting. Learning new skills enables adult learners have the ability to upgrade their old skills, therefore, fit in the new system. If this is fulfilled, then adult learners are bound to learn and fit in the classroom setting. Lowman (2000) argues that, another major motivation towards adult learning is to have the ability to fit in the current occupation, as well meet the terms of the organization’s directives. Adult learners in this context, as a result, have the feeling, that they are able to meet their job demands and advance to higher heights in their profession. Adult learners need to be motivated on their enrolment as worthwhile, so as to reduce the obstacles of learning. Instructors must be well conversant with the reasons behind enrolment of the learners, which according to Lenhard, Osteen and Gansler (2001) should be the motivators towards learning. Instructors also need to devise a sensible working plan directed towards motivating learners in the classroom setting. In the case of Clinical Ontology, it is important that successful teaching strategies are incorporated. The teaching methods include directing the adult learners towards learning and anticipated promotion in the careers of learning. The best teaching activities in my course as a medical Oncologist included delegation of authority to learn as individuals, a major motivator of adult learning. From the experience of direct learning, I was in a position to work directly with patients as well as, get conversant with the tools used in the field of medical Oncology. Adults have been stated to have responsibilities over the live so many individuals apart from their own (Sutherland, 2004). With this experience, learners are in a position to gain competency in their jobs, in turn, remain relevant in the medical setting. From this teaching experience, I was in a position to grasp and apply concepts that aid in problem solving. During the study, the instructors applied the use of practical experiences in various hospitals in the course of learning. These practical experiences allowed me have a sensible know-how of my area of study. I am able to count the number of times I have been in practical settings; thus, a clear understanding of the learning setting. Knowles, Holton and Swanson (2011) argue that, adult learners need experiences that they can rely and identify with unlike the teenage learners. It is evident that adult learners need a lot of time that allows them understand the concepts being taught in the classroom. Studies indicate rote learning does not serve an option in learning by adult learners. Adult learners not only need consideration in their efforts towards learning, but also want the instructors to allow them put in place they have already learnt in the classroom setting (Rothwell, 2008). This practical aspect is one of my best that made me have a one on one touch with the practical setting related to my course of study. This practical experience brought life to my career. I had the opportunity to experience presumed accomplishment, take pleasure in my career, as well as, ascribe value to my job. With the practical experience, I was in a position to discuss logistics, and organize steps required to carry out management plans of radiation under the direction of the head oncologist. In the practical setting, I was in a position to suggest specific vitamins and restrict some forms of diet to the patients left under my care. It is also through, this form of the learning experience; that I had an experience of synchronizing treatment of patients with other hospital visits, through organizing transport means for the patients through the unit’s charity plan. This interprets that, it is important that adults are presented with sensible learning opportunities for consistence in learning. Eble (2006) summarizes adult learning should be inclusive, instill positive attitudes, incorporate meaning in the learning setting and finally, stimulate competence in the learners. Through experimental learning adult learners are able to plan achievable goals, experiment and implement their final actions, whilst in the learning setting. In this context, therefore, adult learning should be designed in such a way that it is exciting, cognitive and addresses all the physical attributes of the learner (Sutherland, 2004). In my practice environment, I have benefited a lot from my learning experience. In the in-service programs for instance, the training was related to the theory of experimental learning, whereby, I was in a position to have a direct experience with patients, a preparation of my future career. This scenario enabled me have an idea on dealing with real life situations in the ward, through a discussion of the whole experience after the program. At the end of the program, especially completion of solving the scenarios in the ward, I had the chance to evaluate my ability to work as a nurse in the Clinical Oncology ward as well as reflect on my probability to handle tough situations in my line of work. Conclusively, my learning experience has been extremely beneficial in my line of work. The whole course was worthwhile, credit to the ability of the instructors to motivate us all the way throughout the course. References Ames, R., and Ames, C. (2000). Motivation and Effective Teaching. Hillsdale, N. J.: ErIbaum. Brookfield, S. (2005). The power of critical theory for Adult learning and teaching. London: McGraw-Hill International. Casciato, A. and Territo, M. (2008). Manual of clinical oncology. New York: Lippincott Williams & Wilkins. Eble, K. E. (2006).The Craft of Teaching. (2nd ed.) San Francisco: Jossey-Bass. Edwards, R. (2005). Adult learners, education, and training: a reader. London: Routledge. Foley, G. (2004). 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(2007).The Handbook Of Experiential Learning And Management Education. Oxford: Oxford University Press. Rothwell,W. (2008). Adult Learning Basics. U.S.A: American Society for Training and Development. Sutherland, P. (2004). Adult learning: a reader. London: Routledge. Tennant, M. (2006). Psychology and adult learning. New York: Taylor & Francis. Read More